DAILY LESSON PLAN

SUBJECT: SCIENCE
DATE DAY PERIOD CLASS NO. OF STUDENTS
1.2.2019 Friday 1&2 2E 36
A. THEME 1: MAINTENANCE AND CONTINUITY OF LIFE
LEARNING AREA 2.0 ECOSYSTEM CONTENT 2.1 Energy flow in ecosystem
STANDARD
LEARNING STANDARD 2.1.1 Explain with examples of producer, consumer and decomposer.
2.1.2 Interprete food chain and food web.
LEARNING OBJECTIVES A student is able to:
(Assessment for learning)  to the terms of primary carnivore and secondary carnivore.
 to show the relationship between organisms in food chains and food web to show the energy
transferred from the producer to the consumer.
PRIOR KNOWLEGDE
Resources Pedagogy Assessment Standard
Text Book Simulation / Knowledge / Analyze
CD Teaching Courseware / Brainstorming / Understand Evaluate
/ LCD & Computer Hands on activities / Apply Create
/ Slide PowerPoint Lecturing
Printed Notes & Worksheet / Constructivism HOTS / KBAT:
/ Reference Book/Newspaper/ Magazine/ / Contextual Learning Consider the following statement, “Food,
Others Printed Materials / Mastery Learning shelter, and energy are all examples of
/ Colored Marker Pen & Whiteboard Inquiry - Discovery indirect services provided by ecosystems.”
/ Photo/ Chart/Schematic Diagram/ 21 Century Learning Do you agree or disagree with this
Other Graphics / Cooperative learning statement?
Module HEBAT (10 & 26) Project Based Learning
Prepared Slides Problem Solving Answer:
Fresh Specimen Science, Technology and Society Disagree. A complete explanation would
Frog VLE/ Others Internet Others: Role play/ Tutorial / field trip mention that these are all examples of direct
Others: APS (Pelangi) ecosystems services because these are items or
materials that are directly derived from
ecosystems. An example of an indirect
ecosystem service is the storm protection
mangrove forests provide coastlines.
I – Think map Cross-Curicular Elements / (EMK) Learning checklist
Circle Map Brace Map / Creativity & Science and / Peer Assessment / Questioning
Bubble Map / Flow Map Innovation Technology / Written Work / Discussion
Double Bubble Map Multiple Flow Map Entrepreneurship Environmental / Individual/Group work Presentation
Studies Quiz / HOTS
/ Tree Map Bridge Map
ICT / Noble Values Others:
/ Language Patriotism
Global Financial
Sustainability Education
CCTS Science Process Skill Scientific Attitudes And Noble Values
critical creative Observing / Having an interest and curiosity towards the
Attributing Generating idea / Classifying environment
Comparing & / Relating Measuring and Using Numbers Being honest and accurate in recording and
contrasting / Making Inferences validating data
/ Grouping & Making inference Predicting / Being Flexible and open-minded
classifying Using Space-time Relationship / Being diligent and persevere when carrying
Sequencing Predicting Interpreting Data out a task.
Prioritising Making Defining operationally / Systematic, confident and ethic
hypothesis Controlling Variables / Cooperative
/ Analysing Synthesising Making Hypothesis Being responsible about the safety of oneself,
Detecting bias Making Experimenting others and the environment.
generalisation Communicating Virtuous
Evaluating visualising / Appreciating the contribution of science and
Making Making analogy technology.
conclusion / Appreciate God’s gifts .
Inventing / Appreciate and practise clean and healthy
living.
Thinking strategies / Realising that science is a means to
Conceptualising understand nature.
Making decisions
Problem solving

C. REFLECTION
The entire learning outcome achieves
Some of the learning outcome achieves
Learning outcome not achieve at all
Strong
Students give positive response
Students participate actively in group work
Students complete the task /worksheet given
Students are well behaved and cooperate
Classroom conducive for learning
Others:
Teaching & Learning process postpone/exam /others
Need more drill practice
Need further discussion
Weakness
Some students lack of confidence to response
Some students passive in group work
Not enough time to complete today lesson
Some students are playful / noisy / less concentrate
Classroom less tidy / crowded
Comment Principal/ PK/KB Signature:

Learning Development Teaching & Learning Activities Remarks/Notes

Engage 1. Teacher show the video of animal competition to get

(5 minutes) food
2. Students give their opinion
3. Teacher explains the learning objective.
(Assessment for learning)

Explore 1. Teacher develops students’ knowledge through group Science Process Skills:
(5 minutes) work: Classifying & making inferences
 List down the habitat for the organism
 identify the ecosystem for each animal T & L Aids:
2. Teacher encourages brainstorming in groups. Text books & reference books, white
board and marker pens
Explain 1. Students carry out discussion and complete the task Creative & Critical Thinking Skills:
(5 minutes) in groups.Carry out activities to show the relationship Classifying, analysing & relating
between organisms in food chains and food web to show
the energy transferred from the producer to the consumer. Scientific Attitudes & Noble Values:
(Assessment as learning) Being diligent and persevering & realizing
2. Teacher facilitates through questioning. that science is a mean to understand nature
3. Checking and discuss the solutions.
T & L Aids:
Reference books and APS (page
Elaborate 1. Teacher proposes a HOTS question: Creative & Critical Thinking Skills:
(5 minutes) Consider the following statement, “Food, shelter, and Analysing & Relating
energy are all examples of indirect services provided by
ecosystems.” Do you agree or disagree with this T & L Aids:
statement? Reference books and APS (page )
2. Teacher invites students to brainstorm and present their
outcomes
3. Each group expands by products by jotting down
additional points on their note books.

Evaluate 1. Teacher and students summarize the lesson. Homework:

(40 minutes) (Assessment of learning) Handouts
2. Students receive handouts
Pre-reading of ecosystem