THEME – MATERIAL SCIENCE 48 OBJECT MATERIAL BASIC RESOURCE 1 1. 2. 3. 2 1. 2. 3. 3 1. 2. 3. 4 1. 2. 3. 5 1. 2. 3. Name: …………………………………………….. Class: ………………………… INSTRUCTION: State the materials and basic resources for each object. WORKSHEET 4 DATE:
THEME – MATERIAL SCIENCE 49 INSTRUCTION: Classify the objects based on its basic resources. Name: …………………………………………….. Class: ………………………… tyre silk cloth pearl necklace mirror raft vase mittens fishing net \ basket button marbles WORKSHEET 5 DATE:
THEME – MATERIAL SCIENCE 50 Subject Science Class Year 4 Theme/Topic Material Science / Rusting Time 9.10 – 10.10 (60 minutes) Learning Standards 8.1.3 and 8.1.6 Learning Objectives At the end of teaching and learning, students are able to: i. identify the variables that cause rusting. ii. build a hypothesis of factors that cause rusting. iii. conclude the factors that cause rusting. SPS Observation. Experimenting , T & L Activities Activity 1: 1. Students visit several areas (examples: stair routes, gates, office doors and toilet knobs) around the school. 2. Discuss about objects that can and cannot be rusted Teacher: Can you state the rusting object? The object is made of what? Students: (Received various answers) The object is made of iron, teacher. Teacher: In your opinion, what causes the object to become rust? Students: Because it is exposed to the rain/ water/ wind/ air / light. Teacher: Since, there are a few reasons you stated just now, we carry out an investigation to verify whether the factors that you have stated above is true or not. Activity 2: 1. Students are divided into six groups to conduct experiment to test the factors stated above. 2. Each group formulates a question that can be used to carry out the investigation.
THEME – MATERIAL SCIENCE 51 Question 1: Does water cause iron to become rust? Teacher: What should you do to prove that water causes iron nails to become rusty? Students: We put the iron nails into the container filled with water. Leave it for a few days. Teacher: Good! Does water really cause rusting? We must compare the investigation, how? Students: Put the nails into the container without the presence of water. a) Teacher: Good! Thing that is changed /distinguished in the beginning of an investigation is known as manipulated variable. How do we make sure that water is not present in the investigation? Students: Don't know teacher. b) Teacher: Okay. Actually we can put material dryer with nails to ensure there is no presence of water. (Teacher shows a little bit of that chemical sample? c) Teacher: At the end, we want to find out the responding variable. What are the other causes of an iron to become rusty? 3. Same questioning and answering for hypothesis 2 and 3. Question 2: Wind/air cause iron to become rusty Question 3: Light causes iron to become rusty Activity 3 1. Next, students carry out experiment to test their questions respectively under teacher’s control. 2. (After a week) Students make observations on experimental materials and record the results of the investigation with the guidance of teacher. 3. Each group is requested to present the results of experiments respectively. 4. The results of the investigation presented by each groups in the table form. Example:
THEME – MATERIAL SCIENCE 52 Group Water Sunlight Air 1 Become rusty 2 Did not Rust 3 Become rusty CCE/ EMK Entrepreneurship and creativity. Learning materials Test tube, iron nail, oil, calcium chloride, test tube rack, tap water, boiling water, test tube stopper, bars chart, marker. T & L Evaluation Reinforcement Worksheet 1. Remedial Worksheet 2. Enrichment Worksheet 3.
THEME – MATERIAL SCIENCE 53 INSTRUCTION: Answer all the following questions. 1. What is the purpose (aim) of this experiment? ………………………………………………………………………………………… ………………………………………………………………………………………… 2. State two factors that cause rusting in this investigation. i) ………………………………………………………… ii) ………………………………………………………… 3. Arrange the words given to form a conclusion a) there are water and air. when Rusting will form ………………………………………………………………………………… (Rusting will form when there are water and air.) b) the rusting increases process the exposure if in the air increases …………………………………………………………………………………… (If the exposure in the air increases, the rusting process increases.) c) presence of air without the will not occur rusting …………………………………………………………………………………… (Rusting will not occur without the presence of air) Name: …………………………………………….. Class: ……………...…… WORKSHEET 1 DATE:
THEME – MATERIAL SCIENCE 54 INSTRUCTION: Complete the following statements based on the experiment carried out. 1. What is the purpose (aim) of the experiment? To investigate relationship between …………………………………………………… and the presence of water. 2. State the hypothesis of this experiment. ………………………………………………………….. rusting will occur. 3. Based on the investigation, underline: i. Manipulated variable Types of nail / Presence of water / Presence of light /Rusty /non rusty ii. Responding variable: Types of nail / Presence of water / Presence of light /Rusty /non rusty iii. Constant variable: Types of nail / Presence of water / Presence of light /Rusty /non rusty 4. Match the following to form a correct conclusion for this experiment. Name: ………………………………… Class: ……………...…… Water Light Air Do not cause Causes rusting. WORKSHEET 2 DATE:
THEME – MATERIAL SCIENCE 55 …………………………………………………………………………………………… ..………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………. ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ..……………………………………………………………………………………… ……………………………………………………………………………………….. ……………………………………………………………………………………… ……………………………………………………………………………… Name: ……………………………… Class: ……………...…… You want to investigate whether oil causes rusting. Explain how you will carry out the investigation. 1. Purpose / Aim 2. Hypothesis 3. Variables 4. Steps 5. Conclusion WORKSHEET 3 DATE:
THEME – EARTH AND SPACE SCIENCE 56 Subject / Year Science / Year 4 Pluto Class 4 NEXUS Theme/Topic Earth And Space Science / Solar System Time 60 minutes Learning Standard 9.1.1 and 9.1.2 Learning Objective At the end of teaching and lesson, pupils will learn: i. To describe the constituents of solar system: Sun, planets, comet, natural satellite, asteroid and meteor. ii. To be able to arrange the planets in order correctly. SPS Observing and communicating. T&L Activity Activity 1: 1. Pupils will be asked to pull down the curtains and switch off the light in order to darken the Science Room. (Teacher will prepare the teaching slides (1-7) as shown) 2. Pupils will wonder and asking questions: Pupil: Why the room is very dark? Teacher: We are travelling into space. When can we see this? Pupil: At night. Teacher: Good. What can you see in the space? Pupil: A lot of stars? Teacher: Excellent. What else can you see beside the twinkling stars? Pupil : Moon (Accept any correct answers) Activity 2: 1. Pupils will watch a MS PowerPoint presentation regarding the Solar System. 2. Teacher asks a few questions regarding the constituents of the Solar System. (Teacher uses materials from this website:http://www.google.com.my/imgres? imgurl= http://solarsystem.nasa.gov/planets/images) 3. Pupils will state the constituents of the Solar System from their observations. 4. Each pupil will identify a planet after the presentation.
THEME – EARTH AND SPACE SCIENCE 57 Activity 3: 1. Pupils will simulate the Solar System. Each group will have 8 pupils that represent 8 planets and a pupil will represent the Sun. 2. Each group will be given a ball, a few sheets of paper and a marker pen. 3. Pupils will use the apparatus given to sequence the planets from Sun. 4. Pupils will talk about their planet they represent in the Solar System. 5. They will write down their findings on the whiteboard. Activity 4: Each pupil will do an activity report regarding their findings. They must check their findings with the correct science facts. EMK Creativity, language and arts. Teaching tools Website, LCD, computer, worksheets, a black cloth with hole, a yellow ball and paper plate. T&L Reinforcement Enrichment Remedial Teacher distributes worksheet 1 for pupil’s evaluation and objective achievement Teacher uses Worksheet 2 and 3 for reinforcement, enrichment and remedial. Reflection
THEME – EARTH AND SPACE SCIENCE 58 ATTACHMENT A dark Science Room. LCD light reflects on a shining surface. Use the slides given. SLIDE 1 SLIDE 2
THEME – EARTH AND SPACE SCIENCE 59 SLIDE 3 SLIDE 4
THEME – EARTH AND SPACE SCIENCE 60 SLIDE 5 SLIDE 6
THEME – EARTH AND SPACE SCIENCE 61 SLIDE 7
THEME – EARTH AND SPACE SCIENCE 62 Instruction: Fill in the blanks with the constituents of Solar System. WORKSHEET 1 DATE: Name: ……………………………… Class: ……………...……
THEME – EARTH AND SPACE SCIENCE 63 Instruction : Write down in order the planets in our Solar System. Name: ……………………………… Class: ……………...…… WORKSHEET 2 DATE:
THEME – EARTH AND SPACE SCIENCE 64 Label the diagram using the words given. Sun orbit Asteroid belt Earth comet WORKSHEET 3 DATE: Name: ……………………………… Class: ……………...……
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