16 September 2013
Cuti Umum
Hari Malaysia
Tuesday
|
Subject
|
Science
|
|
Class
|
5K4
|
|
Day
|
Tuesday
|
|
Date
|
17/09/2013
|
|
Time
|
7.05 am – 8.15 am
|
|
Learning Area
|
Food Technology and Production
|
|
Learning Objectives
|
1)
Analyse the methods and substances used
in food technology
|
|
Learning Outcomes
|
In the end of the lesson, students can be able to:
1)
Describe what processed food is
2)
Give example of processed food
3)
Explain the purpose of processing food
4)
State the chemicals used in food
processing
5)
Explain the functions of the chemicals
used in food processing
6)
Explain with examples the technology used
in food processing and packaging
|
|
Activities
|
1)
Discussion between teacher and students
about processed food
2)
Explaining chemicals used in food processing
|
|
Noble Value
|
Systematic
|
|
Teaching Aids
|
Science Text Book. Science Process Skills
|
|
Reflection
|
Class period become short as giving way for the assembly.
Lesson only covered until chemicals used in food processed. After explaining
used of chemicals in food, students can answer questions in Science Process
Skills on their own.
|
|
Subject
|
Science
|
|
Class
|
4K10
|
|
Day
|
Tuesday
|
|
Date
|
17/09/2013
|
|
Time
|
9.45 am – 10.40 am
|
|
Learning Area
|
Light, Colour and Sight
|
|
Learning Objectives
|
1)
Synthesize the formation of images by
optical instruments
|
|
Learning Outcomes
|
In the end of the lesson, students can be
able to:
1)
Conceptualising ray diagrams in optical
instruments
2)
Compare and contrast the mechanism in
focusing and controlling the amount of light that enters human eyes and a
camera
|
|
Activities
|
1) Explaining concept of ray diagrams in optical
instruments
3)
Comparing the mechanism in focusing and
controlling the amount of light that enters human eyes and a camera
|
|
Noble Value
|
1)
Systematic
2)
Punctuality
|
|
Teaching Aids
|
Science’s Text book, Science Process Skills
|
|
Reflection
|
Students are well controlled. Most of them
listen to the teacher lesson and give feed back when asked.
|
|
Subject
|
Science
|
|
Class
|
4K9
|
|
Day
|
Tuesday
|
|
Date
|
17/09/2013
|
|
Time
|
11.30 am – 12.40 pm
|
|
Learning Area
|
Light, Colour and Sight
|
|
Learning Objectives
|
1)
Synthesize the formation of images by
optical instruments
|
|
Learning Outcomes
|
In the end of the lesson, students can be
able to:
1)
Conceptualising ray diagrams in optical
instruments
2)
Compare and contrast the mechanism in
focusing and controlling the amount of light that enters human eyes and a
camera
3)
Explain the structure and function of
various parts of the eye using a camera as an analogy
|
|
Activities
|
1)
Explaining concept of ray diagrams in
|
|
|
2)
optical instruments
3)
Comparing the mechanism in focusing and
controlling the amount of light that enters human eyes and a camera
4)
Explaining the structure and function of
various parts of the eye using a camera as an analogy
|
|
Noble Value
|
1)
Systematic
2)
Detailed
3)
Punctuality
|
|
Teaching Aids
|
Science’s Text book, Science Process Skills
|
|
Reflection
|
Students should do an experiment on the
focal length of a convex lens. However, experiment is canceled to give all of
the students in the class lesson after some of them being rude with the
teacher. Lesson is replaced by copying notes.
|
|
Subject
|
Science
|
|
Class
|
4K5
|
|
Day
|
Wednesday
|
|
Date
|
18/09/2013
|
|
Time
|
7.05 am – 8.15 am
|
|
Learning Area
|
Light, Colour and Sight
|
|
Learning Objectives
|
1)
Synthesize the formation of images by
optical instruments
2)
Analyse light dispersion
|
|
Learning Outcomes
|
In the end of the lesson, students can be
able to:
1)
Conceptualising ray diagrams in optical
instruments
2)
Analogy of the structure and function of
the eye with the camera
3)
State what light dispersion
|
|
Activities
|
1) Continue on discussion between teacher and students
on the ray diagrams in optical instruments.
2) Teacher explaining how to analogy of the eye and
camera in term of focusing and
controlling light rays
3) Discussion between students to do question in
Science Process Skills
|
|
Noble Value
|
1)
Systematic
2)
Punctuality
3)
Cooperation
|
|
Teaching Aids
|
Science’s Text book, Science Process Skills
|
|
Reflection
|
Students can draw ray diagrams for the
optical instruments like magnifying glass and camera. Discussion on the eye
easily understands by the students when using OHP slides.
|
|
Subject
|
Science
|
|
Class
|
4K9
|
|
Day
|
Wednesday
|
|
Date
|
18/09/2013
|
|
Time
|
9.45 am – 10.55 am
|
|
Learning Area
|
Light, Colour and Sight
|
|
Learning Objectives
|
1)
Synthesize the formation of images by
optical instruments
|
|
Learning Outcomes
|
In the end of the lesson, students can be
able to:
1)
Analogy of the structure and function of
the eye with the camera
2)
State what light dispersion
3)
Explain through examples how dispersion
of light occurs
|
|
Activities
|
1)
Teacher explaining how to analogy of the
eye and camera in term of focusing and
controlling light rays
2)
Discussion between students on answering
questions in Science Process Skills
3)
Explaining what light dispersion
4)
Discussion between teacher and students
to give the examples of light dispersion and light scattering
|
|
Noble Value
|
1)
Systematic
2)
Cooperation
3)
Punctuality
|
|
Teaching Aids
|
Science’s Text book, Science Process
Skills, slide OHP
|
|
Reflection
|
Lesson only covered the analogy of eye and
camera. Most of students can answer questions in Science Process Skills but
there still students that disturbed lesson.
|
|
Subject
|
Science
|
|
Class
|
4K2
|
|
Day
|
Wednesday
|
|
Date
|
18/09/2013
|
|
Time
|
12.05 pm – 12.40 pm
|
|
Learning Area
|
Light, Colour and Sight
|
|
Learning Objectives
|
1)
Analyse light dispersion
2)
Analyse light scattering
|
|
Learning Outcomes
|
In the end of the lesson, students can be
able to:
1)
State what light dispersion
2)
Explain through examples how dispersion
of light occurs
3)
State what light scattering
4)
Give examples of phenomenon related to
light scattering
|
|
Activities
|
1)
Explaining what light dispersion and
light scattering
2)
Discussion between students to give the
examples of light dispersion and light scattering
|
|
Noble Value
|
1)
Systematic
2)
Punctuality
3)
Cooperation
|
|
Teaching Aids
|
Science’s Text book, Science Process Skills
|
|
Reflection
|
Lesson do not covered light scattering. As
lesson covered light dispersion which can be seen by people form formation of
rainbow. Students easily state colour of spectrum of white light. Students
give good responds and some of them do asking questions.
|
|
Subject
|
Science
|
|
Class
|
4K10
|
|
Day
|
Thursday
|
|
Date
|
19/09/2013
|
|
Time
|
7.05 am – 8.15 am
|
|
Learning Area
|
Light, Colour and Sight
|
|
Learning Objectives
|
1)
Synthesize the formation of images by
optical instruments
2)
Analyse light dispersion
|
|
Learning Outcomes
|
In the end of the lesson, students can be
able to:
1)
Analogy of the structure and function of
the eye with the camera
2)
State what light dispersion
3)
Explain through examples how dispersion
of light occurs
|
|
Activities
|
1)
Teacher explaining how to analogy of the
eye and camera in term of focusing and
controlling light rays
2)
Explaining what light dispersion and
light scattering
|
|
Noble Value
|
1)
Systematic
2)
Punctuality
|
|
Teaching Aids
|
Science’s Text book, Science Process Skills
|
|
Reflection
|
Teacher used OHP slide to get attention
from students when explaining structure of eye and camera. Most of students
give their attention and give respond when asked.
|
|
Subject
|
Science
|
|
Class
|
4K5
|
|
Day
|
Thursday
|
|
Date
|
19/09/2013
|
|
Time
|
8.15 am – 9.25 am
|
|
Learning Area
|
Light, Colour and Sight
|
|
Learning Objectives
|
1)
Synthesize the formation of images by
optical instruments
|
|
Learning Outcomes
|
In the end of the lesson, students can be
able to:
1)
Construct a pinhole camera
|
|
Activities
|
1) Experimenting on the formation of an image in a
pinhole camera
|
|
Noble Value
|
1)
Systematic
2)
Punctuality
3)
Cooperation
4)
Discipline
|
|
Teaching Aids
|
Science’s Text book, Science Process Skills
|
|
Reflection
|
Students had to do the experiment under
table so that they could observe formation of image clearly.
|
|
Subject
|
Science
|
|
Class
|
4K9
|
|
Day
|
Thursday
|
|
Date
|
19/09/2013
|
|
Time
|
12.05 pm – 12.40 pm
|
|
Learning Area
|
Light, Colour and Sight
|
|
Learning Objectives
|
1)
Analyse light dispersion
|
|
Learning Outcomes
|
In the end of the lesson, students can be
able to:
1)
State what light dispersion
2)
Explain through examples how dispersion
of light occurs
|
|
Activities
|
1)
Explaining what light dispersion
2)
Explaining the examples of light
dispersion
|
|
Noble Value
|
1)
Systematic
2)
Punctuality
|
|
Teaching Aids
|
Science’s Text book
|
|
Reflection
|
Students were explained about light
dispersion. Teacher need to think other ways to make students in the class
have intention in study.
|
|
Subject
|
Science
|
|
Class
|
4K2
|
|
Day
|
Friday
|
|
Date
|
20/09/2013
|
|
Time
|
8.15 am – 9.25 am
|
|
Learning Area
|
Light, Colour and Sight
|
|
Learning Objectives
|
1)
Synthesize the formation of images by
optical instruments
|
|
Learning Outcomes
|
In the end of the lesson, students can be
able to:
1)
Construct a pinhole camera
|
|
Activities
|
1) Experimenting on the formation of an image in a
pinhole camera
|
|
Noble Value
|
1)
Systematic
2)
Punctuality
3)
Cooperation
4)
Discipline
|
|
Teaching Aids
|
Science’s Text book, Science Process Skills
|
|
Reflection
|
Since light still can enter the laboratory
even after windows and curtain were closed, students had to do the experiment
under the table so that they could see image form from the candle.
|
|
Subject
|
Science
|
|
Class
|
5K4
|
|
Day
|
Friday
|
|
Date
|
20/09/2013
|
|
Time
|
7.05 am – 8.15 am
|
|
Learning Area
|
Food Technology and Production
|
|
Learning Objectives
|
1)
Analyse the methods and substances used
in food technology
2)
Analyse ways to improve food production
|
|
Learning Outcomes
|
In the end of the lesson, students can be able to:
1)
State the chemicals used in food
processing
2)
Explain the effect of excessive use of
chemicals in food processing
3)
Explain with examples the technology used
in food processing and packaging
4)
Describe with examples what genetically modified
food is
5)
State the advantages and disadvantages of
genetically modified food
|
|
Activities
|
1)
Discussion of examples of chemicals used
in processed food
2)
Discussion between students the effect of
excessive use of chemicals in food processing
3)
Explaining genetic modified food
4)
Discussion between teacher and students
on advantages and disadvantages of genetically modified food
|
|
Noble Value
|
1)
Systematic
2)
Punctuality
|
|
Teaching Aids
|
Science Text Book, Science Process Skills
|
|
Reflection
|
Lesson covered up to technology used in food processing and
packaging. Discussion was done between teacher and students. Teacher related
the lesson with daily example that students could easily see at shop so that
students would be more understood.
|
