TEACHING AND LEARNING PLAN DAILY YEAR 4 (WEEK ____)

SUBJECT: SCIENCE CLASS:

DATE: TIME:
THEME: TECHNOLOGY AND TOPIC: 10.0 MACHINE
SUSTAINABILITY OF LIFE
CONTENT STANDARD 10.1 Lever
LEARNING STANDARD: 10.1.1 Identify the load, fulcrum and force on the lever by carrying out activities.
LEARNING OBJECTIVE: Pupils are able to :
1. Identify the load, fulcrum and force on the lever by carrying out activities.
SUCCESS CRITERIA: 1. Pupils will be able to identify the load, fulcrum and force on the lever by carrying out activities
TEACHING ACTIVITIES : : Activity 1 1. One pupil is required to sweep in front of the class.
2. Pupils will respond to the teacher questions “ Is the broom used by your friend to be called a machine.
3. The teacher introduced the topic today. (Lever)
4. 2 pupils will be asked to hold a word card load, fulcrum and force.
5. The pupils will hear a description of the parts that the pupils must know and understand.
6. The pupils will attach 3 word cards to the broom, to mark the part of lever.
: Activity 2 1. Student will be divided into 4 groups. All groups will be given task cards. Answer cards, tongs, scissors,
stapler, static duster, pencil, and paper. (Fun activity page 171 text book)
2. Each group is provided with a piece of answer cards as shown in the example TS.
3. Each group takes turns to move to every station to perform the activities.
4. A team member performs the activity based on the task card at each station as follows:
a) Station 1 - Lift an object using a pair of tongs.
b) Station 2 - Cut a piece of paper using a pair of scissors
c) Station 3 - Attach papaers together using a stapler
d) Station 4 - Clean the table using a static duster
5. The other group members observe and determine the positions of the load, fulcrum, and force for each
object. Record the results of the discussion by labelling the groups’s answer card.
6. After completing the activities in all the stations, pupils compare the results group discussions with the
other groups.
: Activity 3 1. Pupils answer the question by doing exercises in the sciene book as reinforcement activities.
LEARNING MATERIALS: / Broom, word card load, fulcrum / Task cards and answer cards, / Tongs, scissors, stapler, static duster, pencil,
and force paper.
ELEMENT ACROSS THE Language / Science & Technology Entrepreneurship / Global sustainability
CURRICULUM : ICT / Environmental sustainability Patriotism
/ Noble Value Financial Education / Creativity And Innovatioan
THINKING SKILLS : LOWER ORDER THINKING SKILLS HIGHER ORDER THINKING SKILLS

/ Remembering / Applying Evaluating

/ Understanding Analysing Creating
SCIENCE PROCESS / Observing Classifying Measuring And Using Number
SKILLS: Making Inference / Predicting Controlling Variables
Interpreting Data Making Hypothesis Using Space-Time Realtionship
Experimenting / Communicating Defining Operationally
MANIPULATIVE SKILLS: / Using and handling science apparatus Handling specimen correctly and carefully

/ Maintaining science apparatus correctly and safely Sketch specimen and science apparatus
/ Cleaning science apparatus correctly
THINKING MAP : Circle map Tree Map Bubble Map Double Bubble Map
Brace Map Bridge Map Flow Map Multi Flow Map
TEACHING AND Quiz Orally Presentation / Student work
LEARNING ASSESSMENT
(EVALUATION Drama/ PBL / Observation / Activity Others :________
INSTRUMENT): Book/Worksheet
PERFORMANCE NUMBER OF STUDENT
STANDARD PL 1 PL 2 PL 3 PL 4 PL 5 PL 6

21ST CENTURY SKILLS : Field Trip Game Gallery Walk

Game station / Role Play I-THINK Map
Hot seat simulation / Singing
REFLECTION:
____/ ____ students can achieve the required standard
____/ ____ student need further training and guidance of teacher
LEARNING CAN NOT BE STARTED AND WILL BE CONTINUED ON THE NEXT DAY BECAUSE:
Meeting / Course Medical Leave/CRK Others: ________________________________

TEACHING AND LEARNING PLAN DAILY YEAR 4 (WEEK ____)

SUBJECT: SCIENCE CLASS:
DATE: TIME:
THEME: TECHNOLOGY AND TOPIC: 10.0 MACHINE
SUSTAINABILITY OF LIFE
CONTENT STANDARD 10.1 Lever
LEARNING STANDARD: 10.1.2 Make generalisation on the relationship between the distances of load from fulcrum with the required force.
10.1.3 Explain the observations about the lever through written or verbal forms, sketches or ICT in a creative way.
LEARNING OBJECTIVE: Pupils are able to :
1. Make generalisation on the relationship between the distance of load from fulcrum with the required force.
SUCCESS CRITERIA: 1. Pupils will be able to explain the relationship between the distances of load from fulcrum with the required force correctly.
TEACHING ACTIVITIES : : Activity 1 1. Two pupils will be called to the front of the class to conduct the simulated lifting of rice (5kg) by using the
lever concept.
2. Pupils A will try to lift 5 kg of rice (load) with bricks distance (fulcrum) far from the load
3. Pupils B will try to lift 5 kg of rice (load) with bricks distance (fulcrum) close to the load.
4. Othe pupils will predict which pupils will be easier to lift the load.
5. Pupils answer will be linked to the experiments that will be conducted today.
: Activity 2 1. Pupils are divided into 5 groups. Each group will be given 50 cm-ruler, wooden block (5 cm x 5 cm x 5 cm),
fulcrum triangle. (TB page 173)
2. Pupils place the wooden block at one end of the ruler.
3. After that, pupils place the fulcrum triangle at a position of 25 cm from the wooden block.
4. Pupils press the other end of the ruler to lift the wooden block.
5. After that, they repeat the step by placing the fulcrum triangle at a distance of 20 cm and 15 cm from the
wooden block.
6. Pupils identify the difference in the frce needed for each change in the position of the fulcrum triangle.
: Activity 3 1. Pupils answer the question by doing exercises in the sciene book as reinforcement activities.
LEARNING MATERIALS: / Rice 5kg, bricks, broom / fulcrum triangle / 50 cm-ruler, wooden block (5 cm x 5 cm x 5
cm).
ELEMENT ACROSS THE Language / Science & Technology Entrepreneurship / Global sustainability
CURRICULUM : ICT / Environmental sustainability Patriotism
/ Noble Value Financial Education / Creativity And Innovatioan
THINKING SKILLS : LOWER ORDER THINKING SKILLS HIGHER ORDER THINKING SKILLS

/ Remembering / Applying / Evaluating

/ Understanding / Analysing Creating
SCIENCE PROCESS / Observing Classifying / Measuring And Using Number
SKILLS: / Making Inference / Predicting / Controlling Variables
/ Interpreting Data / Making Hypothesis / Using Space-Time Realtionship
/ Experimenting / Communicating / Defining Operationally
MANIPULATIVE SKILLS: / Using and handling science apparatus / Handling specimen correctly and carefully

/ Maintaining science apparatus correctly and safely Sketch specimen and science apparatus
/ Cleaning science apparatus correctly
THINKING MAP : Circle map Tree Map Bubble Map Double Bubble Map
Brace Map Bridge Map Flow Map Multi Flow Map
TEACHING AND Quiz Orally / Presentation / Student work
LEARNING ASSESSMENT
(EVALUATION Drama/ PBL / Observation / Activity Others :________
INSTRUMENT): Book/Worksheet
PERFORMANCE NUMBER OF STUDENT
STANDARD PL 1 PL 2 PL 3 PL 4 PL 5 PL 6

21ST CENTURY SKILLS : Field Trip Game Gallery Walk

Experiment / Role Play I-THINK Map
Hot seat Presentation / Singing
REFLECTION:
____/ ____ students can achieve the required standard
____/ ____ student need further training and guidance of teacher
LEARNING CAN NOT BE STARTED AND WILL BE CONTINUED ON THE NEXT DAY BECAUSE:
Meeting / Course Medical Leave/CRK Others: ________________________________
 TEACHING AND LEARNING PLAN DAILY YEAR 4 (WEEK ____)
SUBJECT: SCIENCE CLASS:
DATE: TIME:
THEME: TECHNOLOGY AND TOPIC: 10.0 MACHINE
SUSTAINABILITY OF LIFE
CONTENT STANDARD 10.2 Simple Machines and Complex Machines
LEARNING STANDARD: 10.2.1 Explain with examples the types and uses of simple machines by carrying out activities.
LEARNING OBJECTIVE: Pupils are able to :
1. Give examples for each type of simple machines
SUCCESS CRITERIA: 1. Pupils will be able to give one examples for each types of simple machines correctly.
TEACHING ACTIVITIES : : Activity 1 1. A pupil was called forward and brought a pencil and sharpener for demonstration activities.
2. The pupils was asked to sharpen the pencil until it was finished.
3. All pupils will respond to teacher question “What is the name of the tool your friend uses? Does the tool make it easier
and faster to work? Why?
4. Pupils answer will be linked to the use of other simple machine in daily life.

: Activity 2 1. Pupils are divided into 5 groups. Each group will be given mah-jong paper, a box containing various object and double
sided tape. (Mix-and-Match)
2. Pupils need to create one line per group. A representative of the group affixed to the white paper on the white board.
3. Pupils in the front row need to find and select the picture of the simple machine object inside.
4. After finding a picture of a simple machine object, the pupils would need to attach the double sided tape on placed it on a
mah-jong paper.
5. The the first pupils ran back to the original group and clapped his friend in the second row.
6. This aactivity is repeated until the 10 minute period is over.
7. Once completed, pupils review the answers with the teacher.
: Activity 3 1. Pupils answer the question by doing exercises in the sciene book as reinforcement activities.
LEARNING MATERIALS: / Pencil and sharpener / double sided tape / mah-jong paper, a box containing various
object.
ELEMENT ACROSS THE Language / Science & Technology Entrepreneurship / Global sustainability
CURRICULUM : ICT / Environmental sustainability Patriotism
/ Noble Value Financial Education Creativity And Innovatioan
THINKING SKILLS : LOWER ORDER THINKING SKILLS HIGHER ORDER THINKING SKILLS

/ Remembering / Applying Evaluating

/ Understanding / Analysing Creating
SCIENCE PROCESS / Observing Classifying Measuring And Using Number
SKILLS: Making Inference Predicting Controlling Variables
Interpreting Data Making Hypothesis Using Space-Time Realtionship
Experimenting / Communicating Defining Operationally
MANIPULATIVE SKILLS: / Using and handling science apparatus Handling specimen correctly and carefully

/ Maintaining science apparatus correctly and safely Sketch specimen and science apparatus
Cleaning science apparatus correctly
THINKING MAP : Circle map Tree Map Bubble Map Double Bubble Map
Brace Map Bridge Map Flow Map Multi Flow Map
TEACHING AND Quiz Orally / Presentation / Student work
LEARNING ASSESSMENT
(EVALUATION Drama/ PBL / Observation / Activity Others :________
INSTRUMENT): Book/Worksheet
PERFORMANCE NUMBER OF STUDENT
STANDARD PL 1 PL 2 PL 3 PL 4 PL 5 PL 6

21ST CENTURY SKILLS : Field Trip Game mix-N-Match / Gallery Walk

Experiment Role Play I-THINK Map
Hot seat Presentation Singing
REFLECTION:
____/ ____ students can achieve the required standard
____/ ____ student need further training and guidance of teacher
LEARNING CAN NOT BE STARTED AND WILL BE CONTINUED ON THE NEXT DAY BECAUSE:
Meeting / Course Medical Leave/CRK Others: ________________________________
 TEACHING AND LEARNING PLAN DAILY YEAR 4 (WEEK ____)
SUBJECT: SCIENCE CLASS:
DATE: TIME:
THEME: TECHNOLOGY AND TOPIC: 10.0 MACHINE
SUSTAINABILITY OF LIFE
CONTENT STANDARD 10.2 Simple Machines and Complex Machines
LEARNING STANDARD: 10.2.2 Solve problems using two or more simple machines.
10.2.3 Summarise the meaning of complex machines
10.2.4 Explain the observations of the simple and complex machines through written or verbal forms, sketches or ICT in a creative way.
LEARNING OBJECTIVE: Pupils are able to :
1. Generate idea to solve problems involving the use of machines
2. Summarise the meaning of complex machines
SUCCESS CRITERIA: 1. Solve problems using two or more simple machines.
2. Summarise the meaning of complex machines correctly.
3. Explain the observations of the simple and complex machines through written and sketches correctly
TEACHING ACTIVITIES : : Activity 1 1. A pupils is asked to come in front of the class and demonstrate how to cutting a machine picture by using scissors.
2. The pupils will respond to the teacher’s question “How many numbers of simple machines that your friend has used to
cut paper in the demonstration.
3. Pupils t answer will be used to explain about complex machines. “ A complex machine consist of a combination of more
than one simple machine”
: Activity 2 1. Pupils will be in groups to do “ find & match” activities.
2. Pupils will be given a picture of bicycle, scissors, 7 picture of simple machine and glue (2 set).
3. The pupils will devide the paper into two section. Section number 1 ( Picture of bicycle), section number 2 (picture of
scissor).
4. Each simple machine found in the picture of the complex machine will be labeled and affixed with the correct machine
picture.
5. Each group will present their work of their discussion in front of the class and check all answer of other group.
: Activity 3 1. Pupis will be provide with reinforcement question through a workbook on indentifying simple machine in complex
machines.
LEARNING MATERIALS: / Scissors and picture of machine / glue Lap top, slide power point

ELEMENT ACROSS THE Language / Science & Technology Entrepreneurship / Global sustainability
CURRICULUM : ICT / Environmental sustainability Patriotism
/ Noble Value Financial Education Creativity And Innovatioan
THINKING SKILLS : LOWER ORDER THINKING SKILLS HIGHER ORDER THINKING SKILLS

/ Remembering / Applying Evaluating

/ Understanding / Analysing Creating
SCIENCE PROCESS / Observing Classifying Measuring And Using Number
SKILLS: Making Inference / Predicting Controlling Variables
Interpreting Data Making Hypothesis Using Space-Time Realtionship
Experimenting / Communicating Defining Operationally
MANIPULATIVE SKILLS: / Using and handling science apparatus Handling specimen correctly and carefully

/ Maintaining science apparatus correctly and safely Sketch specimen and science apparatus
Cleaning science apparatus correctly
THINKING MAP : Circle map Tree Map Bubble Map Double Bubble Map
Brace Map Bridge Map Flow Map Multi Flow Map
TEACHING AND Quiz Orally / Presentation / Student work
LEARNING ASSESSMENT
(EVALUATION Drama/ PBL / Observation / Activity Others :________
INSTRUMENT): Book/Worksheet
PERFORMANCE NUMBER OF STUDENT
STANDARD PL 1 PL 2 PL 3 PL 4 PL 5 PL 6

21ST CENTURY SKILLS : Find And Match / Game Gallery Walk

Experiment Role Play I-THINK Map
Hot seat Presentation Singing
REFLECTION:
____/ ____ students can achieve the required standard
____/ ____ student need further training and guidance of teacher
LEARNING CAN NOT BE STARTED AND WILL BE CONTINUED ON THE NEXT DAY BECAUSE:
Meeting / Course Medical Leave/CRK Others: ________________________________