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TGB SC 1A Complete
TGB SC 1A Complete
TGB SC 1A Complete
GUIDEBOOK
SCIENCE AND MATHEMATICS IN ENGLISH FOR SARAWAK (SMES)
HOTS
STEM-BASED
DSKP-BASED
PAK-21 STRATEGIES
SCIENCE
1A
LIM KEAT HENG
ZALIANA ABDULLAH
It is acknowledged that the clip art and graphic images are from copyright-free websites
such as Freepik (https://www.freepik.com/) and Pixabay (https://pixabay.com/).
All You Tube videos quoted in this book are only as links and the rights remained with their
respective owners as per URLs cited.
All rights reserved. No part of this publication may be reproduced, stored in a retrieval
system or transmitted in any form or by any means, electronic, mechanical, photocopying,
recording or otherwise, without the prior permission of SPARKS EDUCATION PLT.
ISBN e978-967-18935-2-4
Published by:
SPARKS EDUCATION PLT,
72, Lorong Arang, 13H4A, 93250 Kuching.
2020
FOREWORD
It has always been SPARKS EDUCATION PLT’s belief that teaching should be fun and
interesting as learning should be. This Teacher Guide Book or TGB helps the teacher to plan
and carry out differentiated learning, catering for all levels of students within a learning
environment that is constructive and motivating through the integration of STEM
components, HOTS and 21st Century Learning skills as well as Values.
It is our fervent hope that teachers will find this TGB to be helpful and relevant in their
instructional planning and classroom delivery. TGB will not only be a Teacher Guide Book
but will serve as the Teacher’s Great Buddy too!
Our heartiest appreciation and sincere gratitude to all people who without the support,
advice and enthusiasm, this book would not have been accomplished.
Teachers, let this TGB not only be your guidebook but let it be your companion – Teacher’s
Great Buddy!
i
PREFACE
A note to the reader
William Walt teaches us that the The good teacher explains, the superior teacher demonstrates, the
great teacher inspires. We, at SPARKS EDUCATION, would like to add to Walt’s words… He who
succeeds in igniting the passion of learning among students, he is the Greatest Teacher of them all!
Let this book help you achieve that.
FOREWORD i
PREFACE ii
TABLE OF CONTENTS iii
iii
FIZZY
SODA
LEARNING STANDARDS
Use together
1.1 Science Process Skills
with 1.1.2 Pupils are able to communicate.
Textbook, pp
2-7
1.2 Manipulative skills
1.2.1 List the apparatus and science specimens required for an activity.
1.2.2 Handle specimens correctly and carefully.
MATERIALS NEEDED
baking soda, vinegar, food dye, clear glasses, teaspoon, plates and dropper.
• Introduce the term, science substances with examples such as baking powder, food dye and
vinegar. Tell pupils that food dye has several colours such as green, orange, red, blue and yellow.
• Show to pupils the apparatus they will use like glass, teaspoon, plate and dropper.
• Remind pupils to handle the science apparatus carefully.
• Demonstrate to pupils how to spread the baking soda in the glass evenly by shaking it back and
forth.
• Give each group a tin of baking soda. Give a glass each to Tier 1 and 2. Give a plate to Tier 3.
• Distribute group tiered activities to pupils (see below).
• Work in pairs
• Put three teaspoons of baking powder into a glass. Add three drops of red food dye to the baking
powder. Then add three drops of vinegar.
• Observe the changes.
• Can you see the changes? Can you see bubbles after adding vinegar?
• Can you hear any fizzing sound? What senses did you use in the activity?
• Can you predict what will happen if you add more vinegar ?
• Record your observation in Activity Sheet 1.1.
• Observe, draw and colour the outcome.
• Share your observation with your partner.
2
DEVELOPMENT OF LESSON TIER 2 (moderately difficult)
• Work in pairs
• Put three teaspoons of baking powder into a glass. Add three drops of red food dye to the baking
powder. Then add three drops of vinegar.
• Do you hear any fizzing sound? Do you see bubbles after adding vinegar? What happens if you add more
vinegar?
• How many senses did you use in this activity? What are they? Record your observation in Activity Sheet
1.2
• Observe, draw and colour the outcome.
• Share your findings with your partner.
• Review with the pupils the main points of the lesson. Textbook, pg 6
• Observe changes closely by using their 5 senses.
• Pupils learn to handle and clean apparatus carefully and return it to its original Reinforcement
Activity SAB
location. Bk 1A pg 16
• Put the used specimens in a plastic bag and throw them into a dustbin.
• Ask the pupils to clean up their table and return all unused baking powder, vinegar and
food dye to their correct places according to the label in the science room.
3
SUMMARY OF INTEGRATION OF STEM, HOTS, AND 21ST CENTURY
LEARNING ELEMENTS AND VALUES IN THE LESSON
4
SUMMARY OF SUGGESTED TEACHING STEPS
(USING THE TEXTBOOK, TGB , SAB AND THE SPARKS CHART)
EXPLAIN • Discuss with the pupils their observations in the Activity Sheets.
• Guide them to justify their observations. • Activity Sheets
• Discuss with them the senses they used in the activity 1.1, 1.2, 1.3
ELABORATE • Encourage them to share their experiences with their partners. • Sparks SAB pg.
• Review the main points of the lesson. 16-17
• Discuss their observations.
• Ask pupils to do the reinforcement and enrichment activities in
SAB pg 16-17 as homework..
• Help pupils to make a conclusion: We observe with our senses.
We handle the science substances (baking powder, food dye and
vinegar) carefully and correctly.
EVALUATE • Pupils do a self-assessment after conducting all the activities • Activity Sheets
using Assessment Sheet in TGB. 11, 1.2, 1.3
• Teacher can use the Activity Sheets for assessment. Write at the • Self-
bottom part of the Activity Sheets. assessment
Sheet
https://www.funwithmama.com/volcano
-science-experiment/
Volcano Science Experiment by ( Nadia,
Interesting link!
FUN with MAMA)
5
SELF-ASSESSMENT How well did you do?
SHEET Tick according to how well you did.
6
ACTIVITY SHEET Observe the changes.
1.1 Record your observations.
a) Place a teaspoon of baking powder onto a glass. Drop three drops of food dye (red
colour) onto the baking powder. Then add three drops of vinegar. Observe.
Draw and colour the outcome.
DATE:
7
ACTIVITY SHEET Observe the changes.
1.2 Record your observations.
a) Place a teaspoon of baking powder onto a plate. Drop three drops each of food dye (red
and green colour) onto the baking powder. Then add three drops of vinegar. Observe.
Draw and colour the outcome.
8
ACTIVITY SHEET
Observe the changes.
1.3
Record your observations.
a) Place a teaspoon of baking powder onto a plate. Drop three drops of food dye (red,
green and blue colour) onto the baking powder. Add three drops of vinegar. Observe.
Draw and colour the outcome.
d) What senses help you the most in this activity? Circle your answer.
These are my senses that helped me in the activity.
DATE:
9
d) List the science substances that you used in this activity: Tick ( / ) your answers .
baking powder /
vinegar /
water
food dye /
milk powder
cooking oil
e) Fill in the blanks with the correct apparatus that you used in the activity.
( plate, dropper, teaspoon, cup, forceps, glass)
1. I used a teaspoon
________ to put the baking powder onto the plate.
dropper
2. I used a ________ to place three drops of food dye onto the baking powder.
dropper
3. I used a ________ to add three drops of vinegar to the baking powder.
plate
4. I used a ________ to hold all the science substances used in the activity.
DATE:
10
TEACHER’S REFLECTIONS AND NOTES
11
Pandan,
Lemon grass
and Mint
leaves
1.0 SCIENTIFIC SKILLS
1.1 SCIENCE PROCESS SKILLS
1.2 MANIPULATIVE SKILLS
AS 1.4
AS 1.5
AS 1.6
AS 1.7
AS 1.8
PANDAN, LEMON GRASS AND MINT LEAVES ACTIVITY
LEARNING STANDARDS
Use 1.1 Science process skills
together
with
1.1.1 Pupils are able to observe.
Textbook, 1.1.2 Pupils are able to communicate.
pg 1-19 1.2 Manipulative skills
1.2.1 Use and handle science apparatus and substances correctly.
1.2.2 Handle specimens correctly and carefully.
1.2.3 Sketch specimens correctly.
1.2.4 Clean science apparatus correctly.
1.2.5 Store science apparatus correctly and safely.
MATERIALS NEEDED
screw pine leaves (pandan), lemon grass (serai) and mint (pudina) leaves, onions, magnifying glass, cutter, cutting
board, Sparks chart, “Science Process Skills and Manipulative Skills”
• Use Activity Sheet 1.4: Give some pandan leaves to the pupils. Ask pupils to observe a pandan leaf
using a magnifying glass and record their observation using Activity Sheet 1.4.
• Get them to sketch the outline of the leaf. Textbook, pg 6-7
• Guide them to do a leaf rubbing and stick the leaf onto the Activity Sheet.
• Get them to talk to their partner about the leaf rubbing.
13
DEVELOPMENT OF LESSON TIER 2 (moderately difficult)
• Use Activity Sheet 1.4. 1.5 and 1.6 for this activity.
• Distribute the pandan and serai leaves to the pupils.
• Ask pupils to do an observation of these two leaves using a magnifying glass.
• Ask them to write the characteristics of the two leaves in Activity Sheets 1.4 and 1.5.
• Get them to sketch the outline of the leaves.
• Guide them to do leaf rubbings and to stick the leaves onto the Activity sheets.
• Ask them to observe and compare the two types of leaves.
• Use Activity Sheet 1.6 to record the comparison.
• In how many ways are the two types of leaves the same?
• Get pupils to share with a partner how to do leaf rubbing. Get them to also talk about their
observation record in Activity Sheet 1.6.
• Use Activity Sheets 1.4, 1.7 and 1.8 : Give out the pandan and mint leaves to the pupils. Ask them to
do an observation of these two different leaves using the magnifying glass.
• Sketch the outline of the leaves. Textbook pg 2-7
• Compare the leaves and fill in the bubble map on the similarities and differences between the pandan
and the mint leaves.
• In how many ways are the leaves the same?
• In how many ways are they different?
• Get pupils to share with a partner how to do leaf rubbing. Get them to also talk about their
observation record in Activity Sheets 1.4, 1.7, and 1.8.
• Tell the pupils that they will be watching three videos after they have completed the tiered activities.
• The videos are about the pandan, serai and mint leaves.
• Tell the pupils to clean all the apparatus used after this activity.
• Get them to store the apparatus properly.
• Ask them why the apparatus (cutter and cutting board) should be cleaned and stored.
14
CLOSURE WHOLE CLASS ACTIVITY
• Review with the pupils the main points of the lesson by showing them the Sparks
Chart and textbook pg 2, 6. •Textbook, pg 2, 6
• Guide them to conclude that:
• a) we observe with our senses – we should be grateful for them; •Sparks chart,
• b) manipulative skills are needed to handle apparatus and specimen correctly and “Science process
skills and
carefully, sketching specimens and storing apparatus safely. manipulative skills”.
• Tell pupils they can carry out the hands-on activities in the Student Activity Book
(SAB, Balloon-powered car, pg 1, Can you see sound? Pg.3, Musical glasses, pg 5, •SAB, pg 1 - 19
Rainbow in the milk, pg.7, Fizzy soda, pg.16, Leaf observational drawing, pg.18)
15
SUGGESTED TEACHING STEPS
(USING THE TEXTBOOK, TGB , SAB AND THE SPARKS CHART)
ENGAGE • Start with a demonstration of cutting an onion (Textbook, pg 8). • Textbook pg8
• Let the pupils see, smell, touch and taste the cut onion.
• Tell pupils that they are doing an observation of the cut onion with
their senses, a science process skill. (Textbook, pg 2).
EXPLORE • Get them to do the Activity Sheets - do observation of leaves, leaf • Textbook pp 6=7
sketching, leaf rubbing and comparing leaves. • Activity Sheets
• Guide them to use the i-think Bubble map to record the similarities 1.4,-1.8
and difference between leaves.
EXPLAIN • Discuss answers in the Activity Sheets with the pupils. • Activity Sheets
• Focus on their observation of leaves – talk about the shape, colour 1.4,-1.8
and the line patterns they can see on the leaf surfaces.
• Guide them to talk with their partners about their experiences.
ELABORATE • Continue with whole class activity by showing them the videos on • SAB pg.1. 3, 5, 7,
the three different types of leaves i.e, the pandan, lemon grass or 16 and 18.
serai and mint.
• Get them to clean the apparatus used and store them properly to • Sparks Chart,
practice their manipulative skills. “Science Process
• Discuss, revise the main points of the lesson which are about Skills and
science process skills i.e. observation, communication and science Manipulative
manipulative skills. skills”
• Show them the Sparks Chart, “Science Process Skills and
Manipulative skills”.
• Tell pupils they can carry out the hands-on activities in the Student
Activity Book (SAB, Balloon-powered car, pg 1, Can you see sound?
Pg.3, Musical glasses, pg 5, Rainbow in the milk, pg.7, Fizzy soda,
pg.16, Leaf observational drawing, pg.18)
• Conclude the lesson.
EVALUATE • Teacher can use the Activity Sheets for assessment. Write at the • Activity Sheets
bottom part of the Activity Sheets. 1.4, -1.8
Science process skills: Observe: PL3. Use all the senses involved in making the observations PL4: Using the appropriate too ls
Science process skills : Communicate: PL4. Record information in a suitable form and present it systematically.
Manipulative skills: PL5: Using, handling, sketching, cleaning and storing the apparatus, science substances and specimens us ed in an activity
with the correct methods systematically and sparingly.
16
ACTIVITY SHEET
Observe the leaf. Write your observation in the boxes below.
1.4
Pandan leaf
Is it rough?
Is it sweet?
Is it bitter?
Do a leaf rubbing and then stick the leaf (cut a part of it) in the box below.
DATE:
Science process skills: Observe: PL3. Use all the senses involved in making the observations PL4: Using the appropriate too ls
Science process skills : Communicate: PL4. Record information in a suitable form and present it systematically.
Manipulative skills: PL5: Using, handling, sketching, cleaning and storing the apparatus, science substances and specimens us ed in an
activity with the correct methods systematically and sparingly.
17
ACTIVITY SHEET
Observe the leaf. Write your observation in the boxes below.
1.5
Serai leaf
Is it rough?
Is it sweet?
Is it bitter?
Do a leaf rubbing and then cut a part of the leaf and stick it in the box below.
DATE:
Science process skills: Observe: PL3. Use all the senses involved in making the observations PL4: Using the appropriate too ls
Science process skills : Communicate: PL4. Record information in a suitable form and present it systematically.
Manipulative skills: PL5: Using, handling, sketching, cleaning and storing the apparatus, science substances and specimens us ed in an
activity with the correct methods systematically and sparingly.
4
18
ACTIVITY SHEET Compare the serai leaf and the pandan leaf.
1.6 Write their similarities in the green bubbles.
The ways they are the same Choose from these words:
shape, colour, has smell,
rough surface,
smooth surface
shape
serai pandan
leaf colour leaf
has smell
DATE:
Science process skills: Observe: PL3. Use all the senses involved in making the observations PL4: Using the appropriate too ls
Science process skills : Communicate: PL4. Record information in a suitable form and present it systematically.
Manipulative skills: PL5: Using, handling, sketching, cleaning and storing the apparatus, science substances and specimens us ed in an
activity with the correct methods systematically and sparingly.
4
19
ACTIVITY SHEET
Observe the leaf. Write your observation in the boxes below.
1.7
Mint leaf
Is it rough?
Is it sweet?
Is it bitter?
Do a leaf rubbing and then cut a part of the leaf and paste it in the box below.
DATE:
Science process skills: Observe: PL3. Use all the senses involved in making the observations PL4: Using the appropriate too ls
Science process skills : Communicate: PL4. Record information in a suitable form and present it systematically.
Manipulative skills: PL5: Using, handling, sketching, cleaning and storing the apparatus, science substances and specimens us ed in an
activity with the correct methods systematically and sparingly.
4
20
ACTIVITY SHEET Compare the pandan leaf and the mint leaf.
1.8 Write their similarities in the green bubbles.
Write their differences in the yellow boxes.
DATE:
Science process skills: Observe: PL3. Use all the senses involved in making the observations PL4: Using the appropriate too ls
Science process skills : Communicate: PL4. Record information in a suitable form and present it systematically.
21
SCIENCE PROCESS SKILLS and
MANIPULATIVE SKILLS
1. Science process skills are skills
that are required when we do
observation.
1.1 We observe using our senses of
• sight
• touch
• smell
• taste and
• hearing
2. Manipulative skill is a
psychomotor skill used during a
science investigation such as: 2.1
2.1 using and handling science
apparatus and materials correctly;
23
LEAF EXPLORING
• 1.0 SCIENTIFIC SKILLS
• 1.1 SCIENCE PROCESS SKILLS
• 1.2 MANIPULATIVE SKILLS
• AS 1.9
• AS 1.10
• AS 1.11
LEAF EXPLORING
LEARNING STANDARDS
Use
together 1.1 Science Process Skills
with 1.1.2 Pupils are able to observe.
Textbook,
pg 1-7 1.2 Manipulative skills
1.2.1 List the apparatus and science specimens required for an activity.
1.2.2 Handle specimens correctly and carefully.
MATERIALS NEEDED
balsam leaf, parsley leaf, bayam leaf, curry leaf, coconut leaf, banana leaf, turmeric leaf, galangal or
lengkuas leaf (put all the specimens in a ziplock plastic), petri dish, forceps, cutter, cellophane tape and
magnifying glass
• Engagement – Teacher asks pupils to look at pictures of some common plants found in their home
gardens. (Show Common Plants chart)
• Teacher asks pupils : Do you have any plants at home? What type of plants do you have? Chilli, lemon
grass, flowers (some common examples).
• Ask pupils how to identify the plants. Can we use our senses to identify them?
• Tell pupils they can use their sense of sight, smell, hearing, taste and touch in the activities.
• Show pupils how to use these apparatus: forceps, cutter, magnifying glass and petri dish.
• Use forceps to pick up a leaf and place it in a petri dish. Use a magnifying glass to have a closer look at
the leaf’s surface (count the number of veins, feel the leaf texture).
• Assign group tiered activities to pupils (see below).
25
DEVELOPMENT OF LESSON TIER 2 (moderately difficult)
) (Assessment –
• Work in pairs. AS 1.10)
• Give each pair the following leaves in a petri dish, i.e., curry leaf, parsley leaf, balsam
leaf and bayam leaf.
• Get them to sketch the leaves and colour them.
• Ask them to use a pair of forceps and bring each leaf close to their noses.
• Get pupils to smell each leaf. Is there any strong smell from each leaf?
• Get them to record their observation in Activity Sheet 1.10 by pasting the cut leaves
in the boxes according to whether it has any smell or not. The senses that
they will use are
• Ask the pupils how many of their senses are being used for this activity. sight and smell.
• Get them to talk to their partners about what they can see and smell.
• Encourage them to share their experiences of their mothers‘ cooking in using some of
those leaves. Which one(s) do they like? Why?
• Paste the Common Plants chart on the board and discuss with the pupils the different plants based on
the answers in their Activity Sheets.
• Tell them that they are doing observation using their sense of sight and smell.
• Discuss about the science apparatus that they used and how they handled the specimens in doing the
activities.
26
CLOSURE WHOLE CLASS ACTIVITY
• Review with the pupils the main points of the lesson. Textbook, pg 6
• We use our senses when we do observation.
• We should be thankful for our senses. Reinforcement
• Remind pupils to handle and clean the apparatus carefully. Activity SAB
Bk 1A pg 7
• Ask the pupils to clean up their table and return all the apparatus to their original
places.
• Throw away all used specimens into a dustbin.
Useful links !
27
SUGGESTED TEACHING STEPS
(USING THE TEXTBOOK, TGB , SAB AND THE SPARKS CHART)
ENGAGE • Start by showing pupils the Common Plants chart. Draw attention • Textbook pg. 2
to the pupils to the common plants chart. • Sparks Chart
• Remind pupils about the five senses that will help them in doing “Common
their observation . plants chart”
EXPLAIN • Discuss the pupils’ observations in the Activity Sheets. • Activity Sheets
• Guide them to justify their observations. 1.9, 1.10 and
• Discuss with them the senses that they used for doing 1.11
observation.
EVALUATE • Pupils do a self-assessment after conducting all the activities • Activity Sheets
using Assessment Sheet in TGB. 1.9, 1.10 and
• Teacher can use the Activity Sheets for assessment. Write 1.11
comments at the bottom part of the Activity Sheets. • Assessment
Sheet
28
Common Plants
pineapple
plant
29
SELF-ASSESSMENT How well did you do?
SHEET Tick according to how well you think you did.
I can share my
observations with my
partner.
30
ACTIVITY SHEET Do the following activities and record your observations in the
1.9 appropriate boxes.
a) Observe each leaf carefully with a magnifying glass. Draw each leaf and colour it.
DATE:
31
ACTIVITY SHEET Do the following activities and record your observations in the appropriate
1.10 boxes.
a) Observe each leaf carefully with a magnifying glass. Draw each leaf and colour it.
b) Carefully use a cutter to cut a part of each leaf. Tape the leaves in the boxes below:
DATE:
32
c) Circle your answers:
d) What apparatus did you use for this activity? Circle your answer.
DATE:
33
ACTIVITY SHEET
Comments Do the following activity and record your observations in the appropriate
1.11 boxes.
a) Observe the leaf shape, leaf margin and leaf veins. Draw what you see in the boxes below and
tape a section of an actual leaf in the box beside it.
34
b) Carefully use a cutter to cut a small section of each leaf and tape it in the box according to
its characteristics.
Characteristics of the leaves Tape the cut leaves in the correct box How many?
35
TEACHER’S REFLECTIONS AND NOTES
36
COCONUT
LEAF FLUTE
Use
LEARNING STANDARDS
together 1.2 Manipulative skills
with
Textbook,
1.2.1 Use and handle science apparatus and substances correctly.
pg 6-7 1.2.2 Handle specimens correctly and carefully.
1.2.3 Sketch specimens correctly.
1.2.4 Clean science apparatus correctly.
1.2.5 Store science apparatus correctly and safely.
MATERIALS NEEDED
coconut leaves, magnifying glass, cutter, cutting board, Sparks chart, “Science Proses Skills and
Manipulative Skills”
• Do an observation of the coconut leaves and record it using Activity Sheet 1.12. (Pick a leaflet from the
frond of coconut leaves)
• Touch the coconut leaflet and the middle part called the mid rib, how does it feel? Is it rough or is it
smooth? Is it hard or is it soft?
• Look at one of the leaves, record their physical characteristics. leaflet
• Smell the leaf; any scent?
• Cut a small part of the leaf and clean it. Taste it.
• Shake the coconut leaves. Can you hear any sound?
38
DEVELOPMENT OF LESSON WHOLE CLASS ACTIVITY
5. • Before closure, get the pupils to clear their table and clean the apparatus Textbook, pg
that they have used. 6, 9
• Store the apparatus correctly and safely after use.
• Ask pupils why they have to store the apparatus correctly and safely.
• Remind pupils these are also good values to follow.
• Remind pupils to be appreciative of our senses.
39
CLOSURE WHOLE CLASS ACTIVITY
• Review with the pupils the main points of the lesson by showing them the Sparks •Textbook, pg
6-10
Chart.
• Guide them to conclude that they need manipulative skills to handle apparatus and •Sparks chart,
Science proses
specimen correctly and carefully, sketching specimen and storing apparatus safely. skills and
• Tell pupils they can carry out the hands-on activities in the Student Activity Book manipulative
skills
(SAB, Balloon-powered car, pg 1, Can you hear sound? Pg.3, Musical glasses, pg 5,
Rainbow in the milk, pg.7, Fizzy soda, pg.16, Leaf observational drawing, pg.18) •SAB, pg 1 - 19
40
SUGGESTED TEACHING STEPS
(USING THE TEXTBOOK, TGB , SAB AND THE SPARKS CHART)
ENGAGE • Teacher shows pupils a video on blowing leaves to make music. • Textbook
• Show a flute made of coconut leaves and play it. pg6
• Introduce the lesson by saying the focus is on manipulative skills. • Sparks
• Refer pupils to page 6 of the textbook, “Manipulative Skills” and show Chart,
the Sparks Chart, “Science Process Skills and Manipulative Skills”. “Science
• Inform the pupils that they are going to make a flute out of coconut Process
leaves. Skills and
• Show them the apparatus and explain the manipulative skills needed. Manipulativ
e Skills”.
EXPLORE • Show them the video, “How to make an olappeeppi, a flute from coconut • Textbook
leaves. pp 6-7
• Guide them to do the activity of making a flute from coconut leaves. Focus • Activity
on the manipulative skills sketching, cutting and folding of the leaves. Sheet 1.12
• Encourage them to talk with their partners about the processes involved in
making the flute.
EXPLAIN • Discuss the manipulative skills involved. • Activity
• Integrate STEM components by directing pupils’ attention to the Sheet 1.12
mathematics elements (How many strips of coconut leaves are being used?
How many rounds of folds are needed to make the flute?), the technology and
engineering aspects (building the cone structure of the flute, making sure
it is secure, making sounds and so on).
• Once done, play the flute by blowing it. Can they hear the sound?
• We can hear the sound with our ears, by blowing the flute.
ELABORATE • Tell the pupils to be appreciative of coconut leaves. Besides being used for
making flutes, coconut leaves can also be used as casing for kuih selorot, a
traditional kuih.
• Get them to change the sound by blowing the flute differently.
• Can other leaves be made into a flute?
• Show the pupils another video that shows how to make a flute from
banana leaf.
• Before closure, get the pupils to clear their table and clean the apparatus
that they have used.
• Store the apparatus correctly and safely after use.
• Ask pupils why they have to store the apparatus correctly and safely.
• Remind pupils these are good values to follow.
• Remind pupils to be appreciative of their senses.
EVALUATE • Teacher can use the Activity Sheets for assessment. Activity Sheet
• Write at the bottom part of the Activity Sheet. 1.12
Science proses skills: Observe: PL3. Use all the senses involved in making the observations PL4: Using the appropriate tool s
Science proses skills : Communicate: PL4. Record information in a suitable form and present it systematically.
Manipulative skills: PL5: Using, handling, sketching, cleaning and storing the apparatus, science substances and specimens us ed in an
activity with the correct methods systematically and sparingly.
41
ACTIVITY SHEET
Observe the coconut leaf. Write your observation in the boxes below.
1.12
Coconut leaf
Is it rough?
Is it soft?
Is it hard?
Is it smelly?
Is it sweet?
Is it bitter?
DATE:
Science proses skills: Observe: PL3. Use all the senses involved in making the observations PL4: Using the appropriate tool s
Science proses skills : Communicate: PL4. Record information in a suitable form and present it systematically.
Manipulative skills: PL5: Using, handling, sketching, cleaning and storing the apparatus, science substances and specimens us ed in an
activity with the correct methods systematically and sparingly.
42
TEACHER’S REFLECTIONS AND NOTES
43
HIBISCUS FLOWER
1.0 SCIENTIFIC SKILLS
1.2 MANIPULATIVE SKILLS
• AS 1.13
• AS 1.14
• AS 1.15
HIBISCUS ACTIVITY
LEARNING STANDARDS
Use 1.2 Manipulative skills
together
with 1.2.1 Use and handle science apparatus and substances correctly.
textbook, 1.2.2 Handle specimens correctly and carefully.
pg 2-6
1.2.3 Sketch specimens correctly.
1.2.4 Clean science apparatus correctly.
1.2.5 Store science apparatus correctly and safely.
MATERIALS NEEDED
magnifying glass, secateurs, petri dish, cutter, forceps and stalks of hibiscus flowers
• Engagement – Refer to pg. 6 of the Textbook and draw pupils’ attention to the word, apparatus.
• Teacher explains the word, apparatus, by showing all the tools that will be used in the activity which
are magnifying glass, secateurs, petri dish, cutter, and forceps.
• Show the pupils how to use the apparatus correctly.
• Inform pupils that the hibiscus flowers will be the specimen used during the activity.
• Tell the pupils to handle the specimens carefully using a pair of forceps.
• Ask each group to cut a stalk of hibiscus flower from outside with secateurs.
• Distribute group tiered activities to pupils (see below).
• Cut a hibiscus flower stalk with a pair of secateurs and bring to class.
• Use a cutter to carefully cut the flower from the stalk.
• Use forceps to transfer it to a petri dish.
• Use a magnifying glass to observe the hibiscus flower
• Let pupils count the number of petals. Note the colour of the flower.
• Pluck one petal and observe it under the magnifying glass.
• What happens to the size of hibiscus flower when you see it using a magnifying glass?
45
DEVELOPMENT OF LESSON TIER 2 (moderately difficult)
46
DEVELOPMENT OF LESSON WHOLE CLASS ACTIVITY
• Teacher discusses with pupils about what they did during the activity- how to handle specimen, how
to use apparatus carefully in the activity.
• Show to the whole class how to clean and store the apparatus.
• Get the pupils to clean up their table and throw the flower into the dustbin.
• Get them to wash the petri dish. Dry it with kitchen tissue paper and store it.
• Wipe the cutter carefully because it is sharp. Then dry and store it.
• Remind pupils to be careful when cleaning the cutter because it is sharp.
correctly.
• Guide pupils to make a conclusion: Manipulative skills in science involve handling
apparatus and specimen carefully and correctly.
47
SUGGESTED TEACHING STEPS
(USING THE TEXTBOOK, TGB , SAB AND THE SPARKS CHART)
ENGAGE • Start by referring to the Textbook, pg 6-7 and draw pupils’ • Textbook pg. 6-
attention to the word, apparatus. 7
• Explain the word apparatus and show the pupils how to use the
apparatus correctly.
EXPLAIN • Discuss with the pupils about their observations in the Activity • Activity Sheets
Sheets. 1.13, 1.14 and
• Guide them to justify their observations. 1.15
• Get them to share their answers.
EVALUATE • Pupils do a self-assessment after conducting all the activities • Activity Sheets
using Assessment Sheet in TGB. 1.13, 1.14 and
• Teacher can use the Activity Sheets for assessment. Write at the 1.15
bottom part of the Activity Sheets. • Self-
assessment
Sheet
48
ACTIVITY SHEET
Record your observations.
1.13
b) Observe the hibiscus flower with a magnifying glass. Draw the hibiscus flower and colour it.
DATE:
49
ACTIVITY SHEET
Record your observations.
1.14
c) Observe the hibiscus flower with a magnifying glass. Draw the hibiscus flower and colour it.
50
ACTIVITY SHEET
Record your observations.
1.15
a) Rearrange the steps involved in the activity to show the correct sequence in handling the
specimen.
1. Use a pair of forceps to place the hibiscus flower in a petri dish.
2. Use a cutter to cut the flower from the stalk.
3. Use a pair of secateurs to cut the hibiscus flower stalk.
4. Use a magnifying glass to observe the hibiscus flower.
Answers:
1. Use a pair of secateurs to cut the hibiscus flower stalk.
2. Use a cutter to cut the flower from the stalk.
3. Use a pair of forceps to place the hibiscus flower in a petri dish.
4. Use a magnifying glass to observe the hibiscus flower.
c) Observe the hibiscus flower with a magnifying glass. Draw the flower and colour it.
DATE:
51
SELF-ASSESSMENT How well did you do?
SHEET Tick according to how you feel you have done.
52
2.0 SCIENCE ROOM RULES
• AS 2.1
• AS 2.2
SCIENCE ROOM RULES
MATERIALS NEEDED
• Use Activity Sheet 2.2 and repeat the steps above. Assessment –
AS 2.3
• Give pupils Activity Sheet 2.3
• Ask pupils to look at the list of incidents that could happen in the science room.
Textbook, pg
• Ask them to think about what advice they can give. 12-13
• Get them to match their advice to the incidents.
54
DEVELOPMENT OF LESSON WHOLE CLASS ACTIVITY
• Review with the pupils the main points of the lesson by showing them the Sparks •Textbook, pg 14-
15:
Chart. The good actions can be rules in the science room. Understanding
• Ask pupils why rules are needed in the science room. the science room
• Tell the pupils that they can play the Science Room Rules game in the Student rules
Activity Book (SAB, pg 20). They can also do the activity, Safety Rules Poster, in the •Sparks chart
SAB, pg 23, for reinforcement and enrichment or homework.
• Help pupils to make a conclusion: We must follow the science room rules for safety. •SAB, pg 20, 23
• Analysing actions.
•SCIENCE: classifying, • Evaluating actions.
•communicating • Generating ideas in designing
•TECH/ENGINEERING: designing a display display stand.
stand, sticking of pictures, making a paper • Creating a display stand of rules.
roll that can stand as a display.
•MATHS: counting number of good actions.
• Being systematic
• Critical thinking • Being ethical
• Creativity • Responsible
• Communication
ENGAGE • Start with the stimulus page of the topic as the set induction. • Textbook pg11
(Textbook, pg11)
• Introduce the lesson and explain the meaning of rules.
EXPLORE • Discuss obeying the science room rules and its importance • Textbook pp 12-
(Textbook, pg .12-15). 15
• Use the pictures in the textbook and the Sparks Chart, Science • Sparks Chart
Room Rules. “Science Room
• Distribute the three-tiered activity sheets to students based on Rules”
their abilities. • Activity Sheets
• Get them to look at the actions listed in the Activity Sheets and 2.1, 2.2. 2.3
analyse which ones are good actions.
• Get them to relate these good actions to the science room rules.
EXPLAIN • Discuss with the pupils their answers in the Activity Sheets. • Activity Sheets
• Guide them to justify their answers – why a particular action is 2.1, 2.2. 2.3
good. • SAB Book 1A
• Show the video suggested in the TGB, “Understand the Science
Room Rules” and explain why we need to have rules.
• Get the students to play the Science Room Rules game in the
Student Activity Book (SAB, pg 20). They can also do the activity,
Safety Rules Poster, in the SAB, pg 23, for reinforcement and
enrichment or homework.
ELABORATE • Get them to work on making the mobile display of good actions. • Making of
The making of the display stand encourages students to think of display stand
how to roll the paper and glue the pictures to make it stable
(technology/engineering).
• Finally, revise with them that we need to follow science room rules.
• Guide them to conclude that we need to follow science room rules
for safety.
EVALUATE • Teacher can use the Activity Sheets for assessment. Write at the • Activity Sheets
bottom part of the Activity Sheets. 2.1, 2.2. 2.3
56
ACTIVITY SHEET Circle the good actions in the science room.
2.1
DATE:
PL1: State science room rules. PL2: Explain science room rules.
57
ACTIVITY SHEET What are the reasons for good actions?
2.2 Match the correct answers by drawing lines.
The first one is done for you.
DATE:
58
ACTIVITY SHEET What advice would you give to prevent incidents from happening?
2.3 Match the correct answers by drawing lines.
The first one is done for you.
Incidents Advice
Write down three good actions that can be used as rules for the science room.
1.
2.
• Refer to textbook, pg 12-13, science room rules
3.
DATE:
59
SCIENCE ROOM RULES
60
TEACHER’S REFLECTIONS AND NOTES
61
APPENDIX
Activity Sheets
FIZZY
SODA
63
a) Place a teaspoon of baking powder onto a plate. Drop three drops of food dye (red
colour) onto the baking powder. Then add three drops of vinegar. Observe.
Draw and colour the outcome.
DATE:
64
ACTIVITY SHEET Observe carefully the changes.
1.2 Record your observations.
a) Place a teaspoon of baking powder onto a plate. Drop three drops each of food dye (red
and green colour) onto the baking powder. Then add three drops of vinegar. Observe.
Draw and colour the outcome.
d ) List the science substances that you used in this activity. Tick ( / ) your answers.
65
ACTIVITY SHEET Observe carefully the changes.
1.3 Record your observations.
a) Place a teaspoon of baking powder onto a plate. Drop three drops of food dye (red,
green and blue colour) onto the baking powder. Add three drops of vinegar. Observe.
Draw and colour the outcome.
d) What senses help you the most in this activity? Circle your answer. These are my
senses that helped me in the activity.
DATE:
66
e) List the science substances that you used in this activity: Tick ( / ) your answers .
baking powder
vinegar
water
food dye
milk powder
cooking oil
f) Fill in the blanks with the correct apparatus that you used in the activity.
( plate, dropper, teaspoon, cup, forceps, glass)
2. I used a ________ to place three drops of food dye onto the baking powder.
4. I used a ________ to hold all the science substances used in the activity
DATE:
67
Pandan,
Lemon grass
and Mint
leaves
1.0 SCIENTIFIC SKILLS
1.1 SCIENCE PROCESS SKILLS
1.2 MANIPULATIVE SKILLS
AS 1.4
AS 1.5
AS 1.6
AS 1.7
AS 1.8
ACTIVITY SHEET
Observe the leaf. Write your observation in the boxes below.
1.4
Pandan leaf
Is it rough?
Is it sweet?
Is it bitter?
Do a leaf rubbing and then stick the leaf (cut a part of it) in the box below.
DATE:
Science process skills: Observe: PL3. Use all the senses involved in making the observations PL4: Using the appropriate too ls
Science process skills : Communicate: PL4. Record information in a suitable form and present it systematically.
Manipulative skills: PL5: Using, handling, sketching, cleaning and storing the apparatus, science substances and specimens us ed in an
10
activity with the correct methods systematically and sparingly.
69
ACTIVITY SHEET
Observe the leaf. Write your observation in the boxes below.
1.5
Serai leaf
Is it rough?
Is it sweet?
Is it bitter?
Do a leaf rubbing and then cut a part of the leaf and stick it in the box below.
DATE:
Science process skills: Observe: PL3. Use all the senses involved in making the observations PL4: Using the appropriate too ls
Science process skills : Communicate: PL4. Record information in a suitable form and present it systematically.
Manipulative skills: PL5: Using, handling, sketching, cleaning and storing the apparatus, science substances and specimens us ed in an
activity with the correct methods systematically and sparingly.
4
70
ACTIVITY SHEET Compare the serai leaf and the pandan leaf.
1.6 Write their similarities in the green bubbles.
The ways they are the same Choose from these words:
shape, colour, has smell,
rough surface,
smooth surface
serai pandan
leaf leaf
DATE:
Science process skills: Observe: PL3. Use all the senses involved in making the observations PL4: Using the appropriate too ls
Science process skills : Communicate: PL4. Record information in a suitable form and present it systematically.
Manipulative skills: PL5: Using, handling, sketching, cleaning and storing the apparatus, science substances and specimens us ed in an
activity with the correct methods systematically and sparingly.
4
71
ACTIVITY SHEET
Observe the leaf. Write your observation in the boxes below.
1.7
Mint leaf
Is it rough?
Is it sweet?
Is it bitter?
Do a leaf rubbing and then cut a part of the leaf and stick it in the box below.
DATE:
Science process skills: Observe: PL3. Use all the senses involved in making the observations PL4: Using the appropriate too ls
Science process skills : Communicate: PL4. Record information in a suitable form and present it systematically.
Manipulative skills: PL5: Using, handling, sketching, cleaning and storing the apparatus, science substances and specimens us ed in an
activity with the correct methods systematically and sparingly.
4
72
ACTIVITY SHEET Compare the pandan leaf and the mint leaf.
1.8 Write their similarities in the green bubbles.
Write their differences in the yellow boxes.
pandan mint
leaf leaf
DATE:
Science process skills: Observe: PL3. Use all the senses involved in making the observations PL4: Using the appropriate too ls
Science process skills : Communicate: PL4. Record information in a suitable form and present it systematically.
73
LEAF EXPLORING
1.0 SCIENTIFIC SKILLS
1.1 SCIENCE PROCESS SKILLS
1.2 MANIPULATIVE SKILLS
• AS 1.9
• AS 1.10
• AS 1.11
7
4
ACTIVITY SHEET Do the following activities and record your observations in the
1.9 appropriate boxes.
a) Observe each leaf carefully with a magnifying glass. Draw each leaf and colour it.
c ) What did you use to cut a part of each leaf? Circle your answer.
DATE:
75
ACTIVITY SHEET Do the following activities and record your observations in the appropriate
1.10 boxes.
a) Observe each leaf carefully with a magnifying glass. Draw each leaf and colour it.
b) Carefully use a cutter and cut a part of each leaf. Tape the leaves in the boxes below:
DATE:
76
c) Circle your answers:
d) What apparatus did you use for this activity? Circle your answer.
DATE:
77
ACTIVITY
CommentsSHEET Do the following activity and record your observations in the
1.11 appropriate boxes.
a) Observe the leaf shape, leaf margin and leaf veins. Draw what you see in the boxes below and
tape a section of an actual leaf in the box beside it.
78
b) Carefully use a cutter to cut a small section of each leaf and paste it in the box according
to its characteristics.
Characteristics of the leaves Tape the cut leaves in the correct box How many?
79
COCONUT
LEAF FLUTE
Coconut leaf
Is it rough?
Is it soft?
Is it hard?
Is it smelly?
Is it sweet?
Is it bitter?
DATE:
Science proses skills: Observe: PL3. Use all the senses involved in making the observations PL4: Using the appropriate tool s
Science proses skills : Communicate: PL4. Record information in a suitable form and present it systematically.
Manipulative skills: PL5: Using, handling, sketching, cleaning and storing the apparatus, science substances and specimens us ed in an
activity with the correct methods systematically and sparingly.
81
HIBISCUS FLOWER
1.0 SCIENTIFIC SKILLS
1.2 MANIPULATIVE SKILLS
• AS 1.13
• AS 1.14
• AS 1.15
82
ACTIVITY SHEET
Record your observations.
1.13
b) Observe the hibiscus flower with a magnifying glass. Draw the hibiscus flower and colour it.
DATE:
83
ACTIVITY SHEET
Record your observations.
1.14
b) Rearrange the steps involved in the activity to show the correct sequence in handling the
specimen.
• Use a pair of forceps to place the hibiscus flower in a petri dish.
• Use a cutter to cut the flower from the stalk.
• Use a pair of secateurs to cut the hibiscus flower stalk.
• Use a magnifying glass to observe the hibiscus flower.
Answers:
1. _______________________________________________________________________________
2. _______________________________________________________________________________
3. ________________________________________________________________________________
4. ________________________________________________________________________________
c) Observe the hibiscus flower with a magnifying glass. Draw the hibiscus flower and colour it.
DATE:
84
ACTIVITY SHEET
Record your observations.
1.15
a) Rearrange the steps involved in the activity to show the correct sequence in handling the
specimen.
1. Use a pair of forceps to place the hibiscus flower in a petri dish.
2. Use a cutter to cut the flower from the stalk.
3. Use a pair of secateurs to cut the hibiscus flower stalk.
4. Use a magnifying glass to observe the hibiscus flower.
Answers:
1. ________________________________________________________________________
2. ________________________________________________________________________
3. ________________________________________________________________________
4. ________________________________________________________________________
b) Tick ( / ) or wrong ( X ) in handling the specimen.
c) Observe the hibiscus flower with a magnifying glass. Draw the flower and colour it.
DATE:
85
2.0 SCIENCE ROOM RULES
• AS 2.1
• AS 2.2
ACTIVITY SHEET Circle the good actions in the science room.
2.1
DATE:
PL1: State science room rules. PL2: Explain science room rules.
87
ACTIVITY SHEET What are the reasons for good actions?
2.2 Match the correct answers by drawing lines.
The first one is done for you.
DATE:
88
ACTIVITY SHEET What advice would you give?
2.3 Match the correct answers by drawing lines.
The first one is done for you.
Incidents Advice
Write down three good actions that can be rules for the science room.
1.
2.
3.
DATE:
89
TEACHER
GUIDEBOOK
TEACHER GUIDE BOOK, SCIENCE (Year 1) is designed as a guide for teachers with suggested activities
making it easy for teachers to plan and deliver lessons effectively. It meets the requirements of the
national curriculum, Kurikulum Standard Sekolah Rendah (KSSR) Sains, enabling teachers to plan fun and
interesting Science lessons. It suggests differentiated learning in three tiered activities for teachers to
adapt and use. It presents hands-on activities that are STEM-based, promoting higher order thinking skills
(HOTS) and 21st Century learning skills through investigations and problem solving.
Special Features:
Follows closely the Content and Learning Standards of Dokumen Standard Kurikulum dan Pentaksiran
(DSKP) Sains;
Covers all Performance Levels in the DSKP;
Offers STEM-based activities;
Offers QR codes to useful links, websites and videos;
Offers Differentiated Learning teaching tips, and
Incorporates HOTS, i-THINK and PAK -21 (21st century learning) strategies.