| Date | 28/6/2010 |
| Time | 7.05 am - 8.15 am |
| Class | 5K4 |
| Subject | Mathematics |
| Theme | Standard Form |
| Learning Area | Standard Form |
| Learning Objective | Understand and the use of concept of significance figures. |
| Learning Outcome | Student is able to : a) Perform operation of addition, subtraction, multiplication and division, involving a few numbers and state the answer in specific significant figures. b) Solve problems involving significant figures. |
| Activities | Discuss the use of significant figures in everyday life and other areas. |
| Noble Values | Being thankful to God. |
| Teaching Aids | a) Textbook b) Reference book |
| Reflection | All of the students understand well because it is easier for them compare to other topic. Teacher gives exercises to evaluate them. |
| Date | 28/6/2010 |
| Time | 10.55 am - 12.05 pm |
| Class | 5 Science 3 |
| Subject | Chemistry |
| Theme | Interaction Between Chemicals |
| Learning Area | Oxidation And Reduction |
| Learning Objective | Analysing redox reaction |
| Learning Outcome | Student is able to : a) State what oxidation is b) State what reduction is c) Explain what redox reaction is d) State what oxidising agent is e) State what reducing agent is |
| Activities | Collect and interpret data on oxidation, reduction, redoc reaction, oxidising agent and reducing agent based on : a) transfer of electron |
| Noble Values | Appreciating the contribution of science and technology. |
| Teaching Aids | a) Textbook b) Reference book c) Power point slide show |
| Reflection | 10 of the students do not pay attention because they are not interested with the lesson. However, teacher always monitor them and force them to do the exercises. The rest of them are willing to do the exercises event hough it is hard for them. Teacher guide them during answering question. More exercises should be given for their own good. |
| Date | 28/6/2010 |
| Time | 12.05 pm - 12.40 pm |
| Class | 4 Science 3 |
| Subject | Chemistry |
| Theme | Matter Around Us |
| Learning Area | Chemical Bonds |
| Learning Objective | Analysing properties of ionic and covalent compounds |
| Learning Outcome | Student is able to : a) List properties of ionic compounds b) List properties of covalent compounds c) Explain differences in the electrical conductivity of ionic and covalent compounds d) Describe differences in melting point and boiling points of ionic and covalent compounds e) Compare and contrast the solubility of ionic and covalent compounds f) State uses of covalent compounds as solvents |
| Activities | Collect and interpret data on properties of ionic and covalent compounds. |
| Noble Values | Appreciating the contribution of science and technology. |
| Teaching Aids | a) Textbook b) Reference book c) Power point slide show |
| Reflection | All of students can explain the differences between ionic compound and covalent compound. They also ask several questions that indicate they show curiosity towards lesson. Teacher explains until they understand especially about the properties of ionic and covalent bond. |
| Date | 29/6/2010 |
| Time | 9.45 am - 10.25 am |
| Class | 4 K 7 |
| Subject | Mathematics |
| Theme | Mathematical Reasoning |
| Learning Area | Mathematical Reasoning |
| Learning Objective | Perform operations involving the words 'not' or 'no', 'and' and 'or' on statements. |
| Learning Outcome | Student is able to : a) Change the truth value of a given statement by placing the word 'not' into the original statement b) Identify two statements from a compound statement that contains the word 'and'. |
| Activities | Begin with everyday life situations. |
| Noble Values | Being thankful to God. |
| Teaching Aids | a) Textbook b) Reference book |
| Reflection | Students understand better after several explanations. They ask if do not understand or confuse. Exercises help them better and they also can relate with everyday life situations. |
| Date | 29/6/2010 |
| Time | 10.55 am - 11.30 am |
| Class | 5 K 4 |
| Subject | Mathematics |
| Theme | Algebraic Expression |
| Learning Area | Algebraic Expression |
| Learning Objective | Adding or subtracting two algebraic expressions |
| Learning Outcome | Student is able to add or subtract two algebraic expressions |
| Activities | Doing revision and exercises on form 3 topic. |
| Noble Values | Being thankful to God. |
| Teaching Aids | a) Textbook b) Reference book |
| Reflection | About 7 of the students are very weak and not even now the addition and subtraction of negative and positive number. So, this subtopic is a bit difficult for them. However, teacher tries hard to make them understanding by giving many examples. Finally they can do it slowly. |
| Date | 29/6/2010 |
| Time | 11.30 am - 12.40 pm |
| Class | 5 Science 3 |
| Subject | Chemistry |
| Theme | Interaction Between Chemicals |
| Learning Area | Oxidation And Reduction |
| Learning Objective | Analysing redox reaction |
| Learning Outcome | Student is able to : a) Explain with examples oxidising and reducing agents in redox reactions. b) Write oxidation and reduction half-equations and ionic equations. |
| Activities | Carry out activities to investigate oxidation and reduction in the following reaction : a) combustion of metal in oxygen or chlorine b) heating of metallic oxide with carbon c) change of Fe2t ions to Fe3t ions and ions. d) displacement of metal from its salt solution e) displacement of halogens from its halide solution f) transfer of electrons at a distance. |
| Noble Values | Appreciating the contribution of science and technology. |
| Teaching Aids | a) Textbook b) Reference book c) Power point slide show |
| Reflection | Students get confuse because there are many things they have to remember. Teacher explains many examples including experiment involve redox reaction. Students can identify the oxidation and reduction process from the equations. |
| Date | 30/6/2010 |
| Time | 7.05 am - 8.15 am |
| Class | 4 Science 1 |
| Subject | Chemistry |
| Theme | Interaction Between Chemicals |
| Learning Area | Electrochemistry |
| Learning Objective | Understanding properties of electrolytes and non-electrolytes |
| Learning Outcome | Student is able to : a) State the meaning of electrolyte b) Classify substances into electrolytes and non-electrolytes c) Relate the presence of freely moving ions to electrical conductivity. |
| Activities | Discuss : a) The meaning of electrolyte b) The relationship between the presence of freely moving ions and electrical conductivity. |
| Noble Values | Being thankful to God. |
| Teaching Aids | a) Textbook b) Reference book c) Power point slide show |
| Reflection | Only 3 of the students cannot define well the meaning of electrolyte. After reinforcement by teacher, they are able to explain about electrolyte and differentiate between electrolyte and non-electrolyte by doing exercises. |
| Date | 30/6/2010 |
| Time | 9.45 am - 10.50 am |
| Class | 4 Science 3 |
| Subject | Chemistry |
| Theme | Matter Around Us |
| Learning Area | Chemical Bonds |
| Learning Objective | Drawing the formation of ionic bond and covalent bond. |
| Learning Outcome | Student is able to draw the formation of ionic and covalent bond. |
| Activities | Doing exercises on formation of ionic and covalent bond. |
| Noble Values | Being thankful to God. |
| Teaching Aids | a) Textbook b) Reference book c) Power point slide show |
| Reflection | Overall, all of students can draw the electronic arrangements and do the formation of ionic and covalent bond. From teacher observation, when they are given with a complex questions they get confuse and start asking teacher the solution. So, this shows students cannot apply knowledge in variety situation. More exercises needed to help them better. |
| Date | 30/6/2010 |
| Time | 11.30 am - 12.40 pm |
| Class | 5 Science 2 |
| Subject | Chemistry |
| Theme | Interaction Between Chemicals |
| Learning Area | Oxidation And Reduction |
| Learning Objective | Analysing redox reaction |
| Learning Outcome | Student is able to : a) Explain with examples oxidising and reducing agents in redox reactions. b) Write oxidation and reduction half-equations and ionic equations. |
| Activities | Carry out activities to investigate oxidation and reduction in the following reaction : a) combustion of metal in oxygen or chlorine b) heating of metallic oxide with carbon c) change of Fe2t ions to Fe3t ions and ions. d) displacement of metal from its salt solution e) displacement of halogens from its halide solution f) transfer of electrons at a distance. |
| Noble Values | Being thankful to God. |
| Teaching Aids | a) Textbook b) Reference book c) Power point slide show |
| Reflection | All of students understand the examples of redox reaction. They have difficulty in understanding the transfer of electron at a distance. They get confuse about transfer of electron with the concept of electrolytic cell. Teacher gives further explanation to help them understand better. |
| Date | 1/7/2010 |
| Time | 7.05 am - 8.15 am |
| Class | 5 Science 2 |
| Subject | Chemistry |
| Theme | Interaction Between Chemicals |
| Learning Area | Oxidation And Reduction |
| Learning Objective | Understanding the reactivity series of metals and its application |
| Learning Outcome | Student is able to : a) Compare the differences in the vigour of the reactions of some metals with oxygen. b) Deduce the reactivity series of metals. c) Determine the position of carbon and hydrogen in the reactivity series of metals. d) State what the reactivity series of metals are. e) Describe the extraction of iron and tin from their ores. f) Explain the use of carbon as the main reducing agent in the metal extraction. g) Use the reactivity series of metals to predict possible reactions involving metals. |
| Activities | Discuss : a) Reactivity of some metals with oxygen. b) Position of carbon and hydrogen in the reactivity series of metal. c) Extraction of iron and tin. |
| Noble Values | Being thankful to God. |
| Teaching Aids | a) Textbook b) Reference book c) Power point slide show |
| Reflection | All of students understand well about today's topic because relate with their previous lesson. All of them can explain the reactivity series of metal and determine which metal is the most and least reactive. They also can explain the extraction process of zinc and tin. |
| Date | 1/7/2010 |
| Time | 8.50 am - 9.25 am |
| Class | 5 Science 3 |
| Subject | Chemistry |
| Theme | Interaction Between Chemicals |
| Learning Area | Oxidation And Reduction |
| Learning Objective | Analysing rusting as a redox reaction |
| Learning Outcome | Student is able to : a) State the conditions for the rusting of iron b) State what corrosion of metal is c) Describe the process of rusting in terms of oxidation and reduction d) Generate ideas on the use of other metals to control rusting |
| Activities | Discuss rusting as a redox reaction. |
| Noble Values | Being thankful to God. |
| Teaching Aids | a) Textbook b) Reference book c) Power point slide show |
| Reflection | Only 5 of the students need further explanation about the corrosion process because they get confuse of the oxidation and reduction process. With the help of diagram, teacher explains more details. They understand better and can explain the process. |
| Date | 1/7/2010 |
| Time | 11.30 am - 12.40 pm |
| Class | 4 K 7 |
| Subject | Mathematics |
| Theme | Algebraic Expressions |
| Learning Area | Algebraic Expressions |
| Learning Objective | Adding or subtracting two algebraic expressions |
| Learning Outcome | Student is able to add or subtract two algebraic expressions |
| Activities | Doing revisions and exercises on topic form 3. |
| Noble Values | Being thankful to God. |
| Teaching Aids | a) Textbook b) Reference book |
| Reflection | Only 4 of the students can do well the exercises. The rest of them are very lazy and no effort to try in order to solve the questions. Teacher need to guide them each time answering questions. |
| Date | 2/7/2010 |
| Time | 7.05 am - 8.15 am |
| Class | 4 Science 3 |
| Subject | Chemistry |
| Theme | Interaction Between Chemicals |
| Learning Area | Electrochemistry |
| Learning Objective | Understanding properties of electrolytes and non-electrolytes |
| Learning Outcome | Student is able to : a) State the meaning of electrolyte b) Classify substances into electrolytes and non-electrolytes c) Relate the presence of freely moving ions to electrical conductivity. |
| Activities | Discuss : a) The meaning of electrolyte b) The relationship between the presence of freely moving ions and electrical conductivity. |
| Noble Values | Being thankful to God. |
| Teaching Aids | a) Textbook b) Reference book c) Power point slide show |
| Reflection | All of students understand very well because all of them give the correct answer during exercises time. They are also willing to ask if they do not understand. So, the basic information for this topic already mastered by them. |
| Date | 2/7/2010 |
| Time | 9.45 am - 10.40 am |
| Class | 4 Science 1 |
| Subject | Chemistry |
| Theme | Interaction Between Chemicals |
| Learning Area | Electrochemistry |
| Learning Objective | Analysing electrolysis of molten compounds |
| Learning Outcome | Student is able to : a) Describe electrolysis b) Describe electrolytic cell c) Identify cations and anions in a molten compound d) Describe evidence for the existence of ions held in a lattice in solid state but move freely in molten state. e) Describe electrolysis of a molten compound f) Write half equations for the discharge of ions at anode and cathode g) Predict products of the electrolysis of molten compounds. |
| Activities | Discuss : a) electrolysis b) electrolytic process |
| Noble Values | Being thankful to God. |
| Teaching Aids | a) Textbook b) Reference book c) Power point slide show |
| Reflection | Today's lesson stops until identifying cations and anions only because students involved in exhibition for the second period. During the lesson, they understand very well. Students are able to explain the electrolysis and electrolytic cell according to their understanding. |
