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Steps/Phase Teaching & Learning Activities Remarks

This document summarizes a 60-minute science lesson for a 2nd grade class on living and non-living things. The lesson involved showing students pictures and discussing observations. Students then listed examples of living things and their characteristics of needing food/water, breathing, moving, reproducing, and growing. Next, students went outside and observed things around the school, listing what they saw and identifying living things. Finally, the class summarized what they learned about distinguishing between living and non-living things and the teacher reflected on using both English and the students' native Mandarin for instruction.

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Ryan Bong
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44 views

Steps/Phase Teaching & Learning Activities Remarks

This document summarizes a 60-minute science lesson for a 2nd grade class on living and non-living things. The lesson involved showing students pictures and discussing observations. Students then listed examples of living things and their characteristics of needing food/water, breathing, moving, reproducing, and growing. Next, students went outside and observed things around the school, listing what they saw and identifying living things. Finally, the class summarized what they learned about distinguishing between living and non-living things and the teacher reflected on using both English and the students' native Mandarin for instruction.

Uploaded by

Ryan Bong
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
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Date

19th February 2010

Time

0820-0920

Class

2G

Number of pupils

Subject

Science

Learning Theme

Learning about living things

Learning Area

Living things and non-living things

Learning Objective

to make observations and use these to group things into living


and non-living things.

Learning outcomes

In the end of this lesson, pupils will be able to


(a) make list of the things they see.
(b) state the characteristics of living things, i.e.:
It needs food and water
It breathes
It can move
It grows
It can produce young

Time required

60 minutes

Science Process Skills /Thinking Skills: Observation / generation of idea


Scientific Attitude and Values : Inquisitive about their environment
Learning aids and materials

Steps/Phase
Induction Set
(5 minutes)

Contents
Picture

: Picture

Teaching & Learning


Activities
Teacher shows picture.
Pupils observe the picture
Teacher asks:
(a) What can you observe
from the picture?
(b) Can you tell teacher the
thing seen in the picture?
Teacher tells the pupils that

Remarks
SPS:
observing

todays lesson is about living


and non living things
.
Step 2
(25 minutes)

There are two groups


of things. Living
things are alive but
non-living things are
not alive.
Living things:
need food and
water.
Breathe
Can move by
themselves
Produce young
Grows

Teacher explains to pupils there


are two groups of things.
Living things are alive but nonliving things are not alive.

TS:
generation of
idea

Teacher gives examples of


living things.
Teacher explains to pupils
living things:
need food and water.
Breathe
Can move by themselves
Produce young
Grows
Teacher asks pupils to give
example of living things.
(accept all answer without
pointing out the mistakes)
Teacher writes pupils answers
on blackboard.
Teacher discusses with pupils
their answer.

Step 3
(25 minutes)

Outdoor activity.

Teacher brings pupils to walk


around the school.
Teacher instructs the pupils to
list out in a paper the thing that
they see.
Teacher asks pupils to identify
living things from their
observation by.

Closure
(10 minutes)

Summarize the lesson.

Teacher helps the pupils to


summarize todays lesson.
Teacher asks further questions
to stimulate pupils thinking:

SPS:
Observing

Values:
Inquisitive
about their
environment

Values:
Inquisitive
about their
environment

(a) Why you say some


things are living things?
(b) What do living things
need in order to grow?

Reflection:
Firstly, when I conducted the lesson fully in English, the pupils couldnt understand
the message and information I conveyed. They are not strong in English. Hence I tend to use
bilingual i.e. English and Mandarin. I translate every speech of mine in Mandarin after I
have spoken in English. I had also leaded them to convey their idea or answer in English.
Secondly, I found that the pupils were very happy and active when I brought them
walked around the school. They were very corporative, well behaved and successfully done
the task given to them. Therefore, I will try to have more outdoor activities when teaching
science.

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