Science

Pertemuan I

Topik :

• Seed

Learning Objectives:

• Know that plants reproduce.

• Collect sufficient evidence to test an idea

Activity:

• Teacher will review the lesson and ask students to draw a seed in their note book and write parts of the seed.

• The students then answer the questions in their learner’s book.

Resourse:

• Cambridge Primary Science Activity book p. 8-9

• Structure of Seed Video

Pertemuan II

Topic:

• How seeds grow

Learning Objectives :

• Know that plant reproduce

• Investigate how seeds need water warmth for geremination, but not light

• Make predictions of what wil happen based ob scientific knowlegde and and understanding and suggest and communicate how to rest these

Activity:

• Students will continue their work from the previous day. They will write a report about the seed they soaked in the water and observe what happened to the seed.

• Teacher will share observation tabel to the students and ask the students to copy it in their book.

• Discuss the asnwers to the questions on p. 9 Learner’s book.

• Share the video once again to help students answer the questions.

Resource:

• learner’s book p. 9

• Seed Germination Video

Pertemuan I

Topic :

• What do plant need to grow?

Learning Objectives:

• Know that plants need energy from light for growth

• Present results in bar charts and line graphs

Activities:

• Learner’s are going to first watch a video on ehat do plants need to grow and read about what do that plants need to grow , draw a bar chart based on the data in their learner’s book, they will also answer questions on activity 1.4

Resources:

• Learner’s book p. 12-13

• What do Plants Need to Survive?

Pertemuan II

Topic :

• Investigating germination

Learning Objectives:

• Investigate how seeds need water and warmth for germination, but not light

• Make predictions of what will happen based on scientific knowledge and understanding, and suggest and communicate how to test these

Activities:

• Learner’s are going to do further investigation activity with the help of acticity book, where they are going to read a data and predict what will happen .

• They will answer questions related to the questions on seed germination.

Resourse:

• Activity book p. 10 – 11

Pertemuan III

Topic:

• Plants and light

Learning Objectives :

• Know that plants need energy from light for growth

• Collect sufficient evidence to tes an idea

• Identify factors that need to be taken into account in different contexts.

Activities:

• Learner’s will first watch a video on how 2 different plants had different amount of light, and students have to observe the information that they get from the video they watched so they can answer the questions on their learner’s book p. 15 ( no. 1a,c,d,2a,and 3a).

• After answering the questions, students can go to quizzes and play the quizzes on plants .

Resource:

• Learner’s book p. 15

• Light is Essential for plant growth

• seed and plants quiz

Pertemuan I

Topic :

• Plants and Light

Learning Objectives:

• Know that plants need energy from light for growth

• Know that plants reproduce.

• Present results in bar charts and line graphs

• Interpret data and think about whether it is sufficient to draw conclusions

• Know that plants need energy from light for growth

Activities:

• Learner’s will be completing their activity book exercise 1.5 p.13. Then the teacher will share presentation woorsheet on analysing results on plant growth and student complete the task in their own worksheet.

Resources:

• Activity book p. 13.

Pertemuan II

Topic :

• Language review

Learning Objectives:

• Know that plants need energy from light for growth

• Know that plants reproduce.

Activities:

• Learner’s will be completing their activity book p. 14

Resourse:

• Activity book p. 14

Pertemuan III

Topic:

• Check your progress

Learning Objectives :

• Know that plants need energy from light for growth

• Know that plants reproduce.

• Present results in bar charts and line graphs

• Interpret data and think about whether it is sufficient to draw conclusions

• Know that plants need energy from light for growth

Activities:

• Students will be completing exercise in learner’s book p. 16-17. The questions are all based on what they have learnt. They can answer the questions in their science notebook.

Resource:

• Learner’s book p. 16-17

Pertemuan I

Topic:

• How seeds are spread

Learning Objectives :

• Observe how seeds can be dispersed in a variety of ways

• Collect sufficient evidence to test an idea

Activities:

• Teacher will briefly review lesson about seed and continue to explain that seeds can also be spread or dispersed. There are varities of ways in how it disperse such as the wind, animal or water.

• Then students will take turns to read about seed dispersal.

• Teacher then ask students to watch a video on how seeds are spread around by animals.

• Then students will draw a poster of seed dispersal they have just learnt .

Resource:

• Learner’s book p. 20-21

• Seed Dispersal by Animals Video

• Seed Dispersal Video

Pertemuan II

Topic :

• Why plants have flowers

Learning Objectives:

• Know that plants reproduce.

• Collect sufficient evidence to test an idea

Activities:

• Teacher will review the lesson about seed. Teacher then ask students to watch the video on why plants have flowers. Then students turn to their learner;s book and read learner’s book p. 18-19. After getting information from their book, students then work with their worksheet on flowers.

Resources:

• Why plants have flowers video

• Learner’s book p. 18-19

Pertemuan III

Topic:

• Why plants have flowers

Learning Objectives :

• Know that plants reproduce.

• Collect sufficient evidence to test an idea

Activities:

• Students will be completing their Activtiy book p. 15, and discuss the possible answers with their friends and teachers.

Resource:

• Activtiy book p. 15

Pertemuan I

Topic :

• How seeds are spread

Learning Objectives:

• Observe how seeds can be dispersed in a variety of ways

• Recognise and make predictions from pattern in data and suggest explanation using scientific knowledge and understanding

Activities:

• Students are going to watch an explanation on seed dispersal and have a class discussion on it .

Resourse:

• SEEDS DISPERSAL BY DIFFERENT AGENTS

Pertemuan II

Topic:

• Other ways seeds are spread

Learning Objectives :

• Observe how seeds can be dispersed in a variety of ways

• Recognise and make predictions from pattern in data and suggest explanation using scientific knowledge and understanding

Activities:

• Teacher will review the lesson they discuss on the privious day, and continue discussing learner’s book p. 22 – 23.

• Then discuss the questions on learner’s book p. 23

Resource:

• Cambridge Primary Science Learner’s book p. 22-23

• 7 Brilliant Ways Seeds and Fruits Are Dispersed

• Seed Dispersal

Pertemuan I

Topic :

• The Parts of flower

Learning Objectives:

• Observe that plants produce flowers which have male and female organs; seeds are form when pollen from the male organ fertilies the ovum (female)

• 5Eo1 Make relevant observations

Activities:

• Teacher will review the privious lesson and ask soe questions. Then teacher shares a video about parts of flower.

• Students then observe parts of a flower in their learner’s book p. 24. After observing the flower atudents then draw4 the flower in their note book and lable parts of the flower.

• Then they go on to answering questions on p. 25 their learner’s book.

Resources:

• Cambridge Primary Science 5 learner’s book

• Parts of flower and their functions Video

• Parts Of A Flowers And Their Functions for kids Video

Pertemuan II

Topic :

• The parts of flowers

Learning Objectives:

• Observe that plants produce flowers which have male and female organs; seeds are form when pollen from the male organ fertilies the ovum (female)

• Make relevant observations

Activities:

• Learner’s will be doing their activity book where they will do the exercise 2.3 to review lesson on seed dispersal and next they will complete exercise 2.4 about the part of flowers.

Resourse:

• Cambridge Primary Science Activity book p17-18

Pertemuan III

Topic:

• The parts of flowers

Learning Objectives :

• Observe that plants produce flowers which have male and female organs; seeds are form when pollen from the male organ fertilies the ovum (female)

• Make relevant observations

Activities:

• Learner’s will be doing an exercise on seed dispersal and parts of flower. Teacher will share the quesition through google classroom and let the students do the excersice in their note book and discuss it in the classroom.

Resource:

• Google Classroom

Pertemuan I

Topic :

• Pollination

Learning Objectives:

• Observe that plants produce flowers which have male and female organs; seeds are form when pollen from the male organ fertilies the ovum (female)

• Make relevant observations

Activities:

• Teacher will review the previous lessons and show a video on process of polination in different flowers.

• Then together discuss learner’s book 2.5 pollination p. 26. Then write notes about pollination.

Resources:

• Cambridge Primary science learner’s book p. 26.

• Pollination and Fertilization in plants

• Pollination Quiz

Pertemuan II

Topic :

• Pollination

Learning Objectives:

• Observe that plants produce flowers which have male and female organs; seeds are form when pollen from the male organ fertilies the ovum (female)

• Make relevant observations

Activities:

• Learner’s will continue to learn about pollination and answer the question on p. 27 their learner’s book.

Resourse:

• Cambridge Primary Science Activity book p. 27

Pertemuan III

Topic:

• Pollination

Learning Objectives :

• Observe that plants produce flowers which have male and female organs; seeds are form when pollen from the male organ fertilies the ovum (female)

• Make relevant observations

Activities:

• Teacher review the lesson and let students complete their activity book p. 19.

• Then discuss the answers with the students.

• After that teacher will share quizzes where students can do quiz on polination and seed dispersal.

Resource:

• Cambridge Primary Science Activity bookp.19

• Pollination seed dispersal Quiz

Pertemuan I

Topic :

• Pollination

Learning Objectives:

• Recognise the flowering plants have a life cycle including pollination, fertilisation, seed production, seed dispersal, and germination

Activities:

• Teacher review the privious lesson about parts of flower and show a video how different flowers is pollinated and why.

• Then students go to their learner’s book copy and complete the table which is a record of observation on pollination and try to make a bar chart and answer the questions on p. 29 learner’s book

Resources:

• Cambridge Primary Science Learner’s book p. 28-29

Pertemuan II

Topic :

• Pollination

Learning Objectives:

• Recognise the flowering plants have a life cycle including pollination, fertilisation, seed production, seed dispersal, and germination

Activities:

• Teacher will review the previous lesson and ask the students to complete the pollination investigation in their activity book p. 20

Resourse:

• Cambridge Primary Science Activity book p. 20

Pertemuan III

Topic:

• Review Science

Learning Objectives :

• Recognise the flowering plants have a life cycle including pollination, fertilisation, seed production, seed dispersal, and germination

Activities:

• Teacher will remind the students that they will have science review which they will do in their Google classroom.

• Teacher will share the review and the students will complete the review in the given time .

Resource:

• Google Classroom

Pertemuan I

Topic :

• Plant life cycle

Learning Objectives:

• Recognise the flowering plants have a life cycle including pollination, fertilisation, seed production, seed dispersal, and germination

• Make relevant observations

Activities:

• Teacher will review the peivious lesson on pollination and there are different animals that help pollination process and how they have finally learnt about the life cycle of a plant.

• Teacher will share a video on plant life cycle and ask student to turn to their learner’s book p. 30-31 where they will learn about plant life cycle and complete a chart on plant life cycle.

• They will also answer question on p. 30-31.

Resources:

• Cambridge Primary Science learner’s book p. 30-31

• Plant Life Cycle

Pertemuan II

Topic :

• Plant life cycle

Learning Objectives:

• Recognise the flowering plants have a life cycle including pollination, fertilisation, seed production, seed dispersal, and germination

• Make relevant observations

Activities:

• Teacher will remind the students that they are going to do a science project based on what they have learnt on the privious day.

• They will be drawing a life cycle of plant picture and lable them.

• Then they will create a video where they explain the life cycle of a plant. The materials that the students need are : white cardboard paper (karton putih) 30 x 45 cm , color pencils, pencil, eraser, ruler or a medium round object (to make a circle) and a handphone. If they haven’t finish the project, they can continue it at the next meeting. When they finish this project they may sent the video to their teacher.

Resourse:

• Cambridge Primary Science learner’s book p. 30

• Google ( Picture on life cylce of flowering plant or plant )

Pertemuan III

Topic:

• Plant life cycles

Learning Objectives :

• Recognise the flowering plants have a life cycle including pollination, fertilisation, seed production, seed dispersal, and germination

• Make relevant observations

Activities:

• Students will be completing their activity book p. 21-22 and continuing with their science project.

Resource:

• Cambridge Primary Science Activity book p. 21-22

Pertemuan I

Topic :

• Check your progress

Learning Objectives:

• Recognise the flowering plants have a life cycle including pollination, fertilisation, seed production, seed dispersal, and germination

• Present result in bar charts and line charts

Activities:

• Students will be answering questions in their note book about seed dispersal and flowering plant in their note book.

• They will also do extra exercise on recording wind dispersed seed by drawing the chart, making bar chart and answering the questions.

• They will also discuss the possible answers to the exercise with other students and teacher.

Resources:

• Cambridge Primary Science Learner’s book p. 32,

Pertemuan II

Topic :

• Check your progress

Learning Objectives:

• Recognise the flowering plants have a life cycle including pollination, fertilisation, seed production, seed dispersal, and germination

Activities:

• Students will to do the exercise on p. 33 in their note book.

• They will also discuss the possible answers to the exercise with other students and teacher.

Resourse:

• Cambridge Primary Science Learner’s Book p. 33

Pertemuan III

Topic:

• Check your progress

Learning Objectives :

• Recognise the flowering plants have a life cycle including pollination, fertilisation, seed production, seed dispersal, and germination

• Present result in bar charts and line charts

Activities:

• Teacher will be sharing information on how seeds can disperse through socks and students complete the answers to the questions given in the information.

Resource:

• GSlide Presentation

Pertemuan I

Topic :

• State of Matter ( Evaporation )

Learning Objectives:

• Know that evaporation occurs when a liquid turns into a gas

• Use observation and measurement to test predictions and make links

Activities:

• Teacher will let the students know that they are going to learn about evaporation.

• Teacher ask some questions about evaporation. Then examples of evaporation process and guide the students to read the information on evaporation in their learner’s book p. 34. After that teacher will show a video on process of evaporation. And together do the experiment activity 3.1A

Resources:

• Cambridge Primary Science Learner’s book p. 34.

• The 32 Most Important Examples of Evaporation

• What is evaporation video

Pertemuan II

Topic:

• Evaporation

Learning Objectives:

• Know that evaporation occurs when a liquid turns into a gas

• Use observation and measurement to test predictions and make links

Activities:

• Teacher will review the lesson to the students and continue the lesson by discussing activity book p 23

Resourse:

• Cambridge Primary Science Activity book p. 23

Pertemuan III

Topic:

• Evaporation

Learning Objectives :

• Know that evaporation occurs when a liquid turns into a gas

• Use observation and measurement to test predictions and make links

Activities:

• Teacher will ask the students about their experimaent and the result they have collected from the evaporation process they did at home.

• They draw a table to record thier result. From the result they get, they can answer the questions in the worksheet that has been given to them .

Resource:

• worksheet and student’s experiment results.

Pertemuan I

Topic :

• Why evaporation is useful

Learning Objectives:

• Know that evaporation occurs when a liquid turns into a gas

• Knowledge and understanding to plan how to carry out a fair test

Activities:

• Teacher reviews the privious lesson and introduces the new topic.

• The teacher ask students to read the useful facts of why evaporation is important in learner’s book p. 36.

• Teacher then show a presentation on why evaporation is useful. Next, the students will doing activity 3.2 p. 37 learner’s book, where they will do a simple experiment and answer some questions.

Resources:

• Cambridge Primary Science Learner’s book p. 36-37

• Why Evaporation is useful

Pertemuan II

Topic :

• Why evaporation is useful

Learning Objectives:

• Know that evaporation occurs when a liquid turns into a gas

• Use knowledge and understanding to plan how to carry out a fair test

Activities:

• Teacher will review the lesson with some questions, and ask the students to look at some questions on their activity book p. 24 and discuss what they have to do.

• Students complete the exercise 3.2 and discuss with the rest of the class.

Resourse:

• Cambridge Primary Science Activty book p. 24

Pertemuan III

Topic:

• Why evaporation is useful

Learning Objectives :

• Know that evaporation occurs when a liquid turns into a gas

• Use knowledge and understanding to plan how to carry out a fair test

Activities:

• Teacher will let the students know that they are going to do a quick experiment on evaporation and answer some questions on evaporation and condensation .

Resource:

• Handout

Pertemuan I

Topic:

• Investigating Evaporation

Learning objectives:

• Know that evaporation occurs when a liquid turns into a gas

• Collect sufficient evidence to test an idea

Activities:

• Teacher review the previous lessons with the students and share an evaporation data.

• Students then draw the chart and use the information from the chart to answer some questions in their learner’s book p. 38.

• Discuss the possible answers.

Source:

• Cambridge Primary Science Learner’s book p. 38.

• Investigating Evaporation

Pertemuan II

Topic:

• Investigating Evaporation

Learning Objectives:

• Know that evaporation occurs when a liquid turns into a gas

• Collect sufficient evidence to test an idea

Activities:

• Teacher review the previous lessons with the students and share an evaporation data.

• Students then draw the chart and use the information from the chart to answer some questions in their learner’s book p. 39.

• If the students have not finish answering the questions, they can continue in the next meeting

Source:

• Cambridge Primary Science Learner’s book p. 39

• Does the container affect evaporation?

Pertemuan III

Topic:

• Investigating Evaporation

Learning objectives:

• Know that evaporation occurs when a liquid turns into a gas

• Collect sufficient evidence to test an idea

Activities:

• Students may continue their work from the previous lesson.

• Teacher makes sure that the students have time to also discuss the posibble answers to question on p. 39 learner’s book.

• After discussion, students complete and discuss the exercise on p. 25 activity book. If there is still time left, students may see science games that the teacher share.

Sources:

• Activity book p. 25

• Natural water cycle game

Pertemuan I

Topic:

• Evaporation from a solution

Learning objectives:

• Know that when a liquid evaporates from a solution the solid is left behind

• Identify factors that need to be taken into account in different contexts

Activities:

• Teacher reviews the previous lesson and ask the students to do activity book p. 25 as a review of the previous lesson.

• The discuss the possible answers.

• Next, teacher will introduce a new topic evaporation from a solution and show a video on solute and solvent.

• Then, Teacher will do an experiment and let the student examine what is happening to the substance.

• Students and teacher will discuss what actually happen to the solution. A

• fter that, teacher will let the students do any easy quiz on evaporation from a solution.

Source:

• Cambridge Primary Science Activity book p. 25 , Cambridge Primary Science Learner’s book p. 40

• Solutes + solvents = solutions video

• Solutes Solvents Quiziz

Pertemuan II

Topic:

• Evaporation from a solution

Learning Objectives:

• Know that when a liquid evaporates from a solution the solid is left behind

• Identify factors that need to be taken into account in different contexts

Activities:

• Teacher reviews the previous lesson and go to activity book p. 26 where students will be completing a report on evaporation investigation.

Source:

• Cambridge Primary Science Activity Book p. 26

Pertemuan III

Topic:

• Evaporation from a solution

Learning objectives:

• Know that when a liquid evaporates from a solution the solid is left behind

• Identify factors that need to be taken into account in different contexts

Activities:

• Students and teacher will be doing an experiment together based on activity 3.4b learner’s book p. 41.

• For this experiment students need to prepare some salt, water, a glass,a teaspoon, measuring jug, 3 pieces of tissue paper and a newspaper or old magazine.

• After doing the experiment, students will answers some questions in their learner’s book p. 41

Sources:

• Separation of Salt Solution -Evaporation

• Cambridge Primary Science Learner’s book p. 41

Pertemuan I

Topic:

• Condensation

Learning objectives:

• Know that condensation occurs when a gas turns into a liquid and that it is the reverse of evaporation

• Make predictions of what will happen based on scientific knowledge and understanding and suggest and communicate how to test these

Activities:

• Teacher introduces condensation as the new topic this week.

• Teacher will ask the students to breathe out on a glass or small mirror and let the students discuss what happen.

• Teacher then ask if they know about condensation that was introduce to them at virtual field trip.

• Teacher will then play a video on condensation. After playing the video, one of the students will read about condensation in their learner’s book p. 42. After reading students and teacher will do a small experiment ( Activity 3.5a ). After the experiment students will answer some questions on their learner’s book p. 42.

Source:

• Cambridge Primary Science Learner’s book p. 42

• What is Condensation? - Definition & Examples

• Condensation and it's forms video

Pertemuan II

Topic:

• Condensation

Learning Objectives:

• Know that condensation occurs when a gas turns into a liquid and that it is the reverse of evaporation

• Make predictions of what will happen based on scientific knowledge and understanding and suggest and communicate how to test these

Activities:

• Teacher review the lesson by asking some questions about condensation.

• Then ask the lesson to complete the exercise 3.5 in their science activity book.

Source:

• Cambridge Primary Science Activity book p. 27.

Pertemuan III

Topic:

• Evaporation from a solution

Learning objectives:

• Know that when a liquid evaporates from a solution the solid is left behind

• Identify factors that need to be taken into account in different contexts

Activities:

• Students and teacher will be doing an experiment together based on activity 3.4b learner’s book p. 41.

• For this experiment students need to prepare some salt, water, a glass,a teaspoon, measuring jug, 3 pieces of tissue paper and a newspaper or old magazine.

• After doing the experiment, students will answers some questions in their learner’s book p. 41

Sources:

• Separation of Salt Solution -Evaporation

• Cambridge Primary Science Learner’s book p. 41

Pertemuan I

Topic:

• Water Cycle

Learning objectives:

• Know that air contains water vapour and when this meets a cold surface it may condense

• Know that condensation occurs when a gas turns into a liquid and that it is the reverse of evaporation

Activities:

• Teacher will introduce a new topic on water cycle and have the students sing a song and watch a video on water cycle process.

• Next they will observe the water cycle picture in their learner’s book p. 44 and answer some questions in their learner’s book p. 45.

• Make sure that the students answer the questions in their note book.

Source:

• Cambrdige Primary Science Learner’s book p. 44 – 45

• The Water Cycle Song

• The Water Cycle

Pertemuan II

Topic:

• Water Cycle

Learning Objectives:

• Know that air contains water vapour and when this meets a cold surface it may condense

• Know that condensation occurs when a gas turns into a liquid and that it is the reverse of evaporation

Activities:

• Teacher review the lesson by asking questions on water cycle.

• Next, students will do and discuss the answers to the questions in their activity book p. 28.

Source:

• Cambridge Primary Science Activity Book p. 28

Pertemuan III

Topic:

• Science Review ( evaporation and condensation )

Learning objectives:

• Know that evaporation occurs when a liquid turns into a gas

• Collect sufficient evidence to test an idea

• Know that condensation occurs when a gas turns into a liquid and that it is the reverse of evaporation

• Make predictions of what will happen based on scientific knowledge and understanding and suggest and communicate how to test these

• Know that when a liquid evaporates from a solution the solid is left behind

• Identify factors that need to be taken into account in different contexts

Activities:

• Students will be doing their review on evaporation and condensation

Sources:

• Gform

Pertemuan I

Topic:

• Temperature and boiling point

Learning objectives:

• Know that the boiling point of water is 100 degree Celcius and the melting point of ice is 0 degree Celcius

• Measure volume, temperature, time, length and force

Activities:

• Teacher will introduce a new topic on boiling. But before that the teacher will introduce about temperature that are Celius and Fahrenheit.

• The students will see a video and complete the worksheet on temperature.

• Next, teacher will show an experiment of boiling water and ask questions about the experiment to the students.

• The teacher then share a record on boiling water and ask the students to draw the table and answer the questions from the learner’s book p. 47 in their note book.

Source:

• What is Temperature Video

• Cambridge Primary Science Learner’s book p. 46-47

Pertemuan II

Topic:

• Temperature and boiling point

Learning Objectives:

• Know that the boiling point of water is 100 degree Celcius and the melting point of ice is 0 degree Celcius

• Measure volume, temperature, time, length and force

Activities:

• Teacher will review the lesson on temperature and boiling process and ask the students to complete the questions in their activity book p. 29

Source:

• Cambridge Primary Science Activity book p. 29.

Pertemuan III

Topic:

• Temperature and boiling point

Learning objectives:

• Know that the boiling point of water is 100 degree Celcius and the melting point of ice is 0 degree Celcius

• Measure volume, temperature, time, length and force

Activities:

• Teacher will remind students what they have to do.

• Students will first do the handout and also do the word search.

• Next students will be doing extra exercise on state of matters.

Sources:

• States of Mater live worksheets

Pertemuan I

Topic:

• Melting

Learning objectives:

• Know that the boiling point of water is 100 degree Celcius and the melting point of ice is 0 degree Celcius

• Measure volume, temperature, time, length and force

Activities:

• Teacher will review the previous lesson and will introduce the new topic on melting.

• Teacher will show a video on melting process. Next, one of the students will read about melting on learner’s book p. 48. Then teacher will show them a melting experiment using ice cubes.

• Teacher will share a presentation on time needed to melt ice. With this record, students draw the table in their note book and answer the questions

Source:

• Cambridge Primary Science Learner’s book p. 48-49

• Our World: Melting and Freezing Video

• Activity 3.8 Science Learner's book GSlide

Pertemuan II

Topic:

• Melting

Learning Objectives:

• Know that the boiling point of water is 100 degree Celcius and the melting point of ice is 0 degree Celcius

• Measure volume, temperature, time, length and force

Activities:

• Teacher will review the privious lesson and show a short video on ice melting process.

• As the students watching tis video, teacher reminds the students that this will guide them draw the process of melting in their activity book p. 30.

Source:

• Cambridge Primary Science Activity book p. 30

• Ice cube melting Video

Pertemuan III

Topic:

• Temperature and boiling point

Learning objectives:

• Know that the boiling point of water is 100 degree Celcius and the melting point of ice is 0 degree Celcius

• Measure volume, temperature, time, length and force

Activities:

• Teacher will remind students what they have to do.

• Students will first do the handout and also do the word search.

• Next students will be doing extra exercise on state of matters.

Sources:

• States of Mater live worksheets

Pertemuan I

Topic:

• Who invented the temperature scale?

Learning objectives:

• Know that the boiling point of water is 100 degree Celcius and the melting point of ice is 0 degree Celcius

• Measure volume, temperature, time, length and force

• Know that scientists have combined evidence with creative thinking to suggest new ideas and explanations for phenomena.

Activities:

• Teacher will review the lesson on boiling point, melting point and show a video on interesting facts of thermometer.

• Students then will discover who really invented different scale in temperature by reading their learner’s book p. 50.

• After reading, students will answer the questions which is in their learner’s book p. 51 in their note book.

Source:

• Various Types of Thermometers Video

• Cambridge Primary Science Learner’s book p. 50 – 51.

Pertemuan II

Topic:

• Who invented the temperature scale ?

Learning Objectives:

• Know that the boiling point of water is 100 degree Celcius and the melting point of ice is 0 degree Celcius

• Measure volume, temperature, time, length and force

• Know that scientists have combined evidence with creative thinking to suggest new ideas and explanations for phenomena.

Activities:

• Teacher will review the previous lesson briefly and ask the students to complete their activity book p. 31 and discuss together.

• If there is spare time left, let the students do an online game on temperature.

Source:

• Cambridge Primary Science Activity book p. 31

• temperature online game

Pertemuan III

Topic:

• Who invented the temperature scale ?

Learning Objectives:

• Know that the boiling point of water is 100 degree Celcius and the melting point of ice is 0 degree Celcius

• Measure volume, temperature, time, length and force

• Know that scientists have combined evidence with creative thinking to suggest new ideas and explanations for phenomena.

Activities:

• Teacher will review the previous lesson briefly and ask the students to complete their activity book p. 31 and discuss together.

• If there is spare time left, let the students do an online game on temperature.

Source:

• Cambridge Primary Science Activity book p. 31

• temperature online game

Pertemuan I

Topic:

• Who invented the temperature scale?

Learning objectives:

• Know that the boiling point of water is 100 degree Celcius and the melting point of ice is 0 degree Celcius

• Know that scientists have combined evidenced with creative thinking to suggest new ideas and explanations for phenomena

Activities:

• Teacher will review the lesson by asking questions on temperature and play a video on history of temperature.

• Then ask students to read the history on temperature by reading learner’s book p. 50.

• Then after reading the history, students then answer the questions in learner’s book p.51 in their notebook.

Source:

• How WAS the Temperature Discovered?

• Cambridge Primary Science Learner’s book p. 50-51

Pertemuan II

Topic:

• Who invented the temperature scale ?

Learning Objectives:

• Know that the boiling point of water is 100 degree Celcius and the melting point of ice is 0 degree Celcius

• Know that scientists have combined evidenced with creative thinking to suggest new ideas and explanations for phenomena

Activities:

• Teacher will review the lesson on temperature and ask the students to complete the worksheet on state of matter. Then discuss the possible answers.

• After that if there is still time, students may try to do another worksheet on state of matter.

Source:

• Handout state of matter.

• States of Matter Live worksheets

Pertemuan III

Topic:

• Who invented the temperature scale ?

Learning objectives:

• Know that the boiling point of water is 100 degree Celcius and the melting point of ice is 0 degree Celcius

• Know that scientists have combined evidence with creative thinking to suggest new ideas and explanations for phenomena

Activities:

• Learner’s will be doing a poster on temperature scale.

• They will list some melting and boiling points of some materials such as water, butter, chocolate and 2 other materials that they choose.

• The may need to go to the internet to find the information thea they need.

• They also need : A3 paper – coloring pencils – access to the internet.

Sources:

• Cambridge Primary Science learner’s book p. 51 Activity 3.9

• Internet

Pertemuan I

Topic:

• State of matter ( Check your progress )

Learning objectives:

• Know that condensation occurs when a gas turns into a liquid and that it is the reverse of evaporation

• Know that the boiling point of water is 100 degree Celcius and the melting point of ice is 0 degree Celcius

• Know that air contains water vapour and when this meets a cold surface it may condense

Activities:

• Students will be doing set of exercises about state of matter.

• They will be doing check you progress learner’s book p. 52-53, where they can actually recall what they have learnt so far.

Source:

• Cambridge Primary Science learner’s book p. 52-53

Pertemuan II

Topic:

• state of matter ( language Review )

Learning Objectives:

• Know that condensation occurs when a gas turns into a liquid and that it is the reverse of evaporation

• Know that the boiling point of water is 100 degree Celcius and the melting point of ice is 0 degree Celcius

• Know that air contains water vapour and when this meets a cold surface it may condense

Activities:

• Teacher will review the previous lesson and ask the students to complete their activity book p. 32.

• If there is any spare time left, teacher may share science online game.

Source:

• Cambridge Primary Science activity book p. 32

• States of Matter Millionaire Game

Pertemuan III

Topic:

• State of matter ( Check your progress )

Learning objectives:

• Know that condensation occurs when a gas turns into a liquid and that it is the reverse of evaporation

• Know that the boiling point of water is 100 degree Celcius and the melting point of ice is 0 degree Celcius

• Know that air contains water vapour and when this meets a cold surface it may condense

Activities:

• Students will be doing questions taken from past test paper cambridge on science.

• They will also discuss the possible answers with the class mates and teachers.

Sources:

• Handout

Pertemuan I

Topic:

• Water Cycle ( enrichment)

Learning objectives:

• Know that air contains water vapour and when this meets a cold surface it may condense

• Know that condensation occurs when a gas turns into a liquid and that it is the reverse of evaporation

Activities:

• Learners are going to do a water cycle modal using these material: bottle cap ( yellow), lots of cotton balls, origami paper ( blue, yellow, green and brown), karton manila (blue or white), Lem UHU cair, black water paint.

Source:

• Water Cycle 2D Project

Pertemuan II

Topic:

• Water cycle ( enrichment )

Learning Objectives:

• Know that evaporation occurs when a liquid turns into a gas

• Know that air contains water vapour and when this meets a cold surface it may condense

• Know that condensation occurs when a gas turns into a liquid and that it is the reverse of evaporation

Activities:

• Learners are going to do a word search on water cycle

Source:

• Handout

Pertemuan III

Topic:

• Pollination (enrichment)

Learning objectives:

• Recognise the flowering plants have a life cycle including pollination, fertilisation, seed production, seed dispersal, and germination

Activities:

• Students will watch a video on bring back the polinators and create their own insect hats.

• Materials needed : katon manila, gunting, lem UHU cair, pencil warna/crayon, pencil dan penggaris panjang. Templete will be given to the students.

Sources:

• Bring Back the Pollinators

Meeting 1

Topic : Mirrors (1)

Learning objectives :

• 5Pl7 Know that beams/rays of light can be reflected by surfaces including mirrors, and when reflected light enters our eyes we see the object

• 5Pl8 Explore why a beam of light changes direction when it is reflected from a surface

Activities :

• Teacher asks the reason why we use a mirror

• Students look at the picture on LB p. 56. Introduce the term ‘mirror image’. Look at the diagram depicting how the light reflect off the mirror.

• Teacher emphasize the importance of showing the arrows correctly for incoming and reflected rays.

Sources :

• Learner’s book page 56

• Activity book page 34

Meeting 2

Topic :

• Mirrors (2)

Learning objective :

• 5Eo1 Make relevant observations

• 5Eo5 Decide whether results support predictions

Activities :

• Teacher and students do activity 4.2. Give the students the opportunity to decide whether results support predictions and make relevant observations (scientific enquiry skill)

• Students use a mirror and see what their mirror image is like. They write messages, or their name, and see the mirror image back to front.

• Teacher and students talk about: are mirror images the same size as the object?

Sources :

• Learner’s book page 57

Meeting 3

Topic :

• Mirrors

Learning objective :

• 5Pl7 Know that beams/rays of light can be reflected by surfaces including mirrors, and when reflected light enters our eyes we see the object

• 5Pl8 Explore why a beam of light changes direction when it is reflected from a surface

Activities :

• Ask the students to find information about periscope: what is a periscope? Why do people use it? What makes it work?

• Teacher and students discuss the questions on LB p. 57

• Discuss some common misunderstandings and misconceptions about the mirror image: does a mirror reverse left and right? If we take a piece of paper with our name written on it and look at it in the mirror it will be reversed.

• Teacher asks the students to report what they have learned about mirror.

Source :

• Learner’s book page 57

Meeting 1

Topic: Seeing behind you (1)

Learning objectives:

• Know that beams/ rays of light can be reflected by surfaces including mirrors.

• Know that when reflected light enters our eyes we see an object.

• Explore why a beam of light changes direction when it is reflected from a surface

• Make relevant observations

• Make predictions of what will happen based on scientific knowledge

• Decide whether results support predictions

Activities:

• The teacher reviews the lesson by showing a video about how we see things How do We See Things?

• The teacher asks the students how they could see something behind them without turning around. The teacher also asks them if they have been to a hairdresser’s and experienced looking at the back of their head in the mirror in front of them when the hairdresser holds a mirror behind them at a certain angle.

• Teachers together with students do activity 4.3 (LB p. 58). Learners demonstrate for themselves how they can hold the mirrors at certain angles to a sticker/ writing on their back. In this activity, they make relevant observations (scientific inquiry skills) when they observe where they must hold the mirrors.

• Students report/present their observations in front of the class as teamwork.

• Students do the interactive game related to reflection and mirrors in Interactive game .

• Students should redo the game if they made incorrect predictions.

Sources:

• How do We See Things?

• Learner’s book page 58

• Interactive game

Meeting 2

Topic:

• Seeing behind you

Learning objective:

• Know that beams/ rays of light can be reflected by surfaces including mirrors.

• Know that when reflected light enters our eyes we see an object.

• Explore why a beam of light changes direction when it is reflected from a surface

Activities:

• The teacher asks the students to watch the video How Do We See Things? and answer questions related to the video.

• The teacher asks students to work on activity book page 35. Make sure that learners draw light coming from a source to the can, then reflected off the can to the mirror, then reflected off the mirror to Ben's eyes.

• The teacher discusses the answer to questions in LB p. 59

• The teacher assigns the students to work in groups and make a poster of the way we see things: light sources, mirrors, and different ways we use mirrors.

Sources:

• How Do We See Things?

• Learner’s book page 59

• Activity book page 35

Meeting 3

Topic:

• Which surfaces reflect light the best?

Learning objective:

• Explore why a beam of light changes direction when it is reflected from a surface

• Make predictions of what will happen based on scientific knowledge

• Use knowledge and understanding to plan how to carry out a fair test

Activities:

• The teacher brings a wooden chopping board or a plastic board and a hand mirror to class and asks learners which one they could see their reflection in.

• Teacher asks learners to open LB p. 60. The teacher introduces the idea that some surfaces do not reflect light, and also introduces the term ‘absorb’.

• The teacher brings some materials and asks the students to predict the surfaces that reflect the light best.

Sources:

• Learner’s book page 60

Meeting 1

Topic :

• Which surfaces reflect light the best?

Learning objective :

• Use knowledge and understanding to plan how to carry out a fair test

• Present results in bar charts

• Decide whether results support predictions

• Interpret data and think about whether it’s sufficient to draw conclusions

Activities :

• Teacher guides the students to do worksheets 4.4a and 4.4b (Which surfaces reflect light the best.

• Teacher asked the students: before people had mirrors, how do the students think they looked at their reflections? The answer could be polished metal, such as bronze and copper, and also in calm water.

Sources:

• Learner's Book page 60-61

• Which surfaces reflect the light best

Meeting 2

Topic

• Which surfaces reflect light the best?

Learning objective

• Use knowledge and understanding to plan how to carry out a fair test

• Decide whether results support predictions

• Interpret data and think about whether it’s sufficient to draw conclusions

Activities

• Teacher gives students an opportunity to practice the scientific inquiry skills of predicting, designing a fair test, and making conclusions again.

• Teacher talks about common misunderstandings and misconceptions. Teacher and students have focused so far on the reflection of light off a mirror, students sometimes assume that reflection only happens with the mirror. Every surface reflects light to a certain degree- otherwise, we would not see things. But many surfaces absorb more light than they reflect.

Source

• Learner’s Book page 61

• Activity Book page 36

Meeting 3

Topic :

• Light changes direction

Learning objectives :

• Explore why a beam of light changes direction when it is reflected from a surface

• Make relevant observations

• Make predictions of what will happen based on scientific knowledge

• Recognise and make prediction from patterns in data and suggest explanations using scientific knowledge and understanding

• Discuss need for repeated observations and measurements

Activities :

• Teacher takes a ball that bounces, such as tennis ball or soccer ball and the students to demonstrate what is shown in the pictures of Learner’s Book page 62

• Teacher points out that, when bouncing a ball, the angle the ball makes when it hits the ground looks the same as the angle it bounces off the ground again.

• Students look at diagram in the Learner’s Book of light being reflected. Teacher make sure that they know the terms ray and angle. Show them that angle a and b are equal.

Source :

• Learner’s Book page 62

Meeting 1

VAKSIN

Meeting 2

Topic

• Light changes direction

Learning objective :

• Explore why a beam of light changes direction when it is reflected from a surface

• Make relevant observations

• Make predictions of what will happen based on scientific knowledge

• Recognise and make prediction from patterns in data and suggest explanations using scientific knowledge and understanding

• Discuss need for repeated observations and measurements

Activities :

• Teacher leads the students to take turns answering questions on Activity book page 35-37.

• Teacher checks students answers.

Source :

• Activity book page 35-37

Meeting 3

Topic :

• Light changes direction

Learning objective :

• Explore why a beam of light changes direction when it is reflected from a surface

• Make relevant observations

• Make predictions of what will happen based on scientific knowledge

• Recognise and make prediction from patterns in data and suggest explanations using scientific knowledge and understanding

• Discuss need for repeated observations and measurements

Activities :

• Ask the students to watch Science Activity 1 . Teacher pause the video at 00:37 and ask the students to predict what might happen. After a discussion, ask the students to find a black surfaced object, mirror and flashlight and demonstrate as in the video played. Students take turn to demonstrate.

• As an enrichment, ask the students to watch the video Science activity 2. Teacher stop the video at 00:48 and ask the students to predict what might happen next.

• After a discussion about the experiment, teacher ask the students to do the same experiment and proof whether the result is same as in the video played. Students takes turn to do the demonstration.

Source :

• Learner’s Book page 63

• Science Activity 1

• Science activity 2

Topic

• Check Your Progress and language review

Learning objective

• Know that beams/ rays of light can be reflected by surfaces including mirrors.

• Know that when reflected light enters our eyes we see an object

• Explore why a beam of light changes direction when it is reflected from a surface

Activities

• Teacher and students discuss the questions on Learner’s Book page 64-65

• Continue to answer the language review on page 38 of the Activity Book.

Source

• Learner’s Book page 64- 65

• Activity book page 38

Meeting 2

Topic

• Light travels in straight lines

Learning objective :

• Observe that shadows are formed when light traveling from a source is blocked.

• Make relevant observations.

• Collect sufficient evidence to test an idea

• Interpret data and think about whether it’s sufficient to draw conclusions.

Activities

• Teacher leads the students to do activity 5.1a in the Learner’s book, where the learners can prove for themselves that light travels in straight lines. Ask them to do it with a partner at home: parents or anyone else that can help them to do it. Students take turns to do the activity led by the teacher. If the time is limited, the teacher asks only 2 or 3 students that are ready to demonstrate it.

• Teacher guide the students to do activity book page 39

Source

• Learner’s book page 66

• Activity book page 39

Meeting 3

Topic:

• Ancient civilisations

Learning Objectives :

• Understand, with limited support, the main points of extended talk on a range of general and curricular topics

• Organise talk at discourse level using appropriate connectors on a range of general and curricular topics.

• Understand, with little or no support, specific information and detail in short, simple texts on a range of general and curricular topics

• Use subordinate clauses following sure, certain on a growing range of general and curricular topics

• Give an opinion at discourse level on an increasing range of general and curricular topics.

Activities :

• Teacher will ask questions and try to get some ideas on ancient civilisation . Then introduce the lesson on ancient civilisation and talk about different ancient buildings.

• Teacher will also share a presentation about life in ancient times. Students will listen to some information about ancient buildings and match the description. Next they will learn about subordinate clauses and work more on ancient objects and last they will read a short passage about Egyptian pyramid.

Resouce:

• Cambridge global English learner’s p. 96 – 98

• How Civilization Began

Meeting 1

Topic

• Which materials let light through

Learning objective :

• Observe that shadows are formed when light traveling from a source is blocked.

• Explore how opaque materials do not let light through and transparent materials let a lot of light pass through

• Make predictions of what will happen based on scientific knowledge and understanding and suggest and communicate how to test these

• Use knowledge and understanding to plan how to carry out a fair test.

• Use observation to test predictions.

Activities :

• Teacher asks the students whether they think that shadows form when every object blocks the light.

• Teacher plays the video: Differences Between Transparent, Translucent, Opaque and discuss briefly about it.

• Teacher shows 3 materials to demonstrate the differences between transparent, translucent and opaque materials. For example, a teacher could use a piece of clear glass or plastic wrap for transparents, a piece of tinted glass for translucent and brick, or a piece of wood for opaque.

• Teacher leads the students to do activity 5.2 on Learner’s Book page 69

• Ask the students to do Transparent, translucent, and opaque object worksheet to check their understanding of the topic.

Sources :

• Learner’s Book page 68-69

• Differences Between Transparent, Translucent, Opaque

• Transparent, translucent, and opaque object worksheet

Meeting 2

Topic

• Which materials let light through

Learning objective :

• Observe that shadows are formed when light traveling from a source is blocked.

• Explore how opaque materials do not let light through and transparent materials let a lot of light pass through

• Make predictions of what will happen based on scientific knowledge and understanding and suggest and communicate how to test these

• Use knowledge and understanding to plan how to carry out a fair test.

• Present results in bar charts.

• Use observation to test predictions.

Activities :

• Teacher plays the video of translucent, translucent, and opaque objects experiment Translucent, Transparent, Opaque. Teacher stops the video to let the students predict whether the objects shown are translucent, translucent and opaque materials.

• Teacher leads the students to do Hyakutake Slides

• Do as a class. Teacher shares the access so the students can fill in the slides together.

Sources :

• Translucent, Transparent, Opaque

• Hyakutake Slides

Meeting 3

Holiday

Meeting 1

Topic

• Which materials let light through

Learning objectives :

• Observe that shadows are formed when light traveling from a source is blocked.

• Explore how opaque materials do not let light through and transparent materials let a lot of light pass through

• Make predictions of what will happen based on scientific knowledge and understanding and suggest and communicate how to test these

• Use observation to test predictions.

Activities :

• Show the students the first video and ask them have they seen such a toilet or room in which the material can switch from translucent to opaque?

• Discuss briefly whether it would be possible to have one in a public place, such as a park.

• Ask the students to predict how the translucent material switches to opaque as shown in the video?

• Show the second video for the answer

• Ask students to do Activity book page 40

Sources :

• Opaque when occupied

• Translucent to Opaque

• Activity book page 40

Meeting 2

Topic

• Silhouettes

Learning objective :

• Observe that shadows are formed when light traveling from a source is blocked.

• Make relevant observations

Activities :

• Teacher recap on existing knowledge by asking why shadows form.

• Teacher asks the students to make make animal silhouette with their hands as in https://docs.google.com/presentation/d/18xZ8n07ubJpUhuo31ecomQeUje31nDpaFxuklBDzMqg/edit?usp=sharing Silhouettes

• Ask students to look at their activity book page 41 and do the question 3. The silhouette must only be the outline of the family member in black. They must not draw any features of the family member.

• Teacher shows https://youtu.be/pSVd_0AKTKc (How to make shadow puppet) and tell the students to prepare the material for the next meeting

Source :

• Learner’s Book page 70

• Activity book page 41

• Shadows and opaque objects

• Silhouettes

• How to make shadow puppet

Meeting 3

Topic

• Silhouettes

Learning objective :

• Observe that shadows are formed when light traveling from a source is blocked.

• Make relevant observations

Activities :

• Teacher ask the students to do activity 5.3 in Learner’s book page 71

• As an additional reference, teacher shows https://youtu.be/pSVd_0AKTKc (How to make shadow puppet)

• While waiting for the students to prepare their materials, the teacher could ask questions in Learner’s book page 71.

Source :

• Learner’s book page 71

• Silhouettes

• How to make shadow puppet

Meeting 1

Topic

• What affects the size of a shadow?

Learning objective :

• Investigate how the size of a shadow is affected by the position of the object

• Identify factors that need to be taken into account.

• Present results in line graphs

• Discuss the need for repeated observations and measurements

• Begin to evaluate repeated results

• Interpret data and think about whether it’s sufficient to draw conclusions.

Activities :

• The teacher leads the students to look at the text on their learner’s Book page 72 of Alida and Leila making their crocodile look bigger on the screen.

• Teacher demonstrates how to make the shadow change in size, or ask volunteers to show the rest of the class, using their shadow puppets or other items they could use. Get them to try different things moving the puppet closer to the screen or further from the screen, moving the screen backward or forwards, or moving the lamp/ source of light

• Move on to activity 5.4. In this activity, students plan and carry out an investigation to see how changing the position of one of their shadow puppets changes the size of the shadow on the screen. They will be identifying factors that need to be taken into account.

Source:

• Learner’s book page 72-73

• Shadows and opaque objects

Meeting 2

Topic

• Science review

Learning objective :

• Know that beams/rays of light can be reflected by surfaces including mirrors, and when reflected light enters our eyes we see the object

• Explore why a beam of light changes direction when it is reflected from a surface

• Know that beams/ rays of light can be reflected by surfaces including mirrors.

• Know that when reflected light enters our eyes we see an object.

• Recognise and make prediction from patterns in data and suggest explanations using scientific knowledge and understanding

• Explore how opaque materials do not let light through and transparent materials let a lot of light through

Activities :

• Students do review

• Gform will be sent on the day of review

Source:

• Gform

Meeting 3

Topic

• What affects the size of a shadow?

Learning objective :

• Investigate how the size of a shadow is affected by the position of the object

• Identify factors that need to be taken into account.

• Present results in line graphs

• Discuss the need for repeated observations and measurements

• Begin to evaluate repeated results

• Interpret data and think about whether it’s sufficient to draw conclusions.

Activities :

• Ask the students to do the activity 5.4 again

• Ask students to complete record sheet which provide a table and graph for students to complete when they carry out the activity given

• Teacher leads the students to complete activity book page 42

Source:

• Activity book page 42

• .Record sheet

Meeting 1

Topic

• Investigating shadow lengths

Learning objective :

• Observe that shadows change in length and position throughout the day

• Make relevant observations

• Measure time and distance

• Recognise patterns in data

Activities :

• Review the previous lesson by asking students to explain Position of the light source affects the size of shadow being played by the teacher. Teacher leads the students to conclude what effect the size of a shadow

• Ask the students whether they think the shadows were the same size earlier in the day, or whether they will be the same size later.

• Look at the photos of the midday and late afternoon shadows in Learner’s book page 74. Talk about what is different about the shadow at different times of the day.

• Show video Sun's shadow time lapse to the students and ask for their comments about what they saw in the video.

Source:

• Position of the light source affects the size of shadow

• Learner’s book page 74

• Sun's shadow time lapse

Meeting 2

Topic

• Measuring light intensity

Learning objective :

• Observe that shadows change in length and position throughout the day

• Make relevant observations

• Measure time and distance

• Discuss the needs for repeated observations and measurements

Activities :

• Teacher reviews the precious lesson of investigating shadow length: 1. Shadows change in length and position throughout the day, 2. We can tell the time using a sundial or a shadow stick

• Talk about: would we get the same measurements if we did the shadow stick experiment in three months’ time?

• The teacher discusses the answer to the questions in the activity book on page 43

Source:

• Learner’s book page 75

• Activity book page 43

Meeting 3

Topic

• Measuring light intensity

Learning objective :

• Observe that shadows change in length and position throughout the day

• Make relevant observations

• Measure time and distance

• Discuss the needs for repeated observations and measurements

• Recognise patterns in data

• Use knowledge and understanding to plan how to carry out a fair test

Activities :

• Review the lesson by showing the video: Sunshine and shadow time - lapse

• Ask them to do a project of the sundial as they can see in the following video: Investigating Length of a Shadow

Source:

• Sunshine and shadow time - lapse

• Investigating Length of a Shadow

• Learner’s book page 74

Meeting 1

Topic

• The Sun, the Earth and the Moon

Learning objective :

• Explore through modeling that the Sun does not move, its apartments movement is caused by the Earth spinning on its axis

• Make relevant observations

Activities :

• Teacher shows the students the videos of how the Earth and Moon in their orbits: Sun, Moon and Earth

• Look at the image of the Earth and Moon in space like the one in the Learner’s book page 82. Teacher asks questions such as: how do you think this image was taken? Why are the surroundings black? Why is part of the Earth and the Moon lit up?

• Discuss the Sun as a star and the Earth as a planet

• Teacher asks the students to prepare 3 different sized balls (football, tennis ball and a marble) for the next meeting (activity 6.1)

Source:

• Sun, Moon and Earth

• Learner’s book page 82

Meeting 2

Topic

• The Sun, the Earth and the Moon

Learning objective :

• Explore through modeling that the Sun does not move, its apartments movement is caused by the Earth spinning on its axis

• Make relevant observations

Activities :

• Teacher asks the students to discuss for the questions in Learner’s book page 83

• Talk about: would we be able to live on Earth if the Sun wasn’t there?

Source:

• Learner’s book page 83

• Activity book page 47

Meeting 3

Topic

• The Sun, the Earth and the Moon

Learning objective :

• Explore through modeling that the Sun does not move, its apartments movement is caused by the Earth spinning on its axis

• Make relevant observations

Activities :

• Teacher asks students to make a model of the Sun, the Earth and the Moon.

• Teacher challenges students to work in group and find out about spacecraft Galileo using the internet

• Students present their findings in gslide

Source:

• Learner’s book page 83

Meeting 1

Topic

• Does the sun move?

Learning objective :

• Explore through modeling that the Sun does not move, its apartments movement is caused by the Earth spinning on its axis.

• Use observation and measurement to test predictions and make links.

• Make predictions of what will happen based on scientific knowledge and understanding, and suggest and communicate how to test these.

Activities :

• Teacher asks the students which windows in their home get the Sun coming in. Does the sun come through the same window all day long? Look at the drawings in the Learner’s Book page 84 of Serena waking up in her bedroom and in the same room in the afternoon

• Students do activity 6.2a. This will have to be ongoing over a period of two weeks.

• In activity 6.2b, learners model the Earth turning. A lamp models the Sun shining from the side.

Source:

• Learner’s book page 84

Meeting 2

Topic

• Does the sun move?

Learning objective :

• Explore through modeling that the Sun does not move, its apartments movement is caused by the Earth spinning on its axis.

• Use observation and measurement to test predictions and make links.

• Make predictions of what will happen based on scientific knowledge and understanding, and suggest and communicate how to test these.

Activities :

• Teacher asks the students to do activity in Worksheet 6.2 ‘Sun Tracker’

• Teacher leads the students to answer the questions in activity book page 48

Source:

• Worksheet 6.2 ‘Sun Tracker’

• Activity book page 48

Meeting 3

Topic

• Does the sun move?

Learning objective :

• Explore through modeling that the Sun does not move, its apartments movement is caused by the Earth spinning on its axis.

• Use observation and measurement to test predictions and make links.

• Make predictions of what will happen based on scientific knowledge and understanding, and suggest and communicate how to test these.

Activities :

• Teacher asks the students to check the observation ‘Sun Tracker’

• Teacher leads the students to work on activity 6.2b. In activity 6.2b, students model being the Earth turning. A lamp models the Sun shining from the side.

• Teacher talks about: Does the moon move across the sky?

• Also discuss misconceptions: ‘the Sun moves around the Earth’ and the Sun disappears at night.

Source:

• Worksheet 6.2 ‘Sun Tracker’

• Learner’s book page 85

Meeting 1

Topic

• The Earth moves on its axis

Learning objective :

• Know that the Earth spins on its axis once every 24 hours

• Explore through modeling that the Sun does not move, its apparent movement is caused by the Earth spinning on its axis

• Make predictions of what will happen based on scientific knowledge and understanding, and suggest and communicate how to test these

• Make relevant observations.

Activities :

• Teacher demonstrates the Earth with its tilted axis using a globe.

• Teacher leads the students to work on worksheet 6.3. Students need to prepare a ball of wood, a knitting needle/ a stick and a torch

• Teacher make sure that the students spin the globe in the right direction-West to East or anti clockwise

• Teacher leads the students to make a conclusion: Earth rotates on its axis from west to east.

Source:

• Learner’s book page 86

Meeting 2

Topic

• The Earth moves on its axis

Learning objective :

• Know that the Earth spins on its axis once every 24 hours

• Explore through modeling that the Sun does not move, its apparent movement is caused by the Earth spinning on its axis

• Make predictions of what will happen based on scientific knowledge and understanding, and suggest and communicate how to test these

• Make relevant observations.

Activities :

• Teacher and students discuss the answer to questions in Learners and activity books

Sources:

• Learner’s book page 87

• Activity book page 49

Meeting 3

Topic

• The Earth moves on its axis

Learning objective :

• Know that the Earth spins on its axis once every 24 hours.

• Discuss the need for repeated observations and measurements.

• Use observation and measurement to test predictions and make links.

• Make predictions of what will happen based on scientific knowledge and understanding, and suggest and communicate how to test these.

• Present result in line graphs.

• Interpret data and think about whether it is sufficient to draw conclusions.

Activities :

• Teacher asks students if they have seen a sunrise or a sunset. Ask them what color the sky is at sunrise and sunset, and where the Sun appears to go after sunrise and sunset. Also ask them if sunrise is at the same time every day of the year where they live.

• Students investigate the times of sunrise and sunset in Cape Town, South Africa in Learner’s Book page 88

Source:

• Learner’s book page 88

Meeting 1

Topic

• Sunrise and sunset

Learning objectives :

• Know that the Earth spins on its axis once every 24 hours.

• Discuss the need for repeated observations and measurements.

• Use observation and measurement to test predictions and make links.

• Make predictions of what will happen based on scientific knowledge and understanding, and suggest and communicate how to test these.

• Interpret data and think about whether it is sufficient to draw conclusions.

Activities :

• Teacher asks students if they have seen a sunrise or a sunset. Ask them what color the sky is at sunrise and sunset, and where the Sun appears to go after sunrise and sunset. Also ask them if sunrise is at the same time every day of the year where they live.

• Students investigate the times of sunrise and sunset in Cape Town, South Africa in Learner’s Book page 88

• Teacher and students answer the questions in Learner’s Book page 89

Source:

• Learner’s book page 88-89

Meeting 2

Topic

• Sunrise and sunset

Learning objectives :

• Know that the Earth spins on its axis once every 24 hours.

• Discuss the need for repeated observations and measurements.

• Use observation and measurement to test predictions and make links.

• Make predictions of what will happen based on scientific knowledge and understanding, and suggest and communicate how to test these.

• Interpret data and think about whether it is sufficient to draw conclusions.

Activities :

• Teacher leads the students to talk about: why do they think the length of day changes?

• Teacher discuss with students the answer of activity book page 50

Source:

• Activity book page 50

Meeting 3

Topic

• The Earth revolves around the Sun

Learning objective :

• Know the Earth takes a year to orbit the Sun, spinning as it goes.

• Make predictions of what will happen based on scientific knowledge and understanding, and suggest and communicate how to test these.

• Make relevant observations

Activities :

• Move on to Activity 6.5. Learners model the revolution of the Earth around the Sun.

• Teacher needs to introduce the term ‘ hemisphere’. Refer to the diagram in the Learner’s Book and look at the hemisphere on a globe. Talk about which hemisphere Indonesia is in.

• Teacher then explains that the length of day and night is different in different parts of the globe because the Earth’s axis is tilted. As the Earth moves around the Sun, the tilted axis causes first one hemisphere and then the other hemisphere to be tilted towards the sun, have no longer days and summer.

• The places on the equator have the same length of day throughout the year.

Source:

• Learner’s Book page 90- 91

Meeting 1

Topic

• Exploring the solar system

Learning objective :

• Research the life and discoveries of scientists that explored the solar system and the stars

• Know that scientists have combined evidence with creative thinking to suggest new ideas and explanations for phenomena.

Activities :

• Teacher teaches students what the solar system consists of.

• Discuss how scientists discovered the solar system.

• Teacher tells students a good way to remember the order of the eight planets from the Sun (Mercury, Venus, Earth, Mars, Jupiter, Saturn, and Uranus) is to use this mnemonic: My Very Easy Method Just Speeds Up.

• Students do activity 6.6 in class.

• Teacher and students discuss the questions in Learner’s Book page 93

• Teacher and students discuss the life and discoveries of astronomers.

• Students should discuss each astronomer in their group.

Source:

• Learner’s Book page 92-93

• The life and discoveries of astronomers

Meeting 2

Topic

• Exploring the solar system

Learning objective :

• Research the life and discoveries of scientists that explored the solar system and the stars

• Know that scientists have combined evidence with creative thinking to suggest new ideas and explanations for phenomena.

Activities :

• Teacher asks students to watch a video about solar system in https://youtu.be/libKVRa01L8

• Teacher and students discuss the answer to activity book page 52. This exercise 6.6 will provide students with the topic to one planet, Jupiter.

Sources:

• Activity book page 93

• The solar system

Meeting 3

Topic

• Exploring the stars

Learning objective :

• Research the life and discoveries of scientists that explored the solar system and the stars

• Make relevant observations

Activities :

• Students do a simple experiment with a balloon to demonstrate how the universe is expanding. This discovery was only made possible by the Hubble Space Telescope.

• Learners answer questions in Learner’s book page 95

• Teacher and students discuss the answer to activity book page 52. It is a comprehension activity about Southern Africa’s large telescope.

Sources:

• Learner’s book page 94-95

• Activity book page 53

Meeting 1

Topic

• Review past paper (investigating plant growth)

Learning objective :

• Knows that plant reproduce

• Recognice and make predictions from patterns in data, and suggest explanations using scientific knowledge and understanding.

Activities :

• Teacher discuss the past papers with the students

Source:

• Science past papers question 1 and 5 in paper 1 and question 12 in paper 2

Meeting 2

Topic

• Review past paper (the life cycle of flowering plants)

Learning objective :

• Know that insects pollinate some flowers

• Recognice that flowering plants have a life cycle including polination, fertilisation, seed production, seed dispersal and germination

Activities :

• Teacher discuss the past papers with the students

Source:

• Science past papers question 9 in paper 1 and question 4,7,10,14 and 16 in paper 2

Meeting 3

Topic

• Review past paper (states of matter)

Learning objective :

• Know that evaporation occurs when a liquid turns into a gas

Activities :

• Teacher discuss the past papers with the students

Source:

• Science past papers question 1,6,10,12 in paper 1 and question 2,3,8,11,15 and 17 in paper 2

Meeting 1

Topic

• Review past paper (the way we see things)

Learning objective :

• Know that beams/rays can be reflected by surfaces including mirrors.

Activities :

• Teacher discuss the past papers with the students

Source:

• Science past paper question 9 in paper 2

Meeting 2

Topic

• Review past paper (shadows)

Learning objective :

• Observe that shadows are formed when light traveling from a source is blocked

Activities :

• Teacher discusses the past papers with the students

Source:

• Science past paper questions 2,4,7 and 8 in paper 1, and question 5 in paper 2

Meeting 3

Topic

• Review past paper (earth's movement)

Learning objective :

• Explore through modeling that the Sun does not move, its apparent movement is caused by the Earth spinning on its axis

• Know that Earth takes a year to orbit the Sun, spinning on its axis

• Know that the Earth spins on its axis once every 24 hours

• Research the life and discoveries of scientists that explored the solar system and the stars.

Activities :

• Teacher discuss the past papers with the students

Source:

• Science past paper question 13 in paper 1 and question 2 and 13 in paper 2.