Science

1st meeting

Topic: The heart

Learning Objective:

• Use scientific names for some major organs of body systems

• Identify the position of major organs in the body

Activities:

• Begin the lesson by asking students about their heart look like

• Then teacher show the class a poster that shows the external structure of the heart

• Teacher feel where their heart is and see how big it is by clenching their fist

• Teacher gives explanation about heart

• Students answer Exercise 1.2 on their Activity Book

• Before the class is over, teacher tells students that they are going to make a simple

• experiment about heart and asks them to prepare the things

• Resources:

• Science Learner’s book on page 8-9

• Science Activity book on page 9

2nd meeting

Topic: The heart

Learning Objective:

• Identify the position of major organs in the body

• Activities:

• Teacher ask students about the material for doing the experiment

• Students show their material

• Before doing the experiment, teacher asks students to make their prediction

• Teacher and students do the experiment

• Students make conclusion

Resources: Science Learner’s book on page 8-9

3rd meeting

Topic: Heartbeat and pulse

Learning Objective: Identify the position of major organs in the body

Activities:

• Teacher begin the lesson by asking students to prepare a scrap paper

• Teacher asks students to hold it and crumple it into a ball and hold it in their hand. Teacher can watch the clock and count to 90 in one minute and students will squeeze the paper ball each time a number is said. Teacher can tell students that by doing this activity they will demonstrates how strong the heart is and how hard it works

• Teacher show the students where they can find pulse (neck or wrist). Then teacher get the students to do Activity 1.3 on their Learner;s book where they will coolect evidence by measuring their pulse rate

• Teacher can ask students to answer question after doing the Activity

Resources: Science Learner’s book on page 10-11

1st meeting

Topic: Heartbeat and pulse

Learning Objective: Identify the position of major organs in the body

Activities:

• Teacher begins the lesson by asking students to prepare a scrap paper

• Teacher asks students to hold it and crumple it into a ball and hold it in their hand.

• Teacher can watch the clock and count to 90 in one minute and students will squeeze the paper ball each time a number is said.

• Teacher can tell students that by doing this activity they will demonstrates how strong the heart is and how hard it works

• Teacher shows the students where they can find pulse (neck or wrist).

• Then teacher gets the students to do Activity 1.3 on their Learner;s book where they will collect evidence by measuring their pulse rate

• Teacher can ask students to answer question after doing the Activity

• Teacher begins the class by asking students about the previous activity

• Students can answer questions 1-4 in the Learner’s Book

• Learners can then complete worksheet related to the topic

Resources: Science Learner’s book on page 10-11

2nd meeting

Topic: The lungs and breathing

Learning Objectives:

• Explain how the functions of the major organs are essential

• Use tables, bar charts and line graphs to present results

Activities:

• Teacher asks learners to think of something they do about 20 times a minutes without thinking about it.

• Students breathe 15-20 times each minutes.

• Teacher asks students which body organs we use for breathing.

• Students watch a video about the respiratory system

• Teacher explain and give more information

Resources: Science Learner’s Book on page 12-13 and Video

3rd meeting

Topic: The lungs and breathing

Learning Objective: Explain how the functions of the major organs are essential

Activities:

• Teacher begins the lesson by asking students about their reason why we need to breathe

• Teacher tells the students that an adult lungs (a healthy and a damage lung)

• Teacher tells the common disease in children lung

• Teacher finish the lesson by getting students to answer questions in the Activity Book

Resources: Science Learner’s Book on page 12-13, Science Activity Book on page 11

1st meeting

Topic: The lungs and breathing

Learning Objective: Explain how the functions of the major organs are essential

Activities:

• Teacher begin the lessons by asking students understanding about lungs and breathing

• Students complete their Activity book

• Teacher and students discuss the answer

Resources: Science Learner’s Book on page 12-13, Science Activity Book on page 11

2nd meeting

Topic: The digestive system

Learning Objective: Explain how the functions of the major organs are essential

Activities:

• Teacher asks students what they ate today or last night and asks their opinion about why do we need to eat

• Teacher tell the class about digestion and explain the process of the digestion

• Teacher mentions some function then asks students to give the name of the organs

Resources: Science Learner’s Book on page 14-15

3rd meeting

Topic: The digestive system

Learning Objective: Explain how the functions of the major organs are essential

Activities:

• Teacher asks students about previous lesson

• Teacher asks students idea about healthy diets and encourage students to be more aware of what they eat and drink and make healthy choices when they eat.

• Students do the Exercise 1.5 on their Activity Book

Resources: Science Learner’s Book on page 14-15, Science Activity Book on page 12

1st Meeting

Topic: What do the kidneys do?

Learning Objectives:

• Explain how the functions of the major organs are essential

• Describe the main functions of the major organs of the body

Activities:

• Teacher begin the class by asking the students what happens when they drink a lot of water

• Teacher shows the poster of kidney and asks students to discuss about it

• Teacher asks students to open the learner’s book, read the explanation and answer questions

• Before the class over, teacher asks students to prepare a large container, a measuring cylinder and water for next meeting

Resource: Cambridge Science Learner’s Book on page 16-17

2nd Meeting

Topic : What do the kidneys do?

Learning Objectives:

• Describe the main functions of the major organs of the body

• Make a variety of relevant observations and measurements using simple apparatus correctly

Activities:

• Teacher begin the class by asking students to prepare the material for the Activity 1.6 (Simple science experiment at home)

• Teacher asks students to make prediction related to this activity

• Teacher and students do the activity

• Teacher asks students to make a conclusion

• Students do Exercise 1.6 on their Activity Book

Resources: Cambridge Science Learner’s Book on page 16-17 Science Activity Book on page 13 Hanyut

1st Meeting

Topic: What does the brain do?

Learning Objectives:

• Identify the position of major organs of the body.

• Describe the main functions of the major organs of the body.

Activities:

• Teacher begin the lesson by asking students about porridge. Do they like it? what is the texture of the porridge?.

• Teacher explain that our brain feels and looks very much like grey porridge (more like oatmeal porridge).

• Teacher explain that our brain is very soft and can easily be squashed.

• Teacher asks students understanding if the brain get injured?.

• Teacher share a video about ‘what does the brain do?’.

Resources : Cambridge Primary Science Learner’s Book on page 18-19, Video.

2nd Meeting

Learning Objectives:

• Make comparison.

• Explain how the functions of the major organs are essential.

Activities:

• Teacher asks students to clench their fists and put them together.

• Teacher explain that each fist represents one hemisphere or half of the brain.

• Teacher inform that the size of the two fists together is about the size of human.

• Teacher explain about left and right side of brain.

• Students do Exercise 1.7 on their Activity Book.

• Students compare the brain size on their handout.

Resources : Cambridge Primary Science Learner’s Book on page 18-19, Cambridge Primary Activity Book on page 14 Handout

1st Meeting

Topic: Check your progress

Learning Objectives:

• Use scientific names for some major organs of body systems.

• Identify the position of the major organs in the body.

• Describe the main functions of the major organs of the body.

Activities:

• Teacher begin the lesson by showing the images of body organs and asks students to review the position, the size and the function of the body organs.

• Teacher asks students to do ‘Check your progress’ on their Learner’s Book on page 20-21

• Teacher and students discuss the correct answers.

• Teacher asks students to check their handout or Google classroom and complete the Sentences.

Resources: Cambridge Science Learner’s Book on page 20-21 and Handout.

2nd Meeting

Topic: Language review

Learning Objectives:

• Use scientific names for some major organs of body systems.

• Identify the position of the major organs in the body.

• Describe the main functions of the major organs of the body.

Activities:

• Teacher begin the class by giving students some scientific words

• Students share their understanding about the scientific words

• Teacher asks students to complete ‘Language review’ on their Activity Book p. 15

Resources: Cambridge Science Learner’s Book on page 20-21 and Cambridge Science Activity Book on p. 15

3rd Meeting

Topic: Review

Learning Objectives:

• Use scientific names for some major organs of body systems.

• Identify the position of the major organs in the body.

• Describe the main functions of the major organs of the body.

• Make predictions using scientific knowledge and understanding.

Activities:

• Teacher sums up the topic of unit 1.

• Students do a short review in Google Form.

Resources: Cambridge Science Learner’s Book on page 20-21 and Google Form

1st Meeting

Subject: Science

Topic: Food chain in a local habitat

Learning Objective: Know that food chains can be used to represent feeding relationships in a habitat, and present these in text and diagrams

Activities:

• Teacher start the lesson by seeing what learners remember about habitat.

• Teacher tells the students that they are going to learn about food chains in a local habitat

• Teacher explain about the food chains

• Teacher share link then students read explanation about ecosystem and answer 3 questions

• Students do Activity 2.1 and analyse the food chain

• Students answer the questions on Learner’s Book

Resources : Cambridge Science Learner’s Book on page 22 – 23, Quiz

2nd Meeting

Topic: Food chain in a local habitat

Learning Objective: Know that food chains can be used to represent feeding relationships in a habitat, and present these in text and diagrams

Activities:

• Teacher start the lesson by showing a poster of food chain.

• Teacher asks the students to explain about the food chain.

• Students do Exercise 2.1 on their Activity Book.

Resources : Science Learner’s Book on page 22 – 23 , Science Activity Book on page 16.

Topic: Food chain begin with plant

Learning Objectives:

• Know that food chains can be used to represent feeding relationships in a habitat, and present these in text and diagrams.

• Know and understand the term ‘producers’.

Activities:

• Teacher begin the lesson by asking the students what they have eaten in the last 24 hours.

• Teacher type a list on the whiteboard then asks them which of these food are plants or have come from plants. If the food have come from animals, asks them what those animals eat (for example, a chicken eats corn).

• Students answer the question on their Learner’s Book.

• Teacher explains about how plants make food.

• Teacher tell students to prepare some material for next week for Activity 2.2 on their Learner’s Book.

Resources : Cambridge Science Learner’s Book on page 24 - 25.

1st Meeting

Topic : Food chains begins with plants

Learning Objectives:

• Know that food chains can be used to represent feeding relationships in a habitat, and present these in text and diagrams.

• Know that food chains begin with plant (the producer), which uses energy from the Sun.

• Know and understand the terms ‘producer’, ‘consumer’, ‘predator’ and ‘prey’.

• Identify pattern in result.

Activities:

• Teacher greets and shares motivation quotes for students.

• Teacher shows a video about living things in environment and add explanation about the topic.

• Teacher makes sure student has prepare the material for doing Activity 2.2 on their Learner’s Book.

• Before students do the activity, they should predict what they think will happen to the plants, based on knowledge that they already have.

• Then the students do the activity and ask them how they will do the investigation.

• Students do Exercise 2.2 on their Activity Book to apply what they know about what a plant need to make food.

Resources:

• Video

• Cambridge Science Learner’s Book on page 24 – 25

• Cambridge Science Activity Book on page 17

2nd Meeting

Topic : Consumers in food chains

Learning Objectives:

• Know that food chains can be used to represent feeding relationships in a habitat, and present these in

text and diagrams.

• Know and understand the terms ‘producer’, ‘consumer’, ‘predator’ and ‘prey’.

• Explore and construct food chains in a particular habitat.

Activities:

• Teacher asks students to find pictures of plants and animals from internet / magazine / Newspaper.

• Then teacher asks students which animal is eating another animal and which animal is being eaten.

• Teacher introduces the terms ‘predator’ and ‘prey’.

• Teacher asks students to make example on their notebook.

Resource : Cambridge Science Learner’s Book on page 26 – 27.

3rd Meeting

Topic : Consumers in food chains

Learning Objectives:

• Know that food chains can be used to represent feeding relationships in a habitat, and present these in

text and diagrams.

• Know and understand the terms ‘producer’, ‘consumer’, ‘predator’ and ‘prey’.

• Explore and construct food chains in a particular habitat.

Activities:

• Teacher asks students about the previous lesson.

• Students look at the photographs in the Learner’s Book and identify the predator and prey.

• Students answer Question on Learner’s Book.

• Together, discussing Exercise 2.3 on their Activity Book.

Resources :

• Cambridge Science Learner’s Book on page 26 – 27

• Cambridge Science Activity Book on page 19.

1st Meeting

Topic: Food chains in different habitat

Learning Objectives:

• Know that food chains can be used to represent feeding relationships in a habitat and present feeding relationships in a habitat and present these in text and diagrams.

• Know and understand the terms ‘producer’, ‘consumer’, ‘predator’ and ‘prey’

• Explore and construct food chains in a particular habitat

Activities:

• Teacher begins the lesson by asking about the habitat, producer, consumer, predator and prey.

• Teacher shares Google Docs for students to answer.

• Teacher gives an interactive game online about food chain

• Teacher introduces the idea of different habitats by showing students different habitats.

• Teacher asks students to mention the plants and animals that live in each region.

• Then, teacher asks students to open their Learner’s Book to see and compare the animals and plants in the savannah and ocean.

• Students discuss and compare what plants are in each habitat and which animals eat the plants, and which animals prey on other animals.

• Students can answer Questions 1 to 3 on their own.

Resources:

• Cambridge Primary Science Learner's Book on p. 28 - 29

• Internet

2nd Meeting

Topic: Food chains in different habitat

Learning Objectives:

• Know that food chains can be used to represent feeding relationships in a habitat and present feeding relationships in a habitat and present these in text and diagrams.

• Know and understand the terms ‘producer’, ‘consumer’, ‘predator’ and ‘prey’

• Explore and construct food chains in a particular habitat

Activities:

• Teacher starts the lesson by giving some questions related to the previous lesson.

• Teacher shares some links for students to choose to help them to understand the food chains in different habitats.

• Students do Exercise 2.4 in the Activity Book.

Resources:

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

• Cambridge Primary Science Activity Book p.21

• Internet 1

• Internet 2

• Internet 3

3rd Meeting

Topic: Food chains in different habitat

Learning Objectives:

• Know that food chains can be used to represent feeding relationships in a habitat and present feeding relationships in a habitat and present these in text and diagrams.

• Know and understand the terms ‘producer’, ‘consumer’, ‘predator’ and ‘prey’

• Explore and construct food chains in a particular habitat

Activities:

• Teacher begins the class by showing students video about Activity 2.2 investigating plant

• Teacher and students discuss the prediction and conclusion they made.

• Teacher asks students to make a food chain in different habitats. Students are able to choose the habitat and need to try to identify the producer, consumer, predator and prey in that region.

Resources:

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

• Cambridge Primary Science Activity Book p.21

1st Meeting

Topic : Deforstation

Learning Objectives:

• Explore how humans have positive and negative effects on the environment, for for example, loss of species, protection of habitats.

• Explore a number of ways of caring for the environment, e.g. recycling, reducing waste, reducing energy consumption, not littering, encouraging

others to care for the environment.

• Identify factors that are relevant to a particular situation.

• Make comparisons.

• Make predictions using scientific knowledge and understanding.

Activities:

• Teacher begins the lesson by sharing some videos about deforestation.

• Teacher asks students to give respon about the videos.

• Teacher shares a world map and finds where the tropical forests are found: in the Amazon Basin of Brazil, in the Congo Basin in Africa, and in

Indonesia and SouthEast Asia.

• Students find the definition of words to learn in their Learner’s Book.

• Teacher encourages students to do Activity 2.5 Plant a tree and discuss about the advantages of trees.

• Students answer Questions on their Learner’s Book

• Resources:

• - Cambridge Primary Science Learner’s Book p. 30-31

• - world map

• - internet 1

• - internet 2

• - internet 3

2nd Meeting

Topic : Deforestation

Learning Objective:

• Explore how humans have positive and negative effects on the environment, for example, loss of species, protection of habitats.

• Explore a number of ways of caring for the environment, e.g. recycling, reducing waste, reducing energy consumption, not littering, encouraging

others to care for the environment.

Activities:

• Teacher starts the lesson by asking students about the reason why deforestation.

• happens and the negative effects of deforestation.

• Teacher shares a worksheet about deforestation.

• - Students do the worksheet after they are done and discuss it together.

Resources:

• Cambridge Primary Science Learner’s Book p. 30-31

• Worksheet

1st Meeting

Topic : Air pollution

Learning Objective: Explore how humans have positive and negative effects on the environment, for for example, loss of species, protection of habitats.

Activities:

• Teacher begins the lesson by asking students whether they think the air is clean in their area.

• Teacher asks students ideas about breathing in dirty or polluted air.

• Students look at the examples of air pollution in their Learner’s Book.

• Teacher gives an explanation about air pollution.

• Teacher tells students that they are going to do Activity 2.6 (Measure dirt particles in the air) and asks students to prepare the material.

• Teacher concludes the lesson.

Resource : Cambridge Primary Science Learner’s Book on p. 32-33

2nd Meeting

Topic : Air pollution

Learning Objectives:

• Explore how humans have positive and negative effects on the environment, for example, loss of species, protection of habitats.

• Make predictions using scientific knowledge and understanding.

• Say whether and how the evidence supported any prediction made.

Activities:

• Teacher starts the lesson by asking students to show their material to do Activity 2.6

• Teacher explains the steps to do the experiment.

• Students make their predictions.

• Students continue making the experiment.

• Students can see and compare the result after one week.

Resource : Cambridge Primary Science Learner’s Book on p. 32-33.

3rd Meeting

Topic : Air pollution

Learning Objective:

- Explore how humans have positive and negative effects on the environment, for

for example, loss of species, protection of habitats.

Activities:

- Before starting the lesson, the teacher shared a video about air pollution.

- Teacher asks students to guess if there is any air pollution in Indonesia.

- Teacher asks students to check their experiment, is there any differences to the paper.

- Students do Exercise 2.6 in their Activity Book.

Resources :

- Cambridge Primary Science Learner’s Book on p. 32-33.

- Cambridge Primary Science Activity Book on p. 24.

-Internet

1st Meeting

Topic : Acid rain

Learning Objectives:

• Explore how humans have positive and negative effects on the environment, for example, loss of species, protection of habitats.

• Make predictions using scientific knowledge and understanding.

• Say whether and how the evidence supported any prediction made.

Activities:

• Teacher starts the lesson by asking students about the previous topic.

• Students share their understanding about air pollution.

• Teacher demonstrates how acid rain affects the chalk.

• Teacher asks students to give their opinion about the demonstration.

• Teacher explains about the acid rain.

Resource: Cambridge Primary Science Learner’s Book p. 34-35

2nd Meeting

Topic : Acid rain

Learning Objective: Explore how humans have positive and negative effects on the environment, for example, loss of species, protection of habitats.

Activities:

• Teacher begins the lesson by giving some photographs of acid rain damage.

• Students share their ideas about acid rain.

• Teacher shared a video about acid rain.

• Students answer questions on their Learner’s Book.

• Teacher asks students to prepare some material for doing Activity 2.7 on their Learner’s Book.

Resources:

• Cambridge Primary Science Learner’s Book p. 34-35.

• Video

3rd Meeting

Topic : Acid rain

Learning Objectives:

• Explore how humans have positive and negative effects on the environment, for example, loss of species, protection of habitats.

• Make predictions using scientific knowledge and understanding.

• Say whether and how the evidence supported any prediction made.

Activities:

• Teacher asks students to show their material for doing Activity 2.7

• Student starts doing their experiment

• Before starting the experiment, the teacher asks students to make their predictions.

• Students do their Exercise 2.7 to support their understanding about the acid rain.

Resources:

• Cambridge Primary Science Learner’s Book p. 33-35

• Cambridge Primary Science Learner’s Book p. 27

1st Meeting

Topic : Take care of your environment

Learning Objectives:

• Explore a number of ways of caring for the environment, for example, recycling, reducing waste, reducing energy consumption, not littering, encouraging others to care for the environment.

• Make predictions using scientific knowledge and understanding.

Activities:

• Teacher explains to students that the amount of fresh water on the earth remains the same. But our population grows all the same, so we have to make sure we don’t waste water.

• Teacher asks students to look at the examples of how to conserve energy in the Learner’s Book.

Resource: Cambridge primary Science Learner’s Book p. 38-39

2nd Meeting

Topic : Take care of your environment

Learning Objectives:

• Explore a number of ways of caring for the environment, for example, recycling, reducing waste, reducing energy consumption, not littering, encouraging others to care for the environment.

• Make predictions using scientific knowledge and understanding.

Activities:

• Teacher asks students to mention some activities that they can do at home to take care of the environment.

• Teacher reminds students to complete their virtual field trip project about taking care of the environment.

• Teacher asks students to do Exercise 2.9 on their Activity Book p. 27.

Resources:

• Cambridge primary Science Learner’s Book p. 38-39

• Cambridge primary Science Activity Book p. 27

3rd Meeting

Topic : Recycling

Learning Objective:Explore a number of ways of caring for the environment, for example, recycling, reducing waste, reducing energy consumption, not littering, encouraging others to care for the environment.

Activities:

• Teacher begins the class by showing students the video about landfill.

• Teacher asks the student's opinion about the video.

• Teacher asks the students how families in their community dispose of rubbish. Do they have a recycle scheme?

• Teacher and students talk about the landfill, the location of the landfill and problems that may arise from the landfill.

Resources :

• Cambridge primary Science Learner’s Book p. 36-37

• Internet

1st Meeting

Topic : Recycling

Learning Objective: Explore a number of ways of caring for the environment, for example, recycling, reducing waste, reducing energy consumption, not littering, encouraging others to care for the environment.

Activities:

• Teacher asks students about recycling and landfill.

• Teacher shares information about ‘Garbage City’ in Cairo, Egypt.

• Students do Exercise 2.8 on their Activity Book p. 26

Resources :

• Cambridge primary Science Learner’s Book p. 36-37

• Cambridge primary Science Activity Book p. 26

2nd Meeting

Topic : Language review & Check your progress

Learning Objective:

• Know that food chains can be used to represent feeding relationships in a habitat and present feeding relationships in a habitat and present these in text and diagrams.

• Know and understand the terms ‘producer’, ‘consumer’, ‘predator’ and ‘prey’

• Explore and construct food chains in a particular habitat

• Explore how humans have positive and negative effects on the environment, for example, loss of species, protection of habitats.

• Explore a number of ways of caring for the environment, for example, recycling, reducing waste, reducing energy consumption, not littering, encouraging others to care for the environment.

Activities:

• Teacher review the lesson about living things in the environment.

• Students do Language review on their Activity Book and Check your progress on their Learner’s Book.

• Teacher and students discuss the answer.

Resources :

• Cambridge primary Science Learner’s Book p. 40-41

• Cambridge primary Science Activity Book p. 28

3rd Meeting

Topic : Unit 2 Revision

Learning Objective:

• Know that food chains can be used to represent feeding relationships in a habitat and present feeding relationships in a habitat and present these in text and diagrams.

• Know and understand the terms ‘producer’, ‘consumer’, ‘predator’ and ‘prey’

• Explore and construct food chains in a particular habitat

• Explore how humans have positive and negative effects on the environment for example, loss of species, protection of habitats.

• Explore a number of ways of caring for the environment, for example, recycling, reducing waste, reducing energy consumption, not littering, encouraging others to care for the environment.

Activities:

• Teacher tells students that they are going to have revision.

• Teacher asks students to answer the questions in Gform.

• Students complete the answer and submit the revision.

Resource: Gform

1st Meeting

Topic : Material changes - Reversible and Irreversible changes

Learning Objectives:

• Distinguish between reversible and irreversible changes.

• Identify factors that are related to a particular situation.

Activities:

• Teacher starts the lesson with a brief revision of changes of state.

• Then the teacher lets students do Activity 3.1 on their Learner’s Book.

• After students do the activity, teacher will also demonstrate something and asks the students to observe.

• Teacher writes reversible and irreversible on the whiteboard and asks students ideas.

Resource : Cambridge Primary Science Learner’s Book p.42-43

2nd Meeting

Topic : Reversible and Irreversible changes

Learning Objectives:

• Distinguish between reversible and irreversible changes.

• Identify factors that are related to a particular situation.

Activities:

• Teacher call students name and ask their understanding about reversible and irreversible.

• Teacher asks students to make more examples about reversible and irreversible and then classify the changes.

• Teacher asks students to do Exercise 3.1 on their Activity Book.

• After students done with their exercise, teacher announce that they are going to make simple experiment about reversible and irreversible at home.

Resources :

• Cambridge Primary Science Learner’s Book p.42-43.

• Cambridge Primary Science Activity Book p.29-30.

1st Meeting

Topic : Mixing and separating Solids

Learning Objectives:

• Explore how solids can be mixed and how it is possible to separate them again.

• Make comparisons.

• Make a variety of relevant observations and measurements using simple apparatus correctly.

• Choose which equipment to use.

• Make predictions using scientific knowledge and understanding.

Activities:

• Before the class starts, the teacher asks students to prepare some materials like rice, flour, salt, sand, tea leaves, sugar, beans, marbles, bowl, jar and sieving.

• Teacher gives the name of the materials and asks students to decide is it reversible or irreversible.

• Teacher shows students mixtures of solids. Then teacher asks students to discuss the different mixtures they can think of.

• Teacher asks students to mix the materials that they have prepared before.

• Students do Activity 3.2a and Activity 3.2b making mixtures of solids and observe the mixtures.

• Students answer the Question on their Learner's Book.

• Teacher explains about mixing and separating solids.

• Before the class over, teacher asks students to prepare some materials for the next experiment about mixing and separating mixtures.

Resource : Cambridge Primary Science Learner’s Book on page. 44 - 45.

2nd Meeting

Topic : Mixing and Separating Solids

Learning Objectives:

• Explore how solids can be mixed and how it is possible to separate them again.

• Make comparisons.

• Make a variety of relevant observations and measurements using simple apparatus correctly.

• Choose which equipment to use.

• Make predictions using scientific knowledge and understanding.

Activities:

• Teacher asks students to show their material for doing the simple experiment about mixing and separating solids.

• Students make predictions about the experiment.

• Teacher and students make the experiment.

• Teacher asks the students to make the conclusion.

• Students answer the questions based on the experiment.

• Teacher concludes the lesson.

Resource : Cambridge Primary Science Learner’s Book on page. 44 - 45.

3rd Meeting

Topic : Mixing and separating Solids

Learning Objective: Explore how solids can be mixed and how it is possible to separate them again.

Activities:

• Teacher asks students understanding about method of separation (sorting and sieving).

• Students do Exercise 3.2 on their Activity Book.

• Teacher and students discuss the answers together.

Resources :

• Cambridge Primary Science Learner’s Book on page. 44 - 45.

• Cambridge Primary Science Activity Book on page. 30.

1st Meeting

Topic : Soluble and insoluble substances

Learning Objectives:

• Observe, describe, record and explain changes that occur when some solids are added to water.

• Explore how some solids dissolve in water to form solutions and, although the solids cannot be seen, the substance is still present.

Activities:

• Teacher starts the lesson by talking about the process of dissolving. Then the teacher asks the students whether they know what this means.

• Teacher provides a simple definition by giving an example.

• Teacher asks students whether they think that all solids can dissolve in the water. Teacher gets students to suggest some solids that can dissolve in water and others cannot.

• Teacher writes down students' ideas on the board.

• Students answer the question in the Activity Book.

• Before the meeting ends , the teacher tells the students to prepare material for the simple experiment.

Resources:

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

• Cambridge Primary Science Activity Book p. 31

2nd Meeting

Topic : Soluble and insoluble substances

Learning Objectives:

• Observe, describe, record and explain changes that occur when some solids are added to water.

• Explore how some solids dissolve in water to form solutions and, although the solids cannot be seen, the substance is still present.

• Make comparisons.

• Make a variety of relevant observations and measurements using simple apparatus correctly.

• Activities:

• Teacher asks students to make an example of soluble and insoluble.

• Teacher asks students to show their material.

• Students do the experiment.

• Students complete assignment.

Resources: Cambridge Primary Science Learner’s Book p. 46 - 47.

1st Meeting

Topic : Separating insoluble substances

Learning Objectives :

• Explore how, when solids do not dissolve or react with water, they can be separated by filtering which is similar to sieving.

• Suggest and evaluate explanations for predictions using scientific knowledge and understanding.

Activities :

• Teacher asks some questions about previous topics.

• Teacher explains and gives examples about filters.

• Students watch a video about Japan, the people wear surgical masks and make it become their everyday accessory.

• Discuss other examples of filters we can use.

• Teacher asks students to prepare material for doing Activity 3.4 on their Learner’s Book.

Resource : Cambridge Primary Science Learner’s Book p. 48-49

2nd Meeting

Topic : Separating insoluble substances

Learning Objectives:

• Explore how, when solids do not dissolve or react with water, they can be separated by filtering which is similar to sieving.

• Observe, describe, record and and begin to explain changes that occur when some solids are added to water.

• Make a variety of relevant observations and measurements using simple apparatus correctly.

• Make predictions using scientific knowledge and understanding.

• Suggest and evaluate explanations for predictions using scientific knowledge and understanding.

Activities:

• Teacher asks students to show their material for doing Activity 3.4

• Teacher asks students to make predictions before they do the experiment.

• Students do the experiment.

• Students make conclusions about the experiment.

• Students answer the Question after doing the experiment.

Resources:

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

• Internet .

1st Meeting

Topic: Checkpoint Try Out - Paper 1

Resource: Checkpoint paper.

2nd Meeting

Topic: Checkpoint Try Out - Paper 2

Resource: Checkpoint paper.

3rd Meeting

Topic: Checkpoint Try Out - Paper 3

Resource: Checkpoint paper.

1st Meeting

Topic : Checkpoint Paper Discussion

Activities :

• Teacher asks students about their difficulty to finish the Checkpoint papers.

• Discuss the answers of the papers that they did last week.

Resource : Checkpoint Past Papers.

2nd Meeting

Topic : Solution

Learning Objectives :

• Explore how some solids dissolve in water to form solutions and, although the solid cannot be seen, the substance is still present.

• Observe, describe, record and begin to explain changes that occur when some solids are added to water.

• Make predictions using scientific knowledge and understanding.

• Choose what evidence to collect to investigate a question, ensuring that the evidence is sufficient.

• Choose which equipment to use.

• Use results to draw conclusions to make further predictions.

Activities :

• Teacher explains that when something dissolves in water, the result is called a solutions.

• Students do Activity 3.5 in the Learner’s Book in which they make solutions.

• Teacher and students discuss the solution.

• Students answer the questions in the Learner’s Book.

Resource : Cambridge Primary Science Learners Book p. 50 - 51.

3rd Meeting

Topic : Solution

Learning Objective :

• Explore how some solids dissolve in water to form solutions and, although the solid cannot be seen, the substance is still present.

• Observe, describe, record and begin to explain changes that occur when some solids are added to water.

• Make predictions using scientific knowledge and understanding.

• Choose what evidence to collect to investigate a question, ensuring that the evidence is sufficient.

• Choose which equipment to use.

• Use results to draw conclusions to make further predictions.

Activities :

• Teacher asks students understanding about solutions.

• Students answer Exercise 3.5 in their Activity Book.

• Teacher and students discuss the answer.

Resources :

• Cambridge Primary Science Learners Book p. 50 - 51.

• Cambridge Primary Science Activity Book p. 33.

1st Meeting

Topic : Review

Learning Objectives :

• Make a variety of relevant observations and measurements using simple apparatus correctly

• Make predictions using scientific knowledge and understanding

• Choose which equipment to use

• Explore how some solids dissolve in water to form solutions and, although the solid cannot be seen, the substance is still present

• Explore how, when solids do not dissolve or react with water, they can be separated by filtering, which is similar to sieving.

Activities :

• Teacher greets students.

• Teacher shares information and instruction before sharing the review.

• Teacher shares the G-form.

• Students do the G-form.

Resource : G-form

2nd Meeting

Topic : How can we make solids dissolve faster?

Learning Objectives:

• Make predictions using scientific knowledge and understanding.

• Explore how some solids dissolve in water to form solutions and, although the solid cannot be seen, the substance is still present.

• Make predictions using scientific knowledge and understanding.

Activities:

• Teacher starts the lesson by discussing the pictures of the boy and his granny in the Learner’s Book.

• Teacher asks the student's opinion. Why is the coffee not sweet? What could the boy do to make it taste sweet?

• Teacher will do a demonstration to test this idea using a solution of potassium permanganate crystals and water.

• Teacher explains that stirring solution brings more solvent into contact with the solute which makes the solute dissolve faster.

Resource : Science Learner’s Book on p. 52 - 53.

3rd Meeting

Topic : How can we make solids dissolve faster?

Learning Objectives:

• Make a variety of relevant observations and measurements using simple apparatus correctly

• Make predictions using scientific knowledge and understanding

Activities :

• Teacher begins the class by making a discussion about the fact that we use hot water for making tea and coffee.

• Students do Activity 3.6 on their Learner’s Book.

• Students answer Questions 1 - 3.

• Teacher and students discuss the correct answer.

• Students conclude the lesson about this topic.

Resource : Science Learner’s Book on p. 52 - 53.

1st Meeting

Topic : How does grain size affect dissolving?

Learning Objectives :

• Make predictions using scientific knowledge and understanding.

• Explore how some solids dissolve in water to form solutions and, although the solid cannot be seen, the substance is still present.

• Make a variety of relevant observations and measurements using simple apparatus correctly.

Activities :

• Teacher begins the lesson by asking students to pretend as the granny and the boy.

• Teacher asks students ideas about the conversation.

• Students share their ideas and teachers conclude.

• Teacher shows material for doing Activity 3.7 on their Learner’s Book.

• Before doing the activity, students make their predictions.

• Students demonstrate Activity 3.7 ‘Does grain size affect the rate of dissolving?’

• Students observe the observation and make conclusions.

• Students answer Questions on their Learner’s Book.

Resource : Cambridge Primary Science Learner’s Book on p. 54 - 55.

2nd Meeting

Topic : How does grain size affect dissolving?

Learning Objectives :

• Make predictions using scientific knowledge and understanding.

• Explore how some solids dissolve in water to form solutions and, although the solid cannot be seen, the substance is still present.

Activities :

• Teacher begins the lesson by asking students’ understanding about dissolving.

• Teacher explains the topic.

• Teacher asks students to do Exercise 3.7 on their Activity Book.

• Teacher reviews students' understanding about material changes.

• Students answer Language review on their Activity Book.

Resources :

• Cambridge Primary Science Learner’s Book on p. 54 - 55.

• Cambridge Primary Science Activity Book on page 35 - 36.

3rd Meeting

Topic : Check your progress

Learning Objective : Explore how some solids dissolve in water to form solutions and, although the solid cannot be seen, the substance is still present.

Activities :

• Teacher asks some students about material changes.

• Students do Check your progress on their Learner’s Book.

• Together discuss the answer.

Resources :

• Cambridge Primary Science Learner’s Book on p. 54 - 55.

• Cambridge Primary Science Activity Book on p. 35 - 36.

1st Meeting

Topic: How forces act

Learning Objectives:

• Recognize and use units of force, mass and weight and identify the direction in which forces act.

• Make a variety of relevant observations and measurements using simple apparatus correctly.

Activities:

• Teacher begins the lesson by asking students about force.

• Teacher prepares and shows students some material such as: a book, a table, an elastic band, a magnet and iron nail.

• Students do Activity 4.2 in their Learner's book.

Resources: Science Learner's Book on page 60-61.

2nd Meeting

Topic: How forces act

Learning Objective: Recognize and use units of force, mass and weight and identify the direction in which forces act.

Activities:

• Teacher asks students about the previous activity.

• Students share their ideas by answering teacher's questions.

• Teacher giving explanation related to the activity.

• Teacher draw labeled force arrows on diagram of a book on a table, the one on the page 61 of the Learner's Book.

• Teacher shows that the forces are equal in size but that they act in opposite directions.

• Teacher explains that forces can be represented by arrows to show their size and direction.

• Students answer 2 Questions in Learner's Book.

Resource: Science Learner's Book on page 60 -61.

1st Meeting

Topic: Balanced and unbalanced forces

Learning Objective: Recognise and use units of force, mass and weight and identify the direction in which forces act.

Activities:

• Teacher asks the students to do Activity 4.3 (which force is bigger).

• Students observe that some forces are bigger than others.

• Students answer questions 1 and 2.

• Teacher explains about the force pushing or pulling on an object.

Resource : Science Learner's Book on page 62-63.

2nd Meeting

Topic : Balanced and unbalanced forces

Learning Objectives :

• Recognise and use units of force, mass and weight and identify the direction in which forces act.

• Make a variety of relevant observations and measurements using simple apparatus correctly.

Activities :

• Teacher begins the class by remind students about the previous activity.

• Teacher shows a video about balanced and unbalanced force.

• Students gives their opinion about the video.

• Teacher explains that a force pushing or pulling on an object can cause movement

Resources : Science Learner's Book on page 62-63 Balanced and unbalanced video.

3rd Meeting

Topic: Balanced and unbalanced forces

Learning Objective: Recognise and use units of force, mass and weight and identify the direction in which forces act.

Activities:

• Teacher asks some question about balanced and unbalanced forces.

• Teacher asks students to describe the picture in Science Activity Book on page 40.

• Students answer Exercise 4.3 in Science Activity Book.

Resource: Science Activity Book on page 40.

1st Meeting

Topic: The effects of forces

Learning Objectives:

• Recognise and use units of force, mass and weight and identify the direction in which forces act.

• Make a variety of relevant observations and measurements using simple apparatus.

Activities:

• Teacher begins the lesson by asking the student if they can see a force.

• Students share their ideas and teachers conclude their answers.

• Teacher gives materials for doing Activity 4.4.

• Teacher tells the students that they are going to investigate the effects of forces on objects.

• Students will observe how forces can change the movement or shape of objects. They will record their observation in a table (worksheet will be provided by the teacher.

• Teacher asks students to make their opinion before doing the Activity and make a conclusion after finishing the Activity.

Resource: Cambridge Primary Science Learner’s Book on page 64-65

2nd Meeting

Topic: The effects of forces

Learning Objectives: Understand the notion of energy in movement

Activities:

• Teacher gives papers to 3 or 4 students and asks them to crumpling up the paper then asks students to observe.

• Teacher asks students some questions related to the activities, such as How did the objects change? What forces acted on the object?.

• Teacher gives an example about a player kicking the ball and starts introducing the ideas between energy and forces.

• Teacher asks some interactive questions related to the example.

• Teacher tells the students that forces can change the shape and movement of an object.

• Teacher emphasizes that there is no change in movement when forces are balanced, but unbalanced forces change the speed or direction of an object.

Resources: Cambridge Primary Science Activity Book on page 41.

3rd Meeting

Topic: Forces and Energy

Learning Objective: understand the notion of energy in movement

Activities:

• Teacher asks for two volunteers. Have one push against the wall and one push on a chair.

• Teacher asks if the volunteers use energy? Where did the energy come from and where did it go?.

• This activities will introduce the idea of energy transfer when a force is exerted

• Teacher asks some questions like, do the volunteers exert a force? Does force make the object move?.

• Teacher explained that we need to use energy to exert a force. Force makes objects move. When we make something move, the energy that we used to create the force is transferred to the moving object.

Resource: Science Learner's Book on page 66 - 67.

1st Meeting

Topic: Forces and Energy

Learning Objective: understand the notion of energy in movement.

Activities:

• Teacher reminds students about the previous activities and asks their ideas about force and energy.

• Teacher asks the students what the word 'work' means.

• Teacher writes students' ideas on the board.

• Teacher explains that, in Science, the word work has another meaning. The demonstration, the student who pushed on the chair did work; the other did not.

• Teacher explains that when a force makes an object move in the direction of the force, we say that work is done.

• Then the teacher explains about energy in work.

• Students read the explanation about forces and energy from their learner's book.

• Teacher ask students some questions about the amount of work done depends on the amount of force exerted on the object moves.

• Students continue do their Exercise 4.5 on their Activity Book.

Resources:

• Cambridge Primary Science Learner's Book on page 66 - 67.

• Cambridge Primary Science Activity Book on page 42.

2nd Meeting

Topic : Friction

Learning Objectives:

• Recognise friction (including air resistance) as a force which can affect the speed at which objects move and which sometimes stop things moving.

• Make a variety of relevant observations and measurements using simple apparatus correctly.

Activities:

• Ask learners if they've ever slipped on a slippery floor or on wet or icy ground before. Why don't we slip on other surfaces such as a dry concrete floor?.

• Teacher asks the students to push a book across their desk and let it stop moving on its own record. Why does the book slow down and stop moving? Then the teacher tells the students that they are going to find out about the force that makes things happen.

• Students do Activity 4.6 in the Learner's Book in which they make observations about the nature of friction.

Resource: Cambridge Primary Science Learner's Book on page 68 - 69.

3rd Meeting

Topic: Friction

Learning Objective:

Recognise friction (including air resistance) as a force which can affect the speed at which objects move and which sometimes stop things moving.

Activities:

• Teacher asks students opinion and ideas about their activity yesterday (Activity 4.6).

• Teacher explains that friction acts in the opposite direction to the movement of the object.

• Students discuss and demonstrate where possible examples of practical applications of the forces of friction.

• Teacher asks the students to suggest other examples of friction which the teacher will write on board.

• Students answer question 1-4 on page 69 of the Learner's Book to reinforce and apply the concept they have covered in the lesson.

Resources:

• Cambridge Primary Science learner's book on page 68 -69.

• Cambridge Primary Science Activity Book on page 44 - 45

1st Meeting

Topic: Investigating friction

Learning Objectives:

• Recognise friction (including air resistance) as a force which can affect the speed at which objects move and which sometimes stop things moving

• Make a variety of relevant observations and measurements using simple apparatus correctly

• Use tables, bar charts and line graphs to present result

Activities:

• Teacher asks students to find things with different surface to feel (e.q bubble wrap, aluminum foil, sandpaper, rough wood, smooth sanded, wood, Velcro, smooth paper, paper towel)

• Students feel each surface and rate the surfaces, with 1 being the smoothest and 5 being the roughest

• Teacher asks the students to predict which surface would cause the greatest friction and which the least friction

• Next teacher asks the students to do Handout to identify reason for repeating result, presenting result in form of bar chart, making predictions based on evidence collected as well as existing knowledge about friction and explaining their predictions

Resource : Cambridge Primary Science Learner's Book on page 70 - 71, Activity Book on page 46, Handout

2nd Meeting

Topic: Air resistance and drag

Learning Objectives:

• Recognise friction (including air resistance) as a force which can affect the speed at which objects move and which sometimes stop things move

• Make a variety relevant observations and measurements using simple apparatus correctly

Activities:

• Teacher begins the lesson by reviewing the previous lesson.

• Teacher asks students to prepare 2 envelope and 2 paper.

• Teacher tells students that they are going to learn about Air resistance.

• Teacher tells the students that they are going to make experiments while they are watching a video about the Air resistance.

• Teacher asks the students to write down the prediction before they make the experiment.

Resources: Cambridge Primary Science Learner's Book on page 72-73 Internet

3rd Meeting

Topic: Air resistance

Learning Objectives:

• Recognise and units of force, mass and weight and identify the direction in which force act

• understand the notion of energy in movement

• Recognise friction (including air resistance) as a force which can effect the speed at which objects move and which sometimes stop things moving

• Identify patterns in results and results that do not appear to fit the pattern

• recognise friction (including air resistance) as a force which can affect the speed at which objects move and which sometimes stop things moving

Activities:

• Teacher remain the students about the previous experiment

• This type of friction is called air resistance

• Teacher tells the students that: air resistance pushes against things which are moving, air resistance pushes against a moving car for example and slows it down, air resistance pushes against falling objects and slows them down

• Teacher gives example about parachutes and discuss about it with students

• Students do Exercise 4.8 on their Activity Book Teacher asks some questions about force and motion

• Teacher asks the students to do check your progress on their Learner's Book

Resource: Cambridge Primary Science Learner's Book on page 74-75 and Activity Book p.47 -48.

1st Meeting

Topic: Checkpoint Trial - Science Paper 1

Activities:

• Teacher greet the students.

• Teacher set the goal why they have trial during a week ahead.

• Teacher share the GForm for students to answer.

Resource: GForm - Science Paper 1.

2nd Meeting

Topic: Checkpoint Trial - Science Paper 2

Activities :

• Teacher greet the students.

• Teacher set the goal why they have trial during a week ahead.

• Teacher share the GForm for students to answer.

Resource : GForm - Science Paper 2

3rd Meeting

Topic: Checkpoint Trial

Activities:

• Teacher greets the students.

• - Teacher sets the goal

• Teacher share the GForm and discuss the correct answer with the students.

Resource : GForm - Science Trial

1st Meeting

Topic: Checkpoint Trial

Activities:

• Teacher greets the students.

• Teacher sets the goal

• Teacher share the GForm and discuss the correct answer with the students.

Resource: GForm - Science Trial

2nd Meeting

Topic: Unit 4 Revision

Learning Objectives:

• Recognise and units of force, mass and weight and identify the direction in which force act -understand the notion of energy in movement

• Recognise friction (including air resistance) as a force which can effect the speed at which objects move and which sometimes stop things moving

• Identify patterns in results and results that do not appear to fit the pattern

• Recognise friction (including air resistance) as a force which can affect the speed at which objects move and which sometimes stop things moving

• Make comparisons

• Use table, bar charts and line graphs to present results

Activities:

• Teacher tell the students that they are going to have Unit 4 revision

• Teacher gives students instruction to open their Google Classroom and check the Google form that teacher has prepared before

• Students start to do their unit 4 Revision and directly submit their answer

Resource: Google form Science unit 4 Revision in Google Classroom.

3rd Meeting

Topic: Electrical conductors and insulators

Learning Objectives:

• Make predictions using scientific knowledge and understanding

• Use results to draw conclusions and to make further predictions

Activities:

• Teacher begin by seeing what students can remember about electric circuit from Primary 4

• Teacher will show up the components of a circuit such as bulb, bulb holder, wire and cell

• Teacher asks the students to name each one and tell them what it does in the circuit

• Students are likely to know the term 'battery', and teacher may use it to describe the cell in the circuit

• Teacher remind students to prepare some materials for doing Activities 5.1 in Learner's Book

Resources: Science Learner's book on page 76 -77

1st Meeting

Topic: Electrical conductors and insulators

Learning Objectives:

• Make predictions using scientific knowledge and understanding.

• Use results to draw conclusions and to make further predictions.

• Investigate how some metals are good conductors of electricity while most other materials are not.

Activities:

• Teacher begins the class by asking students about the material for the experiment.

• Students should predict the result that they think they will get.

• Teacher and students set up a circuit similar to the one shown in Activity 5.1.

• Teacher demonstrate one insulating material in this circuit so than the students can see the bulb lights up for the insulating material and students will follow

• Students answer the question after being done with the experiment.

• Teacher share some information to support students understanding about circuit and electricity.

• Students continue doing the Exercise 5.1 on their Activity Book.

Resources:

• Cambridge Primary Science Learner's Book on page 76-77.

• Cambridge Primary Science Activity Book on page 50-51.

2nd Meeting

Topic: Does water conduct electricity?

Learning Objective : Collect evidence and data to test ideas including predictions.

Activities:

• Begin the lesson by filling a glass of tap water and asking the class if they think the water is pure. Students will probably say 'yes'.

• Teacher explains that it is not pure but it is safe to drink.

• Teacher explains that that is Science, a pure substance is one that does not have anything added or mixed with it. Our tap water has things added to it to kill bacteria and make it safe to drink. Water in the river has all sorts of plants and animal matter and sometimes dirt in it. There could be bacteria in river water that make it unsafe to drink.

• Students do Exercise 5.2 on their Activity Book on p. 52 - 53.

Resource : Cambridge Primary Science Learner's Book on page 78-7, Cambridge Primary Science Activity Book on p. 52 - 53.

3rd Meeting

Topic: Does water conduct electricity?

Learning Objectives:

• Collect evidence and data to test ideas including predictions

• Make predictions using scientific knowledge and understanding

Activities:

• Teacher asks the students if they think they have any water in their body and, if so, how much?.

• Teacher explains that the water in our body has many different substance, which we need to live, dissolve in it.

• Students do Activity 5.2 (Investigating whether water conducts electricity) on their Learner's Book on page 78-79.

• Students should predict what they think will happen based on their science knowledge before doing the activity and then later compare the results with their prediction.

• Students make observations and compare the result when using distilled water and salty water and finally students draw conclusions based on the evidence they found.

• Students answer the question in their learner's book.

Resource: Cambridge Primary Science Learner's Book on page 78-79.

1st Meeting

Topic: Do different metals conduct electricity equally well?

Learning Objectives: Investigate how some metals are good conductors of electricity while most other materials are not.

Activities:

• Teacher begins the class by talking about the unit of current and how we measure it.

• Teacher shows an ammeter or multi meter and tells the students about the function.

• Teacher tells the students they will do Activity 5.3 to measure the current. accurately since there is only a slight difference between the different metals.

• Teacher asks students to prepare the material for Activity 5.3 (plastic-covered wire, sticky tape, a screwdriver, a 1.5 V, a multi meter, some metal object).

• Teacher revises what learners found out about alloys in primary 4.

• Teacher asks the students what alloy is and shows them some objects made of alloys such as steel forks or brass candlestick.

• Students walk around and find some objects made of alloys in their home.

Resource: Science Learner's Book on page 80-81

2nd Meeting

Topic: Do different metals conduct electricity equally well?

Learning Objectives:

• Investigate how some metals are good conductors of electricity while most other materials are not.

• Collect evidence and data to test ideas including predictions.

• Use tables, bar charts and line graphs to present results.

Activities:

• Teacher shows some material and asks students to give the name of the material.

• Teacher make sure students who can prepare the material to do Activity 5.3.

• Students make their prediction about this investigation.

• Teacher demonstrate the activity and students follow making the investigation.

• Students make conclusions about the investigation.

• Students continue doing Exercise 5.3 on their Activity Book

Resources: Science Learner's Book on page 80-81 Science Activity Book on page 54-55.

3rd Meeting

Topic: Choosing the right materials for electrical appliances

Learning Objectives:

• Know why metals are used for cables and wires and why plastics are used to cover wires and as covers for plugs and switches

• Make predictions using scientific knowledge and understanding

Activities:

• Teacher begin with a quick re-cap of what conductor and insulators are.

• Teacher asks the students about main electricity when they was in Primary 4.

• Teacher shows an appliance plug and ask their ideas about the pins are made of metal and the covering is made of plastic.

• Than, teacher asks the students why the copper wire is used and it is covered in plastic and also teacher may ask students opinion about what happens if the plastic is off.

• Teacher asks students to open their Activity Book and students do their Exercise 5.4.

Resources: Science Learner's Book on page 82-83 Science Activity Book on page 56-57.

1st Meeting

Topic: Checkpoint Trial - Science Paper 1

Activities:

• Teacher Greets the students.

• Teacher sets the goal for the week ahead.

• Teacher shares the paper for students to answer.

• Teacher and students discuss the checkpoint paper together.

Resource: Checkpoint Paper 1.

2nd Meeting

Topic: Checkpoint Trial - Science Paper 2

Activities:

• Teacher Greets the students.

• Teacher sets the goal for the week ahead.

• Teacher shares the paper for students to answer.

• Teacher and students discuss the checkpoint paper together.

Resource: Checkpoint Paper 2.

1st Meeting

Topic: Checkpoint Trial

Activities:

• Teacher Greets the students.

• Teacher sets the goal.

• Teacher shares the paper for students to answer.

• Teacher and students discuss the checkpoint paper together.

Resource: Checkpoint Paper 1 & 2

2nd Meeting

Topic: Circuit symbols

Learning Objectives: Represent series circuits with drawings and conventional symbols

Activities:

• Teacher begin the lesson by asking students about electricity

• Teacher shows the circuit to the students and asks students to mention the name of the components in the circuit

• Teacher asks the students to look at learner's book to see the list of circuit components and symbols

• Teachers and students discuss the symbols.

• Teacher shows component of the circuit

• Students do Question on their Learner's book

• Students show their drawing

• Teacher and students discuss the correct answer

Resource: Science Learner's Book on page 84-85

3rd Meeting

Topic: Circuit symbols

Learning Objectives: Represent series circuits with drawings and conventional symbols

• Teacher begin the lesson by asking students about electricity

• Teacher shows the circuit to the students and asks students to mention the name of the components in the circuit

• Teacher asks the students to look at learner's book to see the list of circuit components and symbols

• Teachers and students discuss the symbols.

• Teacher shows component of the circuit

• Students do Question on their Learner's book

• Students show their drawing

• Teacher and students discuss the correct answer

Resource: Science Learner's Book on page 84-85

1st Meeting

Topic: Circuit Symbols

Learning Objectives: Represent series circuits with drawings and conventional symbols.

Activities:

• Teacher remains students that circuit symbols represent the components of an electric circuit and A circuit diagram shows where components are found in the circuit.

• Students continue finishing their circuit symbol drawing.

Resource: Cambridge Primary Science Activity Book on page 58.

2nd Meeting

Topic: Changing the number of components

Learning Objectives:

• Use results to draw conclusions and to make further predictions

• Represent series circuits with drawings and conventional symbols

Activities:

• Students do Activity 5.6b on their Learner's Book

• Students must decide what components and equipment they need, the circuit they will make and how they will change the circuit to answer the question

• Students can predict what they think will happen before they change the circuit and later use their result to draw conclusion

• Students can answer 3 question on their Learner's book

• After finish discussing the question, teacher can asks the students to answer Activity Book on page 59.

Resources: Cambridge Primary Science Learner's Book on page 86-87 Science Activity Book on page 59-60.

science - checkpoint test

1st Meeting

Topic: How Scientist Invented Batteries

Learning Objective: Consider how scientists have combined evidence from observation and measurement with creative thinking to suggest new ideas and explanations for phenomena.

Activities:

• Teacher could begin the lesson by showing students a battery like the ones they have been using in their practical's.

• Teacher asks students how they think the battery works.

• Teacher asks the students how they think the battery produces energy.

• The can asks when they think the first battery was invented.

• Students read the story about the Baghdad battery.

• Together, read and discuss the question related to the story.

• Students read another story/paragraph on Activity Book and answer the questions.

Resources : Science Learner's Book on page 92-93 Science Activity Book on page 63.

2nd Meeting

Topic: Check your progress

Learning Objectives:

• Investigate how some metals are good conductors of electricity while most other materials are not.

• Know why metals are used for cables and wires and why plastics are used to cover wires and as covers for plugs and switches.

• Choose which equipment to use.

Activities:

• Teacher review students understanding about Electrical Conductor and Insulator.

• Teacher asks students to open Activity Book on page 64 and ask students to read and directly giving the answer.

• Teacher asks students to open Learner's Book on page 94-95.

• Students answer the question.

Resources: Science Learner's Book on page 94-95 and Science Activity Book on page 64.

1st Meeting

Topic: Building circuit using different components & discussion

Learning Objectives:

• Use results to draw conclusions and to make further predictions

• Collect evidence and data to test ideas including predictions

• Make predictions using scientific knowledge and understanding

Activities:

• Teacher begins the lesson by asking one of the students to read the instruction of Activity 5.7.

• Teacher divide the students into groups.

• Students prepare the material to test the instructions.

• Students will demonstrate Activity 5.7 and they need to make predictions.

• Students show their circuit and they will make the conclusion.

• Every group presented their project.

Resource: Science Learner's Book on page 88-89.

2nd Meeting

Topic: Unit 5 Revision

Learning Objectives:

• Investigate how some metals are good conductors of electricity while most other materials are not

• Know why metals are used for cables and wires and why plastics are used to cover wires and as covers for plugs and switches

• Choose which equipment to use

Activities:

• Teacher reviews what students learnt in unit 5

• Teacher tells students that they are going to have a review of unit 5

• Teacher announce that students can check the G-Form in Google Classroom

• Students do the unit 5 Revision

Resource: G-Form in Google Classroom

3rd Meeting

Topic: Progression Test Practise

Learning Objectives:

• Describe the main functions of the major organs of the body

• Know that food chains begin with a plant (the producer), which uses energy from the sun

• Investigate how some metals are good conductors of electricity while most other materials are not

Activities:

• Teacher tells the goal of the lesson

• Teacher asks students to open GC

• Teacher gives time for students to answer the questions

• Together, teacher and students discuss the answer

Resource: Cambridge Checkpoint Past Papers.

1st Meeting

Topic: Progression Test Practise

Learning Objectives:

• Describe the main functions of the major organs of the body

• Know that food chains begin with a plant (the producer), which uses energy from the sun.

• Investigate how some metals are good conductors of electricity while most other materials are not.

Activities:

• Teacher tells the goal of the lesson.

• Teacher asks students about their last discussion.

• Students continue answering the past paper.

• Teacher and students discussing the correct answers.

Resource: Cambridge checkpoint past paper 2016.

2nd Meeting

Topic: Progression Test - Paper 2

Learning Objectives:

• Use scientific names for major organs of body.

• Identify the position of major organs in the body.

• Know that food chains can be used to represent feeding relationships; in a habitat, and present these in text and diagrams Explore how solids can be mixed and how it is possible to separate them again.

• Recognise friction (including air resistance) as a force which can affect the speed at which objects move and which sometimes stops things moving.

Activities:

• Teacher begin the class by telling students that they are going to discuss Progression Test paper 2.

• Teacher asking some question about the previous lesson.

• Teacher shares paper 2.

• Students answer some question.

• At the end, teacher and students discuss the correct answer.

Resource: Science Progression Test - paper 2.

3rd Meeting

Topic: Science Progression Test - Paper 2

Learning Objectives:

• Make comparison.

• Explore how solids can be mixed and how it is possible to separate them again.

• Understand the motion of energy in movement -Identify factors that are relevant to a particular situation.

Activities:

• Teacher tell the students that they are going to finish discuss Paper 2.

• Teacher asks students continue answer the questions.

• Students continue doing the past paper.

• At the end, teacher and students discuss the correct answer.

Resources: Science Progression Test paper 2.