Project for

Strengthening Primary Teacher Pre-Service Education

in Mathematics and Science

STEPMAS Project

Year 1 Science

Student-Teacher’s Module
Chapter 7– 10

February 2025

Enhancing Mathematics and Science Education in Papua New Guinea

 Project for
Strengthening Primary Teacher Pre-Service Education
in Mathematics and Science
STEPMAS PROJECT

Year 1
Science Student-Teachers’ Module Chapter 7– 10
(2nd half of Semester 1)

Table of Contents

(not including this book)

Orientation: 0-1
Introduction of National Science Textbook
and Teacher’s Manual
1. Science Process Skills 1-1
2. Observing Plants 2-1
3. Grouping Plants 3-1
4. Observing Animals 4-1
5. Describing Matter 5-1
6. Measuring Matter 6-1

7. Mixing Matter 8-1

8. Properties of Magnet 8-1
9. Properties of Light 9-1
10. Movement of the Sun 10-1
 Unit 7: Mixing Matter
The main subject in this Unit is ‘Mixing Matter.’ The aim of the unit is to understand the necessary content
knowledge and develop pedagogical skills to conduct effective teaching in primary school for the Topic ‘2.3 Mixing
Matter’ introduced in the SBC Grade 3 Science Teacher’s Manual.

Lecture 1 Knowledge
7-1. Overview of SBC Science content knowledge
Refer to the SBC Grade 3 Science Teacher’s Manual on page 62 and study the components of the National textbook
regarding the Topic ‘2.3 Mixing Matter’ according to the following information.

Overview of the Topic in SBC Grade 3

SBC Syllabus Primary Grades 3, 4 & 5 Grade 3
Strand Physical Science Unit Matter
Contents Standard in 3.2.6 Investigate and describe methods used to separate substances in mixtures.
SBC Syllabus
Topic in SBC Textbook Chapter: 2. Properties of Matter
Topic: 2.3 Mixing Matter
Textbook page 57 - 63 Teacher’s manual page 34, 35, 62 - 69
Topic Objective in Students will be able to;
Textbook • Recognise that no new matter is produced when a mixture is made.
• Separate mixture into each matter by using ways such as sight, magnet, strainer and
water.

Scope and Sequence of the learning contents in SBC

Study how the learning contents in this topic connects to the other topics in different Grades.
Grade 8
Grade 3 Grade 4 Grade 5 Grade 6 Arrangement
2.1 Describing Matter 5.1 5.1 Properties of 11.1 Mixtures of particles
2.2 Measuring Matter Characteristics Three States of 11.2 Solutions when heat is
2.3 Mixing Matter of Air (Gas) Matter Grade 7 applied
Atoms and
Molecules
Grade 8
Grade 4 Grade 5 Chemical
12.1 Physical Change and 4.1 Common Changes and
Chemical Changes in Matter Chemical Change its properties
12.2 States of Water

In Grade 3, PS students learn basic concept of mixture and the basics of mixed matter separation
methods by using their daily life experience. In Grade 6, they will learn methods to separate a mixture
by filtration and evaporation. In Grade 7, they will develop their understanding on how matter is
classified into pure substance, compound and mixture.

Check your prior knowledge

Confirm your understanding of the learning contents about “Mixing Matter” in SBC Grade 3.
Fill in the blanks with correct words.
1. Matter is the stuff that physically exists around us. It has _______________ and takes up
___________. Thus, the sound is not a matter but the air is a matter.
2. Weight, ____________, colour, texture, temperature, taste, and smell are the properties of matter.
3. ______________ is something made of two or more kinds of matter.
4. The ways to separate a mixture include sight, _______________, strainer, or _____________.

SCIENCE Student-Teacher’s Module Unit 7: Mixing Matter

7-1
Deepen your understanding and thinking skills
Solve the following questions by applying basic content knowledge.

Question 1.
John categorised matters (air, seawater, salad, sugar, blood, and iron) into pure matters and mixed matters
as follows. Which substance is in the wrong group?
Pure Matters Mixed Matters
Air Seawater
John’s Answer Sugar Iron nails
blood Salad

Correct Answer

Question 2.
The flowchart below shows one way of separating sand, nails, and wood chips in a mixture. Describe other
ways of separating sand, nails and wood chips from a mixture.

1. Using a magnet Iron nails

2 Using a strainer
sand

A mixture of iron nails, sand,

and wood chips
A mixture of sand
and wood chips

wood chips

SCIENCE Student-Teacher’s Module Unit 7: Mixing Matter

7-2
In-depth knowledge for this chapter
Lesson 1: “Observing a Mixture” Pure matter and mixture
Matter can be classified into two broad categories: pure matter and
mixture.
Matter

Pure Matter Mixture

Pure matter consists only of one matter whose properties are

constant throughout the sample. A material composed of two or
more matters that are combined physically but not chemically is a
mixed matter that is called mixture.
Pure matter Mixed matter (Mixture)
Water Air
Sugar → Nitrogen, Carbon dioxide,
Salt oxygen etc.
Iron nail Seawater
Gold → Water and salt
Oxygen Blood
Carbon dioxide → plasma, red blood cells, white
blood cells and platelets
Scissors
→ Metal and plastic
Salad/Mumu
→ Several kinds of vegetables
Lesson 2: “Separating a Mixture” Separation techniques in our daily lives
A mixture may contain solids, liquids, or gases. The substances in
a mixture are just physically combined. Matters can be separated
based on differences in their physical properties such as different
size, magnetism, boiling points, etc. There are various separation
techniques in our daily lives.
For example, when you cook pasta, you
must have used a colander or sieve to
separate the boiling water from the
cooked pasta. The holes in the colander or
sieve let the water pass through but not
the pasta. This separating technique uses
“filtration.” Filtration is based on the mechanism that the smaller
water particles can easily pass through the filter, which traps the
larger solid particles.
During the separation process, it is important not to chemically
change any of the parts of the mixture. Properties of pasta and

SCIENCE Student-Teacher’s Module Unit 7: Mixing Matter

7-3
 water don’t change before and after the separating process.

Almost metals can be recycled. For

example, iron and steel make up the
majority of the recycled metal. It is
supplied mainly from industry and
increasingly from urban and household
waste. Scrap and recycling centres
process all kinds of materials, such as
iron, stainless steel, etc. Separating
ferrous metals from non-ferrous metals is
a very important step for recycling. Ferrous metals can be collected
with a magnet, separating them from non-ferrous metals such as
aluminium and copper, which have no iron content and don’t
attract to a magnet. This separation technique applies the method
of “using a magnet.”

Physically impossible to separate

When an iron nail is left in a wet environment for a long period,
rust forms on its surface. Rust is a substance formed by the
chemical combination of iron and oxygen. However, it is physically
impossible to separate the oxygen from the rust and recover the
original iron by methods of hand picking or using a magnet, using
strainer. This demonstrates that rust is a chemically bonded
substance. Therefore, rust, which cannot be physically separated,
is not classified as a mixture, but it is a pure matter.

SCIENCE Student-Teacher’s Module Unit 7: Mixing Matter

7-4
 Lecture 2 Practice

7-2. Study the SBC Science Lesson and Develop teaching and learning materials
Let’s study the lesson “Separating a Mixture” in the Grade 3 Teacher’s Manual page 64-65 (refer to the lecture 3)
to develop teaching and learning materials and prepare to conduct the MOCK lesson.

Target SBC lesson: Separating a Mixture

(1) Overview of the lesson
Previous Lesson This Lesson
Observing a Mixture Separating a Mixture
• Mixture is something made of two or • A mixture can be separated into
more kinds of matter each matter by their properties.
• When we make a mixture, there is no • The ways to separate a mixture is:
new matter. - Using sight
• When one or more kinds of matter are - Using magnet
mixed together, the properties of each - Using strainer
matter do not change. - Using water

1) Connection from the previous lesson to this lesson

In the previous lesson, PS students learnt about observing a mixture and recognised that when different kinds of
matter are mixed together, it forms a mixture but the properties of each matter do not change. This lesson
focuses on separating a mixture using different ways using their properties such as colour, size and shape.
Furthermore, mixtures can be separated using senses, magnets, strainer and water.

2) Key knowledge to be acquired through the lesson

Mixture can be separated into each matter using their properties. A matter or substance in a mixture can be
separated using sight, magnet, strainer and water which links to the answer of the key question “How can we
separate a mixture?”

3) Key scientific process skills to be developed through the lesson

Basic scientific process skills Integrated scientific process skills
Predicting, observing, inferring,
communicating scientifically
PS students develop the above scientific process skills through the lesson. They will predict ways of separating
each matter from a mixture based on their properties. PS students will observe and separate each matter from a
mixture using their properties. They will communicate scientifically and draw conclusions that mixtures can be
separated into each matter by their properties using ways such as sight, magnet, strainer and water.

SCIENCE Student-Teacher’s Module Unit 7: Mixing Matter

7-5
(2) Practice of the activity
The purpose of the activity introduced in the SBC Textbook is to let PS students inquire and find out ways to
separate mixture using the properties of each matter which leads to the key knowledge and develop the key
scientific process skills in this lesson.
Activity Let’s conduct the activity following the procedures in the Grade 3 Teacher’s Manual page 64.
Verify the ways to separate mixture of nails, sand and wood chips into each matter considered in Question 2 of
page 7-2.
Your findings Key Question: How can we separate a mixture?
Matter Properties
Iron
nails
Sand

Wood

(How to separate a mixture)

Think! As minimum criteria (skills/knowledge), PS student

should:

(3) Study the expected findings/results of PS students in the activity

Based on your experience in the above activity;
Think What are some possible misconceptions that PS students had before the lesson?

Think! Some PS students would have their misunderstanding through the activity because of their mis-
operation/mis-observation. What are expected incorrect results/findings of PS students and its causes due to the
mis-operation/mis-observation?
Incorrect results Causes of the incorrect results

SCIENCE Student-Teacher’s Module Unit 7: Mixing Matter

7-6
(4) Point of teaching to facilitate PS students to lead them to intended conclusion
How can you facilitate PS students to the intended conclusion of this lesson, with solving their misconceptions and
avoid creation of misunderstandings? Based on your study in (3), find out ways to assist PS students in each step
of the lesson.
Preparation What should teacher prepare before the lesson?

Introduction Motivate students to relate to the previous lessons and pose the key question ‘How can
we separate a mixture?’.
Activity How can teacher assist PS students in the activity?

Discussion How can teacher facilitate PS student with guiding questions to link the findings in the
activity to the conclusion (key knowledge) of the lesson?

Summary Teacher encourages PS student to summarise the lesson in their own words and assess
their understandings according to the lesson objectives.
Ask the following questions as assessment:
- What are the ways of separating mixtures?
- Why can a mixture be separated using sight, magnet, strainer and water?

Preparation for MOCK teaching

Make groups of 4 ~ 6 STs for mock teaching at next lecture and decide on a lesson demonstrator to be a role of teacher
in each group. The group members prepare the necessary materials that will be used in the lesson for the lecture.

SCIENCE Student-Teacher’s Module Unit 7: Mixing Matter

7-7
 Lecture 3 Mock
7-3. Mock teaching
Conduct a 30 min mock teaching using the lesson ‘Separating a Mixture’ in SBC Grade 3 Science Teacher’s Manual
page 64 –65 in each group.

1. Preparation
- Prepare the necessary materials that will be used in the lesson based on the Teacher’s Manual.

2. Introduction
- The lesson demonstrator in each group reviews information for the mock teaching such as the lesson objectives,
prior knowledge and assessment before starting the lesson.

3. Mock teaching
- The group members conduct the mock teaching. The learners take the role of students and refer to I. Evaluation
table for MOCK teaching shown at the bottom of this page and take down notes in each stage of the lesson flow
(Introduction & Key question, Activity, Discussion and Summary).

4. Reflection
- After the mock teaching, the lesson demonstrator reflects on his/her own teaching using the self-checklist while
the other group members reflect on the mock teaching using the evaluation table. Learners provide feedback to
the demonstrator with evidence based on the common criteria shown in the table. Discuss how the lesson could
be improved based on the feedback and find the clear and concrete solution.

I. Evaluation table for MOCK teaching

Circle the rating scale (3, 2, or 1) that best fits your observations for each step of the lesson.
3. Excellent 2. Fair 1. Need to improve
Preparation (Condition)
Teacher prepares all materials Teacher prepares some Teacher prepares no
required for the lesson. materials required for the materials.
lesson.
Comments: Show the evidence of your evaluation; what materials are prepared.

3. Excellent 2. Fair 1. Need to improve

Introduction (Condition)
& Key question Learners clearly understand Learners understand the Learners do not understand
the lesson objectives and are lesson objectives and are the lesson objectives and are
motivated to process somewhat motivated to not motivated to process
scientific inquiry. process scientific inquiry. scientific inquiry.
(Observable behaviour/action)
Teacher gives the effective Teacher gives reasonable key Teacher gives little or no key
key question linked to questions linked to learner’s questions linked to learner’s
learner’s prior knowledge prior knowledge and prior knowledge and
and experience experience. experience
Comments: Show the evidence of your evaluation; what introduction/key question/etc. are present.

SCIENCE Student-Teacher’s Module Unit 7: Mixing Matter

7-8
 3. Excellent 2. Fair 1. Need to improve
Activity (Condition)
Learners actively participate Learners participate the Learners are not motivated to
and enjoy the scientific activity properly. participate to the activity.
inquiry.
(Observable behaviour/action)
Teacher appropriately Teacher fairly prepares the Teacher minimally prepares
prepares the activity setting activity setting and the activity setting and does
and effectively improves the reasonably give the not give the instruction from
instruction given in the instruction from the teacher’s the teacher’s manual to
teacher’s manual to motivate manual to motivate learners motivate learners more.
learners more. more.
Comments: Show the evidence of your evaluation; what instructions are present.

3. Excellent 2. Fair 1. Need to improve

Discussion (Condition)
Leaners independently Leaners are assisted or guided Leaners need to be motivated
participate in the discussion to participate in the to participate in the
to present their findings discussion to present their discussion to present their
based on the results of the findings based on the results findings based on the results
activity. of the activity. of the activity.
(Observable behaviour/action)
Teacher fully utilises guiding Teacher utilises some guiding Teacher rarely utilises guiding
questions based on the questions based on the questions and mainly explains
teacher’s manual to teacher’s manual to scientific concepts or answers
encourage learners to encourage learners to discuss in the activity by themselves.
discuss by themselves. by themselves.
Comments: Show the evidence of your evaluation; what discussions are conducted.

3. Excellent 2. Fair 1. Need to improve

Summary (Condition)
Learners independently Learners are assisted or Learners have difficulty to
construct the new scientific guided to construct the new construct the new scientific
knowledge from the scientific knowledge from the knowledge from the summary
summary and conclusion of summary and conclusion of and conclusion of the lesson.
the lesson. the lesson.
(Observable behaviour/action)
Teacher frequently asks Teacher sometimes asks Teacher rarely asks learners
learners what they have learners what they have what they have learnt and
learnt and organise the learnt and organise the organise the blackboard to
blackboard to summarise blackboard to summarise the summarise the lesson, and
the lesson, and gives lesson, and gives learners a gives learners a time for their
learners a time for their time for their note taking. note taking.
note taking.
Comments: Show the evidence of your evaluation; what summaries are done.

SCIENCE Student-Teacher’s Module Unit 7: Mixing Matter

7-9
II. Self-check list by demonstrator
Circle one:( 4. Excellent, 3. Good, 2. Fair, 1. Need to improve) that best shows the level of your performance.
Contents Rating
1 I demonstrated the lesson according to the Teacher’s Manual. 4/3/2/1
How did you apply Pedagogical Content knowledge (PCK)? How did you adjust
2
your lesson to suit your learners’ learning needs?
a. I adjusted my approach for my learners to understand. 4/3/2/1
I prepared appropriate lesson contents and teaching materials for my
b. 4/3/2/1
learners.
I was aware of the expected learners’ responses and behaviours and
c. 4/3/2/1
guided them well.
d. I made sure that the process skills required for this lesson were achieved. 4/3/2/1

3 I made sure that the learners were ready prior to the lesson. 4/3/2/1

4 I assessed the achievements of my learners during the lesson. 4/3/2/1

5 How did you apply the following teaching skills?

a. Questioning skills 4/3/2/1

b. Blackboard writing skills 4/3/2/1

c. Clear instructions to avoid misunderstandings 4/3/2/1

Communication and facilitation skills to prompt active interaction
d. 4/3/2/1
between learners/amongst learners and myself.
6 I identified good points and challenges that needed to be improved in my lesson. 4/3/2/1

7 I am able to improve my lesson based on the above challenges. 4/3/2/1

SCIENCE Student-Teacher’s Module Unit 7: Mixing Matter

7-10
Reference:
SBC Grade 3 Science Teacher’s Manual page 64 –65

SCIENCE Student-Teacher’s Module Unit 7: Mixing Matter

7-11
SCIENCE Student-Teacher’s Module Unit 7: Mixing Matter
7-12
 Unit 8: Properties of Magnet
The main subject in this unit is Properties of Magnet. The aim of the unit is to understand the necessary content
knowledge and develop pedagogical skills to conduct effective teaching in primary school for the topic ‘8.1
Properties of Magnet’ introduced in the SBC Grade 3 Science Teacher’s Manual.

8-1. Overview of SBC Science content knowledge Lecture 1 Knowledge

Refer to Grade 3 Science Teacher’s Manual page 160- 177 and study the components of the student textbook
regarding the topic ‘8.1. Properties of Magnet’ according to the following information.
Overview of the Topic in SBC Grade 3
SBC Syllabus Primary Grades 3, 4 & 5 Grade 3
Strand Physical Science Unit Energy
Contents Standard in 3.2.3 Investigate and explore the characteristics and functions of magnets.
SBC Syllabus
Topic in SBC Textbook Chapter: 8. Magnet
Topic: 8.1 Properties of Magnet
Textbook page 157-173 Teacher’s manual page 160 – 177
Topic Objectives in Students will be able to;
• Describe the function of magnets.
Teacher Manual
• Group objects into magnetic and non-magnetic object.
• Examine the difference in strength of force at the different parts of a bar magnet.
• Compare the behaviour of two poles when unlike and like poles come together.
• Explain that an iron object becomes a magnet once the object is attracted to a
magnet.
• Explain the reason why a compass always points to the same direction.

Scope and Sequence of the learning contents in SBC

Study how the learning contents in this topic connects to the other topics in different grades.
Grade 3 Grade 8
Grade 6 Electric Current
5.1 Magnet 7.1 Electromagnet and Magnetic
Field

In Grade 3, PS students learn the basic properties of a magnet. In Grade 6, PS students will learn

Grade 3 the characteristics of an electromagnet based on the properties of magnets. In Grade 8, PS

6.1 Force students will develop their understanding of magnetism and electricity through the investigation
of its relationship.

Check your prior knowledge

Confirm your understanding of the learning contents about Properties of Magnet in Grade 3.
Fill in the blanks with the correct scientific words.
1. Magnet can attract magnetic objects that are made of _______________.
2. All magnets have two poles, the ______________ and ______________ pole.
3. Unlike-poles of magnets, North - South, ______________ each other, while like-poles of magnets, North - North,
South - South ______________ each other.
4. Once an iron object is attracted to a magnet, the object becomes a _____________ temporarily.
5. A ______________ always points North to help us find the direction.

SCIENCE Student-teacher’s Module Unit 8: Properties of Magnet

8-1
Deepen your understanding and thinking skills
Solve the following questions by applying basic content knowledge.

Question 1.
Which of the following objects are attracted to a magnet? Why do you think so?

Question 2.
Choose the letter with the correct answer.
Which part of the bar magnet attracts more steel paper clips? Explain your answer.

Question 3.
Brenda finds a bar magnet as shown in the picture on the right. She didn’t
know which side of the magnet is the north or south pole. How can she find
out which pole is side ‘X’ of the magnet?

SCIENCE Student-teacher’s Module Unit 8: Properties of Magnet

8-2
In-depth knowledge for this chapter
Lesson 1: “Magnet around Us” A magnet is an object capable of attracting iron and produces
magnetism. A magnet that keeps its magnetism for a long time is
called a permanent magnet.
Permanent magnets are used around us. A ferrite magnet and a
neodymium magnet are popular permanent magnets which are
made of different materials.

Ferrite magnet Neodymium magnet

Ferrite magnets are widely Neodymium magnets are the

used in our daily life because strongest type of permanent
it can be easily processed magnet used in electrical apparatus
into various shapes. that require strong magnetism.
Lesson 2: “What is Attracted to a Magnetic objects attracted to a magnet are made of iron, nickel
Magnet” and cobalt. Nickel and cobalt are kinds of metal as well as iron. Steel
is also a magnetic object which is a major product of iron.
Other metals such as aluminium, copper, brass, tin, gold and silver
are not attracted to magnet. Soda cans are typically made of
aluminium, so it is not attracted to magnets. In addition, all non-
metals such as plastic, rubber, glass, paper and wood are not
attracted to magnets.

*Cobalt and nickel are not familiar to primary school students so

these metals are not introduced as magnetic objects at Grade 3
level.

Lesson 3: “Force of Attraction between The force of magnetism is not consistent throughout a magnet.
Magnet and Object?” Magnetic poles are the parts of a magnet where the magnetism is
the strongest. Every magnet has a north pole and a south pole.
If a bar magnet is broken between
the two poles as shown in the
picture, the two small pieces are
still magnets, that is, each piece has
a north pole and south pole. If it is
further broken down into tiny
pieces, the pieces are still magnets.
How do the poles of magnets affect the force of attraction
between the magnets and magnetic objects? Magnetic field is an

SCIENCE Student-teacher’s Module Unit 8: Properties of Magnet

8-3
 area around a magnet where magnetic object can be affected by
its magnetic force. We can see the shape of a magnetic field by
spreading iron fillings. The iron filings align along the magnetic field
surrounding a bar magnet. Magnetic field lines are imaginary lines
representing the direction and strength of the magnetic field. The
magnetic field is strongest at the poles, where the field lines are
most concentrated.
A magnetic force can be acting on a paper clip when a magnet is
nearby but not actually touching. If a piece of iron is placed in the
magnetic field of a magnet, it will experience a magnetic force.

Lesson 4: “ Properties of Poles of The magnetic field lines of each magnet change their shapes
Magnets” when two magnets are placed near each other.
When the unlike poles of two bar
magnets are placed near each other,
the magnetic field lines of the magnets
join together and the unlike poles
attract each other. Unlike poles attract each
When the like poles of two bar other

magnets are placed near each other,

the magnetic field lines of the
magnets repel each other. The
magnetic repulsion pushes the like
poles apart and repel each other.
Like poles repel each other

Lesson 5: “Making a magnet” A Magnetic object such as iron nail contains

lots of tiny magnets called magnetic domains.
Its domains are normally arranged randomly
with its magnetism canceling each other,
Inside of a
thus, there's no overall magnetism. However, magnetic object
when an iron nail contacts with a magnet, the
domains in the iron nail line up with the magnetic field of the
magnet. The iron nail has become magnetized.

SCIENCE Student-teacher’s Module Unit 8: Properties of Magnet

8-4
 Unmagnetized Magnetized
After removing the magnet, the domains in the iron nail keep
aligned for a while, so the iron nail temporally behaves as a magnet
and can attract a paper clips until the iron nail loses its magnetism.
A permanent magnet is one that retains its magnetic properties
for a long period of time.
Lesson 6: “Which Way?” The Earth acts like a
giant magnet. Like a bar
magnet, the Earth has a
magnetic north and
south pole and also has a
magnetic field around
the planet as shown in
the figure on the right. In
fact, the magnetic south
pole of the Earth’s magnet is near the geographical North pole
(Arctic). A compass needle which can spin freely is a small magnet
that aligns itself with the Earth’s magnetic field. Thus, the north
seeking poles of the compass needle is attracted to the magnetic
south pole of the Earth so the compass needle always points to the
pole of the North of the Earth.

SCIENCE Student-teacher’s Module Unit 8: Properties of Magnet

8-5
 Lecture 2 Practice

8-2. Study the SBC Science and Develop teaching and learning materials
Let’s study the lesson ‘What are Attracted to Magnets’ in the Grade 3 Teacher’s Manual page 164-165 (refer to the
Lecture 3) to develop teaching and learning materials and prepare to conduct the MOCK lesson.

Target lesson: What is Attracted to a Magnet?

(1) Overview of the lesson
Previous Lesson This Lesson Next lesson
Magnets around us What is Attracted to a Magnet? Force of Attraction between
Magnet and Object.
• A magnet is an object • An object attracted by a magnet is • All magnets have two poles
made of iron. called a magnetic object. called the north pole and
• There are different shapes • Most magnetic objects are made of the south pole.
and sizes of magnets. iron. • The two ends attract the
• Magnets can push and pull • A magnet attracts iron objects even most magnetic objects and
some objects. though their shape, colour and size the centre is the weakest
• When two magnets are are different. point where it doesn’t
placed near each other, • An object which is not attracted by a attract anything.
they push or pull each magnet is called a non-magnetic • All magnets have two poles
other. object. even though the shapes or
• A magnet can also pull • Non-magnetic objects are made of sizes of magnets are
objects through paper, other objects like paper, plastic, glass different.
glass and air without being and wood.
touched. • An aluminium can is a metal but is not
attracted by a magnet because it is a
non-magnetic metal.

1) Connection from the previous lesson to this lesson and to next lesson
In the previous lesson, PS students learned about what a magnet is, what it can do and what it is made of. This
lesson focuses on magnetic and non-magnetic objects. PS students investigate which objects are attracted or
not attract to a magnet and that magnetic objects are made of iron. In the next lesson, PS students will
describe that a magnet has two poles; north pole and south pole. The poles of the magnet always attract most
magnetic objects.

2) Key knowledge to be acquired through the lesson

Magnets can attract objects that are made of iron. A magnet attracts iron objects even though their shape,
colour and size are different which corresponds to the answer of the key question.

3) Key scientific process skills to be developed through the lesson

Basic scientific process skills Integrated scientific process skills
predicting, observing, classifying, inferring,
communicating scientifically
PS students develop the above process skills through the lesson. PS students predict which objects are attracted
to a magnet. They will observe and classify the objects into magnetic and non-magnetic objects. Based on the
result of the activity, they will communicate scientifically and infer that most magnetic objects are made of iron.

SCIENCE Student-Teacher’s Module Unit 8: Properties of Magnet

8-6
(2) Practice of the activity
The purpose of the activity introduced in the textbook is to let PS students to investigate objects that are attracted
to a magnet and their common feature that leads to the key content knowledge and develop the key scientific
process skills in this lesson.
Activity Let’s conduct the activity following the procedures in the Grade 3 Teacher’s Manual page 164.
Investigate daily magnetic objects and the kind of materials they are made of that are adequate and available
for PS students to conduct the activity.
Your findings (as sample) Key Question: What things are attracted to
Objects attracted to Objects not attracted magnets?
magnets to magnets

Think! As minimum criteria (skills/knowledge), PS

student should be able to:

(3) Study the expected findings/results of PS students in the activity

Based on your experience in the above activity;
Think What are some possible misconceptions that PS students had before the lesson?

Think! Some PS students would have their misunderstanding through the activity because of their mis-
operation/mis-observation. What are expected incorrect results/findings of PS students and its causes due to the
mis-operation/mis-observation?
Incorrect results Causes of the incorrect results

SCIENCE Student-Teacher’s Module Unit 8: Properties of Magnet

8-7
(4) Point of teaching to facilitate PS students to lead them to the intended conclusion
How can you facilitate PS students to achieve the intended conclusion of this lesson, with solving their
misconceptions and avoid creation of misunderstandings? Based on your study in (3), find out ways to assist PS
students in each step of the lesson.
Preparation What should teacher prepare before the lesson?

Introduction Motivate them to conduct the activity by asking, “What things are attracted to a magnet?”
and encourage them to make their predictions.
Activity How can teacher assist PS students in the activity?

Discussion How can teacher facilitate PS student with guiding questions to link the findings in the
activity to the conclusion (key knowledge) of the lesson?

Summary Teacher promotes PS students to summarise the lesson in their own words and assess their
understanding according to the lesson objectives.
Ask the following questions as assessment:
• What is a magnetic object? What is a non-magnetic object?
• Give some examples of magnetic and non-magnetic objects.

Preparation for MOCK teaching

Make groups of 4 ~ 6 STs for mock teaching at next lecture and decide on a lesson demonstrator to be a role of
teacher in each group. The group members prepare the necessary materials that will be used in the lesson.

SCIENCE Student-Teacher’s Module Unit 8: Properties of Magnet

8-8
 Lecture 3 Mock
8-3. Mock teaching
Conduct a 30 min mock teaching using the lesson on ‘What is Attracted to Magnet?’ in Grade 3 Science Teacher’s
Manual page 164 –165 in each group.

1. Preparation
- Prepare the necessary materials that will be used in the lesson based on the Teacher’s Manual.

2. Introduction
- The lesson demonstrator in each group reviews information for the mock teaching such as the lesson objectives,
prior knowledge and assessment before starting the lesson.

3. Mock teaching
- The group members conduct the mock teaching. The learners take the role of student and refer to I. Evaluation
table for MOCK teaching shown below and take down notes in each stage of the lesson flow (Introduction & Key
question, Activity, Discussion and Summary).

4. Reflection
- After the mock teaching, the lesson demonstrator reflects on his/her own teaching using the self-check list while
the other group members reflect on the mock teaching using the evaluation table. Learners provide feedbacks to
the demonstrator with evidence based on the common criteria shown in the table. Discuss how the lesson could
be improved based on the feedbacks and find the clear and concrete solutions.

I. Evaluation table for MOCK teaching

Circle the rating scale (3, 2, or 1) that best fits your observations for each step of the lesson.
3. Excellent 2. Fair 1. Need to improve
Preparation (Condition)
Teacher prepares all materials Teacher prepares some Teacher prepares no
required for the lesson. materials required for the materials.
lesson.

Comments: Show the evidence of your evaluation; what materials are prepared.

3. Excellent 2. Fair 1. Need to improve

Introduction (Condition)
& Key question Learners clearly understand Learners understand the Learners do not understand
the lesson objectives and are lesson objectives and are the lesson objectives and are
motivated to process somewhat motivated to not motivated to process
scientific inquiry. process scientific inquiry. scientific inquiry.
(Observable behaviour/action)
Teacher gives the effective Teacher gives reasonable key Teacher gives little or no key
key question linked to questions linked to learner’s questions linked to learner’s
learner’s prior knowledge prior knowledge and prior knowledge and
and experience experience. experience
Comments: Show the evidence of your evaluation; what introduction/key question/etc. are present.

SCIENCE Student-Teacher’s Module Unit 8: Properties of Magnet

8-9
 3. Excellent 2. Fair 1. Need to improve
Activity (Condition)
Learners actively participate Learners participate the Learners are not motivated to
and enjoy the scientific activity properly. participate to the activity.
inquiry.
(Observable behaviour/action)
Teacher appropriately Teacher fairly prepares the Teacher minimally prepares
prepares the activity setting activity setting and the activity setting and does
and effectively improves the reasonably give the not give the instruction from
instruction given in the instruction from the teacher’s the teacher’s manual to
teacher’s manual to motivate manual to motivate learners motivate learners more.
learners more. more.
Comments: Show the evidence of your evaluation; what instructions are present.

3. Excellent 2. Fair 1. Need to improve

Discussion (Condition)
Leaners independently Leaners are assisted or guided Leaners need to be motivated
participate in the discussion to participate in the to participate in the
to present their findings discussion to present their discussion to present their
based on the results of the findings based on the results findings based on the results
activity. of the activity. of the activity.
(Observable behaviour/action)
Teacher fully utilises guiding Teacher utilises some guiding Teacher rarely utilises guiding
questions based on the questions based on the questions and mainly explains
teacher’s manual to teacher’s manual to scientific concepts or answers
encourage learners to encourage learners to discuss in the activity by themselves.
discuss by themselves. by themselves.
Comments: Show the evidence of your evaluation; what discussions are conducted.

3. Excellent 2. Fair 1. Need to improve

Summary (Condition)
Learners independently Learners are assisted or Learners have difficulty to
construct the new scientific guided to construct the new construct the new scientific
knowledge from the scientific knowledge from the knowledge from the summary
summary and conclusion of summary and conclusion of and conclusion of the lesson.
the lesson. the lesson.
(Observable behaviour/action)
Teacher frequently asks Teacher sometimes asks Teacher rarely asks learners
learners what they have learners what they have what they have learnt and
learnt and organise the learnt and organise the organise the blackboard to
blackboard to summarise blackboard to summarise the summarise the lesson, and
the lesson, and gives lesson, and gives learners a gives learners a time for their
learners a time for their time for their note taking. note taking.
note taking.
Comments: Show the evidence of your evaluation; what summaries are done.

SCIENCE Student-Teacher’s Module Unit 8: Properties of Magnet

8-10
II. Self-check list by demonstrator
Circle one:( 4. Excellent, 3. Good, 2. Fair, 1. Need to improve) that best shows the level of your performance.
Contents Rating
1 I demonstrated the lesson according to the Teacher’s Manual. 4/3/2/1
How did you apply Pedagogical Content knowledge (PCK)? How did you adjust
2
your lesson to suit your learners’ learning needs?
a. I adjusted my approach for my learners to understand. 4/3/2/1
I prepared appropriate lesson contents and teaching materials for my
b. 4/3/2/1
learners.
I was aware of the expected learners’ responses and behaviours and
c. 4/3/2/1
guided them well.
d. I made sure that the process skills required for this lesson were achieved. 4/3/2/1

3 I made sure that the learners were ready prior to the lesson. 4/3/2/1

4 I assessed the achievements of my learners during the lesson. 4/3/2/1

5 How did you apply the following teaching skills?

a. Questioning skills 4/3/2/1

b. Blackboard writing skills 4/3/2/1

c. Clear instructions to avoid misunderstandings 4/3/2/1

Communication and facilitation skills to prompt active interaction
d. 4/3/2/1
between learners/amongst learners and myself.
6 I identified good points and challenges that needed to be improved in my lesson. 4/3/2/1

7 I am able to improve my lesson based on the above challenges. 4/3/2/1

SCIENCE Student-Teacher’s Module Unit 8: Properties of Magnet

8-11
Reference:
SBC Grade 3 Science Teacher’s Manual page 164 –165

SCIENCE Student-Teacher’s Module Unit 8: Properties of Magnet

8-12
SCIENCE Student-Teacher’s Module Unit 8: Properties of Magnet
8-13
 Lecture 4 Practice

8-4. Study the SBC Science lesson and Develop teaching and learning materials
Let’s study the lesson ‘Force of Attraction between Magnet and Object’ in the Grade 3 Teacher’s Manual page 166-
167 (refer to the lecture 3) develop teaching and learning materials and prepare to conduct the MOCK lesson.

Target lesson: Force of Attraction between Magnet and object

(1) Overview of the lesson
Previous Lesson This Lesson Next lesson
What is attracted to a magnet Force of attraction between Properties of Poles of Magnets
magnet and object
• An object attracted by a magnet is • The parts where a magnet • All magnets attract or repel
called a magnetic object. attracts objects more strongly other magnets.
• Most magnetic objects are made of are called poles. • Unlike poles (N&S poles) of
iron. • All magnets have two poles magnets attract each other.
• A magnet attracts iron objects even called a north pole and a south • Like poles (N&N poles or S&S
though their shape, colour and size pole. poles) of magnets repel each
are different. • The two ends attract the most other.
• An object which is not attracted by a magnetic objects and the
magnet is called a non-magnetic centre is the weakest point
object. where doesn’t attract anything.
• Non-magnetic objects are made of • All magnets have two poles
other objects like paper, plastic, even though the shapes or sizes
glass and wood. of magnets are different.
• An aluminium can is a metal but is
not attracted by a magnet because it
is a non-magnetic metal.

1) Connection from the previous lesson to this lesson and to next lesson
In the previous lesson, PS students learned about things that are attracted to magnets. This lesson focuses on the
poles of a magnet and which parts of a magnet attracts more magnetic objects. PS students investigate which
part of the magnet can attract more magnetic objects. In the next lessons, PS students will identify the
properties of poles of magnets.
2) Key knowledge to be acquired through the lesson
The two ends of the bar magnet attract more magnetic objects than other parts of the magnet. The parts where
the magnet attracts magnetic objects more strongly are called the north and south poles which corresponds to the
answer of the key question.
3) Key scientific process skills to be developed through the lesson
Basic scientific process skills Integrated scientific process skills
predicting, observing, inferring,
communicating scientifically
PS students develop the above scientific process skills through the lesson. PS students should predict which parts
of the magnets attracts most paper clips. They will observe what happens when the bar magnet or the horseshoe
magnet is placed over the paper clips to see which part of the magnet attracts most paper clips. They infer that all
magnets have two poles even though the shape and size of magnets are different.

SCIENCE Student-Teacher’s Module Unit 8: Properties of Magnet

8-14
(2) Practice of the activity
The purpose of the activity introduced in the textbook is to let the PS students to identify which parts of the
magnets can attract more magnetic objects that leads to the key content knowledge and develops the key scientific
process skills in this lesson.
Activity Let’s conduct the activity following the procedure in the Grade 3 Teacher’s Manual page 166-167.
Investigate which parts of magnets attracts more paper clips and what kinds of magnets are adequate for PS
students to find its two poles clearly in the activity.
Your findings Key Question: Which part of the magnet can attract
more magnetic objects?

Thinks! As minimum criteria (skills/Knowledge), PS

student should be able to;

(3) Study the expected findings/results of PS students in the activity

Based on your experience in the above activity;
Think! What are possible misconception that PS students had before the lesson?

Think! Some PS students would have their misunderstanding through the activity because of their mis-
operation/mis-observation. What are expected incorrect results/findings of PS students and its causes due to the
mis-operation/mis-observation?
Incorrect results Causes of the incorrect results

SCIENCE Student-Teacher’s Module Unit 8: Properties of Magnet

8-15
(4) Point of teaching to facilitate PS students to lead them the intended conclusion
How can you facilitate PS students to achieve the intended conclusion of this lesson, with solving their
misconceptions and avoid creation of their misunderstandings? Based on your study in (3), find out ways to assist
PS students in each step of the lesson.
Preparation What should teacher prepare before the lesson?

Introduction Motivate them to conduct the activity by asking, “Which part of the magnet can attract
more magnetic objects?” and encourage them to make their predictions.
Activity How can teacher assist PS students in the activity?

Discussion How can teacher facilitate PS student with guiding questions to link the findings in the
activity to the conclusion (key knowledge) of the lesson?

Summary Teacher encourages PS students to summarise the lesson in their own words and assess
their understanding according to the lesson objectives.
Ask the following questions as assessment:
• What happened when the magnet was held over the paper clips?
• Why is there more attraction of paper clips at the two ends of the magnets?

Preparation for MOCK teaching

Make groups of 4 ~ 6 STs for mock teaching at next lecture and decide on a lesson demonstrator to be a role of
teacher in each group. The group members prepare the necessary materials that will be used in the lesson.

SCIENCE Student-Teacher’s Module Unit 8: Properties of Magnet

8-16
(5) Additional Note
How to store magnets properly
Store magnets in pairs
To store the magnets for long time, the same poles of the magnets should
never touch each other, as this causes the magnetic field to repel and
weakens the magnetism over time. Keep magnets in pairs with the north
pole of one touching the south pole of another.

Keeper
Store magnets with a keeper
A keeper is a small piece of iron that is often added between the north Good example for storing
and south poles of magnets. It prevents the magnet from demagnetising magnets long time
by redirecting its magnetic field.

SCIENCE Student-Teacher’s Module Unit 8: Properties of Magnet

8-17
 Lecture 5 Mock
8-5. Mock teaching
Conduct a 30 min mock teaching using the lesson ‘Force of Attraction between Objects and Magnets’ in Grade 3
Science Teacher’s Manual page 166 –167 in each group.

1. Preparation
- Prepare the necessary materials that will be used in the lesson based on the Teacher’s Manual.

2. Introduction
- The lesson demonstrator in each group reviews information for the mock teaching such as the lesson objectives,
prior knowledge and assessment before starting the lesson.

3. Mock teaching
- The group members conduct the mock teaching. The learners take the role of student and refer to I. Evaluation
table for MOCK teaching shown below and take down notes in each stage of the lesson flow (Introduction &
Key question, Activity, Discussion and Summary).

4. Reflection
- After the mock teaching, the lesson demonstrator reflects on his/her own teaching using the self-check -list while
the other group members reflect on the mock teaching using the evaluation table. Learners provide feedbacks to
the demonstrator with evidence based on the common criteria shown in the table. Discuss how the lesson could
be improved based on the feedbacks and find the clear and concrete solutions.

I. Evaluation table for MOCK teaching

Circle the rating scale (3, 2, or 1) that best fits your observations for each step of the lesson.
3. Excellent 2. Fair 1. Needs to improve
Preparation (Condition)
Teacher prepares all materials Teacher prepares some Teacher prepares no
required for the lesson. materials required for the materials.
lesson.

Comments: Show the evidence of your evaluation; what materials are prepared.

3. Excellent 2. Fair 1. Needs to improve

Introduction (Condition)
& Key question Learners clearly understand Learners understand the Learners do not understand
the lesson objectives and are lesson objectives and are the lesson objectives and are
motivated to process somewhat motivated to not motivated to process
scientific inquiry. process scientific inquiry. scientific inquiry.
(Observable behaviour/action)
Teacher gives the effective Teacher gives reasonable key Teacher gives little or no key
key question linked to questions linked to learner’s questions linked to learner’s
learner’s prior knowledge prior knowledge and prior knowledge and
and experience experience. experience
Comments: Show the evidence of your evaluation; what introduction/key question/etc. are present.

SCIENCE Student-Teacher’s Module Unit 8: Properties of Magnet

8-18
 3. Excellent 2. Fair 1. Needs to improve
Activity (Condition)
Learners actively participate Learners participate the Learners are not motivated to
and enjoy the scientific activity properly. participate to the activity.
inquiry.
(Observable behaviour/action)
Teacher appropriately Teacher fairly prepares the Teacher minimally prepares
prepares the activity setting activity setting and the activity setting and does
and effectively improves the reasonably give the not give the instruction from
instruction given in the instruction from the teacher’s the teacher’s manual to
teacher’s manual to motivate manual to motivate learners motivate learners more.
learners more. more.
Comments: Show the evidence of your evaluation; what instructions are present.

3. Excellent 2. Fair 1. Needs to improve

Discussion (Condition)
Leaners independently Leaners are assisted or guided Leaners need to be motivated
participate in the discussion to participate in the to participate in the
to present their findings discussion to present their discussion to present their
based on the results of the findings based on the results findings based on the results
activity. of the activity. of the activity.
(Observable behaviour/action)
Teacher fully utilises guiding Teacher utilises some guiding Teacher rarely utilises guiding
questions based on the questions based on the questions and mainly explains
teacher’s manual to teacher’s manual to scientific concepts or answers
encourage learners to encourage learners to discuss in the activity by themselves.
discuss by themselves. by themselves.
Comments: Show the evidence of your evaluation; what discussions are conducted.

3. Excellent 2. Fair 1. Needs to improve

Summary (Condition)
Learners independently Learners are assisted or Learners have difficulty to
construct the new scientific guided to construct the new construct the new scientific
knowledge from the scientific knowledge from the knowledge from the summary
summary and conclusion of summary and conclusion of and conclusion of the lesson.
the lesson. the lesson.
(Observable behaviour/action)
Teacher frequently asks Teacher sometimes asks Teacher rarely asks learners
learners what they have learners what they have what they have learnt and
learnt and organise the learnt and organise the organise the blackboard to
blackboard to summarise blackboard to summarise the summarise the lesson, and
the lesson, and gives lesson, and gives learners a gives learners a time for their
learners a time for their time for their note taking. note taking.
note taking.
Comments: Show the evidence of your evaluation; what summaries are done.

SCIENCE Student-Teacher’s Module Unit 8: Properties of Magnet

8-19
II. Self-check list by demonstrator
Circle one:( 4. Excellent, 3. Good, 2. Fair, 1. Need to improve) that best shows the level of your performance.
Contents Rating
1 I demonstrated the lesson according to the Teacher’s Manual. 4/3/2/1
How did you apply Pedagogical Content knowledge (PCK)? How did you adjust
2
your lesson to suit your learners’ learning needs?
a. I adjusted my approach for my learners to understand. 4/3/2/1
I prepared appropriate lesson contents and teaching materials for my
b. 4/3/2/1
learners.
I was aware of the expected learners’ responses and behaviours and
c. 4/3/2/1
guided them well.
d. I made sure that the process skills required for this lesson were achieved. 4/3/2/1

3 I made sure that the learners were ready prior to the lesson. 4/3/2/1

4 I assessed the achievements of my learners during the lesson. 4/3/2/1

5 How did you apply the following teaching skills?

a. Questioning skills 4/3/2/1

b. Blackboard writing skills 4/3/2/1

c. Clear instructions to avoid misunderstandings 4/3/2/1

Communication and facilitation skills to prompt active interaction
d. 4/3/2/1
between learners/amongst learners and myself.
6 I identified good points and challenges that needed to be improved in my lesson. 4/3/2/1

7 I am able to improve my lesson based on the above challenges. 4/3/2/1

SCIENCE Student-Teacher’s Module Unit 8: Properties of Magnet

8-20
Reference:
SBC Grade 3 Science Teacher’s Manual page 166 – 167

SCIENCE Student-Teacher’s Module Unit 8: Properties of Magnet

8-21
SCIENCE Student-Teacher’s Module Unit 8: Properties of Magnet
8-22
 Unit 9: Properties of Light
The main subject of this unit is Properties of light. The aim of the unit is to understand the necessary content
knowledge and develop pedagogical skills to conduct effective teaching in primary school for the topic ‘7.1
Properties of Light’ introduced in the SBC Grade 3 Science Teacher’s Manual.

9-1. Overview of SBC Science content knowledge Lecture 1 Knowledge

Refer to the Grade 3 Science Teacher’s Manual page 140 and study the components of the National Textbook on
the topic ‘7.1. Properties of Light’ according to the following steps.
Overview of the Topic in SBC Grade 3
SBC Syllabus Primary Grades 3, 4 & 5 Grade 3
Strand Physical Science Unit Energy
Contents Standard in 3.2.2 Investigate and describe the properties and the effects of light when it strikes an
SBC Syllabus object.
Topic in SBC Textbook Chapter: 7. Light
Topic: 7.1 Properties of Light
Textbook page 137 - 153 Teacher’s Manual page 140 - 159
Topic Objectives in Students will be able to;
• Understand properties of light, paths of light, formation of shadow, reflection and
Textbook
gathering light.
• Infer that the size and shape of a shadow of an object changes if the object is
moved or turned.

Scope and Sequence of the learning contents in SBC

Study how the learning contents in this topic connects to the other topics in the different Grades.
Grade 3 Grade 7
Grade 3 Light and Convex
5.1 Energy 7.1 Properties of
around Us Lens
Light Grade 5 Grade 6
11.1 Properties 7.1 Forms and
of Heat Uses of Energy
11.2 Heat transfer 7.2 Energy
Conversion
Grade 3
6.1 Properties of the Sun In Grade 3, PS students learn the basic properties of light such as how light travels and behaves
6.2 Movement of the Sun
when the light hit on objects, related to the previous topic ’6.1 Properties of the Sun’. In Grade 7,
they will develop their understanding of relationship between light and convex lens.

Check your prior knowledge

Confirm your understanding of the learning contents about Properties of light in SBC Grade 3.
Fill in the blanks with the correct scientific words.
1. Light travels in a ___________ line in air, while light can be ___________ by the surface of
objects.
2. Light can be gathered using a ___________.
3. Light rays cannot pass through ___________ objects while most of light rays travel through
___________ objects.
4. The ___________ of a shadow of an object changes if the distance between the object and
source of light is changed.

SCIENCE Student Teacher’s Module Unit 9: Properties of Light

9-1
Deepen your understanding and thinking skills
Solve the following questions by applying basic content knowledge.

Question 1.
A flower does not give off light for itself. Explain why we can see the flower in the sunny days, using the
following words; the Sun, light, surface.

Question 2. Cup
Look at the picture on the right. Screen
You can change the position of the light torch. How can
Shadow
you increase the size of the shadow of the cup?

Light torch

Question 3.
Observe the pictures on the right in which the sun light is
gathered on the black paper with the hand lens.
The size of the light spot on the paper becomes smaller
when we move the hand lens upward from the paper.
Explain in your own words how to adjust the brightness of
the light spot.

SCIENCE Student Teacher’s Module Unit 9: Properties of Light

9-2
In-depth knowledge for this chapter
Lesson 1: “What Makes us See Light is an energy that enables us to see. Objects such as the Sun, fire
Objects?” and torch that give off light are called sources of light.
Look at the diagram below. Some light rays enter the eye directly from
the light source so we can see the light source as a bright object.
Why can we see a book that does not give off light? A part of the light
rays emitted from the light source hits the surface of the book and
changes its direction. The reflected light rays enter the eye and so we
can see the surface of the book.

Lesson 2: “How Does Light Travel?” Light travels in a straight line until it hits something. Look at the picture
below. The light rays emitted from the light source does not bend and
pass through an opaque object. The light rays travel in straight lines
and so the light rays do not enter the eye. Therefore, we cannot see
the light source through the opaque object.

Lesson 3: “Light Passing Through Objects can be classified into transparent, translucent and opaque
Objects?” objects based on how they allow light to pass through them.

Transparent object allows light to completely travel through it.

Example: hand lens, clear glass, clear plastic, water, air, etc.
Opaque object does not allow the transmission of light.
Example: stone, metal, wood, book, etc.
Translucent object allows some light to travel through it. It comes in
between the Transparent and Opaque objects.
Example: frosted glass, wax paper, a sheet of paper, lamp shade, etc.

SCIENCE Student Teacher’s Module Unit 9: Properties of Light

9-3
 Lesson 4: “Formation of Shadow” A shadow is made when light is blocked by objects.
Look at the picture below. The opaque object blocks light so that light
cannot reach the screen where we see the shadow. Light fills up all of
the space before it hits the object, but the region between the object
and the screen is in the shadow area.

Transparent objects cannot create shadows as they let light to pass

through them easily.
Lesson 5: “Shape and Size of Shadow” The shadow of an object basically has the same shape as the object.
But if we move or turn the object, the shape of the shadow also
change, as the light is shining at different parts of the object.
The size of the shadow depends on the distance between the object
and the light source. Look at the picture below. The size of the shadow
becomes bigger when the light source gets closer to the object.

SCIENCE Student Teacher’s Module Unit 9: Properties of Light

9-4
 Lesson 6: “Light Reflection” Reflection is when light bounces off an
object.
When light rays hit the smooth surface,
the light will reflect at the same angle as
it hit the surface as shown in a). This
happens on a mirror and you can see a
clear image in the mirror.
On the other hand, when light rays hit
the rough surfaces of an object like a book, the light rays bounce off
eveywhere as shown in b). Therefore, you cannot see any image like
that of a mirror but you see the surface of the object.

Lesson 7: “Gathering Light” Light can be gathered by a hand lens. The convex lens which is a
component of the hand lense makes light rays passing through it
bend and meet at a spot just beyond the lens known as the focal
point. Look at the picture below. The size of the light spot on the
paper changes when you move the hand lens up or down. The
smaller the size
of light spot on
the paper is, the
brighter the light
spot and the
hotter the paper
becomes.

SCIENCE Student Teacher’s Module Unit 9: Properties of Light

9-5
 Lecture 2 Practice

9-2. Study the SBC lesson and Develop teaching and learning materials
Let’s study the lesson ’Shape and Size of Shadow’ in the Grade 3 Teacher’s Manual page 150-151 (refer to lecture
3) and develop teaching and learning materials to conduct the MOCK lesson.

Target lesson: Shape and Size of Shadow

(1) Overview of the lesson
Previous Lesson This Lesson Next lesson
Formation of shadow Shape and Size of Shadow Light Reflection
A shadow is made when light is 1. Shape of Shadow When the light hits the surface
blocked by objects.  A shadow of an object usually has the of a mirror, the light will be
 Opaque objects can make same shape as the object. reflected by the mirror.
shadows because opaque  When an object is moved or turned,  The reflected light travels in a
objects cannot allow light pass the shadow of the object change. straight line.
through them. 2. Size of Shadow  Reflection is when light
 Translucent objects can make  We can change the size of a shadow bounces off an object.
shadows as light is able to pass by changing the distance between the  Most objects also reflect light.
only partially through them. object and the source of light.  When the light hits the
 Transparent objects cannot  The size becomes bigger if the object surface of an object, the light
make any shadow as they let is closer to a source of light or a will be reflected by the object.
light pass straight through source of light is closer to the object. The reflected light will travel
them.  • The size becomes smaller if the in a straight line and enter our
object is further to a source of light or eyes. That’s why we can see
a source of light further from the an object
object.

1) Connection from the previous lesson to this lesson and to next lesson
The previous lesson is the introduction of the chapter, PS students understand how shadows are formed. This
lesson focuses on how shape and size of shadow are changed. PS students investigate how to change the shape
and size a shadow. In the next lessons, PS students identify light reflects on the surface of objects and why we
can see the objects around us.
2) Key knowledge to be acquired through the lesson
The shadow of an object usually has the same shape as the object while the shape of shadow changes when the
object turns. The size of the shadow also changes when the distance between the source of light and the object
changes which corresponds to the answer to the key question.
3) Key scientific process skills to be developed through the lesson
Basic scientific process skills Integrated scientific process skills
predicting, observing, inferring, communicating
scientifically
PS students develop the above scientific process skills through the lesson. PS students observe the shape and size
of shadow of an object. They infer and communicate scientifically the relationship between the size of the shadow
and the distance between the light source and the objects changes. They will make conclusion that that the shadow
of an object usually has the same unless it is moved or turned and the size of shadow changes depending on
distance between the source of light and the object.

SCIENCE Student Teacher’s Module Unit 9 Properties of Light

9-6
(2) Practice of the activity
The purpose of the activity introduced in the SBC textbook is to allow the PS students to investigate the relationship
between the shape of a shadow and the distance of an object from a source of light that leads to the key content
knowledge and develops the key scientific process skills of this lesson.
Activity Let’s conduct the activity following the procedure in the Grade 3 Teacher’s Manual page150.
Investigate ways to change the shape and size of shadow and what kinds of materials are adequate for PS
students to conduct the activity.
Your findings Key Question: How can we change the shape and
size of a shadow?

Thinks! As minimum criteria (skills/knowledge), PS

student should be able to:

(3) Study the expected findings/results of PS students in the activity

Based on your experience in the above activity;
Think What are some possible misconceptions that PS students had before the lesson?

Think! Some PS students would have their misunderstanding through the activity because of their mis-
operation/mis-observation. What are some expected incorrect results/findings of PS students and its causes due
to the mis-operation/mis-observation?
Incorrect results Causes of the incorrect results

SCIENCE Student Teacher’s Module Unit 9 Properties of Light

9-7
(4) Point of teaching to facilitate PS students to lead them to the intended conclusion
How can you facilitate PS students to achieve the intended conclusion of this lesson, in order to solve their
misconceptions and avoid the creation of misunderstanding? Based on your study in (3), find out ways to assist
PS students in each step of the lesson.
Preparation What should teacher prepare before the lesson?

Introduction Motivate them to conduct the activity by posing the question: ‘How can we change
the shape and size of a shadow?’ and encourage them to make their predictions.
Activity How can teacher assist PS students in the activity?

Discussion How can teacher facilitate PS student with guiding questions to link the findings in
the activity to the conclusion (key knowledge) of the lesson?

Summary How can teacher encourage PS student to summarise the lesson in their own words
and assess their understanding according to the lesson objectives?
Ask the following questions as assessment:
 What did the shape of the shadow look like?
 How did you change the shape of the shadow?
 How did you change the size of the shadow?

Preparation for MOCK teaching

Make groups of 4 ~ 6 STs for mock teaching at next lecture and decide on a lesson demonstrator to be a role of
teacher in each group. The group members prepare the necessary materials that will be used in the lesson.

SCIENCE Student Teacher’s Module Unit 9 Properties of Light

9-8
 Lecture 3 Mock
9-3. Mock teaching
Conduct a 30 min mock teaching using the lesson of ‘Shape and Size of Shadow’ in SBC Grade 3 Science Teacher’s
Manual page 150-151 in each group.

1. Preparation
- Prepare the necessary materials that will be used in the lesson based on the Teacher’s Manual.

2. Introduction
- The lesson demonstrator in each group reviews information for the mock teaching such as the lesson objectives,
prior knowledge and assessment before starting the lesson.

3. Mock teaching
- The group members conduct the mock teaching. The learners take the role of students and refer to I. Evaluation
table for MOCK teaching shown at the bottom of this page and take down notes in each stage of the lesson flow
(Introduction & Key question, Activity, Discussion and Summary).

4. Reflection
- After the mock teaching, the lesson demonstrator reflects on his/her own teaching using the self-checklist while
the other group members reflect on the mock teaching using the evaluation table. Learners provide feedback to
the demonstrator with evidence based on the common criteria shown in the table. Discuss how the lesson could
be improved based on the feedback and find the clear and concrete solution.

I. Evaluation table for MOCK teaching

Circle the rating scale (3, 2, or 1) that best fits your observations for each step of the lesson.
3. Excellent 2. Fair 1. Need to improve
Preparation (Condition)
Teacher prepares all materials Teacher prepares some Teacher prepares no
required for the lesson. materials required for the materials.
lesson.
Comments: Show the evidence of your evaluation; what materials are prepared.

3. Excellent 2. Fair 1. Need to improve

Introduction (Condition)
& Key question Learners clearly understand Learners understand the Learners do not understand
the lesson objectives and are lesson objectives and are the lesson objectives and are
motivated to process somewhat motivated to not motivated to process
scientific inquiry. process scientific inquiry. scientific inquiry.
(Observable behaviour/action)
Teacher gives the effective Teacher gives reasonable key Teacher gives little or no key
key question linked to questions linked to learner’s questions linked to learner’s
learner’s prior knowledge prior knowledge and prior knowledge and
and experience experience. experience
Comments: Show the evidence of your evaluation; what introduction/key question/etc. are present.

SCIENCE Student Teacher’s Module Unit 9 Properties of Light

9-9
 3. Excellent 2. Fair 1. Need to improve
Activity (Condition)
Learners actively participate Learners participate the Learners are not motivated to
and enjoy the scientific activity properly. participate to the activity.
inquiry.
(Observable behaviour/action)
Teacher appropriately Teacher fairly prepares the Teacher minimally prepares
prepares the activity setting activity setting and the activity setting and does
and effectively improves the reasonably give the not give the instruction from
instruction given in the instruction from the teacher’s the teacher’s manual to
teacher’s manual to motivate manual to motivate learners motivate learners more.
learners more. more.
Comments: Show the evidence of your evaluation; what instructions are present.

3. Excellent 2. Fair 1. Need to improve

Discussion (Condition)
Leaners independently Leaners are assisted or guided Leaners need to be motivated
participate in the discussion to participate in the to participate in the
to present their findings discussion to present their discussion to present their
based on the results of the findings based on the results findings based on the results
activity. of the activity. of the activity.
(Observable behaviour/action)
Teacher fully utilises guiding Teacher utilises some guiding Teacher rarely utilises guiding
questions based on the questions based on the questions and mainly explains
teacher’s manual to teacher’s manual to scientific concepts or answers
encourage learners to encourage learners to discuss in the activity by themselves.
discuss by themselves. by themselves.
Comments: Show the evidence of your evaluation; what discussions are conducted.

3. Excellent 2. Fair 1. Need to improve

Summary (Condition)
Learners independently Learners are assisted or Learners have difficulty to
construct the new scientific guided to construct the new construct the new scientific
knowledge from the scientific knowledge from the knowledge from the summary
summary and conclusion of summary and conclusion of and conclusion of the lesson.
the lesson. the lesson.
(Observable behaviour/action)
Teacher frequently asks Teacher sometimes asks Teacher rarely asks learners
learners what they have learners what they have what they have learnt and
learnt and organise the learnt and organise the organise the blackboard to
blackboard to summarise blackboard to summarise the summarise the lesson, and
the lesson, and gives lesson, and gives learners a gives learners a time for their
learners a time for their time for their note taking. note taking.
note taking.
Comments: Show the evidence of your evaluation; what summaries are done.

SCIENCE Student Teacher’s Module Unit 9 Properties of Light

9-10
II. Self-check list by demonstrator
Circle one:( 4. Excellent, 3. Good, 2. Fair, 1. Need to improve) that best shows the level of your performance.
Contents Rating
1 I demonstrated the lesson according to the Teacher’s Manual. 4/3/2/1
How did you apply Pedagogical Content knowledge (PCK)? How did you adjust
2
your lesson to suit your learners’ learning needs?
a. I adjusted my approach for my learners to understand. 4/3/2/1
I prepared appropriate lesson contents and teaching materials for my
b. 4/3/2/1
learners.
I was aware of the expected learners’ responses and behaviours and
c. 4/3/2/1
guided them well.
d. I made sure that the process skills required for this lesson were achieved. 4/3/2/1

3 I made sure that the learners were ready prior to the lesson. 4/3/2/1

4 I assessed the achievements of my learners during the lesson. 4/3/2/1

5 How did you apply the following teaching skills?

a. Questioning skills 4/3/2/1

b. Blackboard writing skills 4/3/2/1

c. Clear instructions to avoid misunderstandings 4/3/2/1

Communication and facilitation skills to prompt active interaction
d. 4/3/2/1
between learners/amongst learners and myself.
6 I identified good points and challenges that needed to be improved in my lesson. 4/3/2/1

7 I am able to improve my lesson based on the above challenges. 4/3/2/1

SCIENCE Student Teacher’s Module Unit 9 Properties of Light

9-11
Reference:
SBC Grade 3 Science Teacher’s Manual page 150 – 151

SCIENCE Student Teacher’s Module Unit 9 Properties of Light

9-12
SCIENCE Student Teacher’s Module Unit 9 Properties of Light
9-13
 Unit 10: The Sun
The main subject in this unit is The Sun. The aim of the unit is to understand the necessary content knowledge and
develop pedagogical skills to conduct effective teaching in primary school for the topic of ‘6.2 Movement of the
Sun’ introduced in the SBC Grade 3 Science Teacher’s Manual.

Lecture 1 (Knowledge)
10-1. Overview of SBC Science and content knowledge
Refer to the Grade 3 Science Teacher’s Manual on page 122 and study the components of the National textbook
regarding the topic of ‘6.2 Movement of the Sun’ according to the following information.
Overview of the Topic in Grade 3
SBC Syllabus Primary Grades 3, 4 & 5 Grade 3
Strand Earth and Space Unit Space
Contents Standard 3.3.5 Observe and describe the movement of the Sun over a period of time.
in SBC Syllabus
Topic in SBC Chapter: 6. The Sun
Textbook Topic: 6.2 Movement of the Sun
Textbook page 125 – 133 Teacher’s manual page 130 - 139
Topic Objective in Students will be able to:
Textbook • Recognise that the position of the Sun is opposite to the direction of the shadow.
• Describe that the Sun rises from the East, moves across the sky and sets in the West.
• Explain that the part of the Earth that is facing the Sun has day while the part of the Earth
that is facing away from the Sun has night.

Scope and Sequence of the learning contents in SBC

Study how the learning contents in this topic connect to the other topics in different Grades.
Grade 3 Grade 4 Grade 6
6.2 Movement 6.1 The Moon 8.1 Moon in
Motion Grade 7 Grade 8
of the Sun Relationship Solar system and
between the Earth the galaxy
Grade 6 motion and the Sun
Grade 3 6.1 Stars
7.1 Light

In Grade 3, PS students learn about the basic concepts of the movement of the Sun. In Grade 4,
they learn the characteristics of the Moon and in Grade 6, PS students learn about the Moon in
motion. In Grade 7 they develop their understanding of the relationship between the Earth motion
and the Sun.

Check your prior knowledge

Confirm your understanding of the learning contents about ‘Movement of the Sun’ in Grade 3.
Fill in the blanks with correct scientific words.
1. When a shadow is made, the position of the Sun is ___________ to the direction of the shadow.
2. A shadow changes its ___________ and position as the Sun moves across the sky.
Choose an appropriate word to explain the phenomenon in nature.
3. The Sun rises in the (east / west) and sets in the (east / west). The shadow of an object moves from
(east / west) to (east / west).
4. Shadows are (shorter / longer) in the morning and afternoon because the Sun is at a (lower / higher)
position in the sky.
5. At midday the shadows are the (shortest / longest) because the Sun is at its (lowest / highest)
position in the sky.

SCENCE Student-teacher’s Module Unit 10 The Sun

10-1
Deepen your understanding and thinking skills
Solve the following questions by applying basic content knowledge.

Question 1.
Two trees, A and B grow side by side. If the shadow of tree A is as shown below. Choose the correct shadow
direction from (a), (b) and (c) for tree B.

A B

(a) (b) (c)

Question 2.
(a) Refer to the example below, draw the shadow made by the stick when the position of the Sun is at X and
Y respectively.
Example X Y

(b) Which diagram of X or Y represents the situation close to noon? Describe the reason why you think so by using
the words “the Sun’s position” and “length of shadow”.

Question 3.
Refer to the example given for 4 PM and draw the position of the sun at 8 AM, 10 AM, 12 PM and 2 PM on
the path of the sun respectively. (Note that the Sun should move on the “path of the Sun” drawn as dotted line.)

Example

Path of the Sun

West East

8 AM 4 PM
1 0 AM 1 2 PM 2 PM

SCENCE Student-teacher’s Module Unit 10 The Sun

10-2
In-depth knowledge for this chapter
Lesson 1: “Sun and Shadow” Length of Shadow
A shadow is made on the opposite side of the Sun. The length of the
shadow is determined by the height of the object and angle between
the Sun and the ground.

Angle of the Sun and ground:θ

h

Length of Shadow

Using the trigonometric functions, the length of the shadow is

defined as;
ℎ
Length of Shadow =
𝑡𝑡𝑡𝑡𝑡𝑡𝑡𝑡

Example
If the height of the object is 1 m and angle θ is 30°, what would be
the length of the shadow?

１
Length of Shadow = = 1.73 𝑚𝑚
𝑡𝑡𝑡𝑡𝑡𝑡30°

The angle between the Sun and the ground can be measured with the
simple method as shown in the figure below.

Stra w Sum of interior angle of triangle is 180°.

Hence angle θ = 180 – 90 – α

Ta p e Angle α in this figure is 50°.

Therefore, angle θ = 180 – 90 – 50
= 40 °

Ta p e
α

Su n lig h t
Strin g
θ

We ig h t

The websites such as https://www.suncalc.org/ also give the angle

according to the location and the time you want to know.

SCENCE Student-teacher’s Module Unit 10 The Sun

10-3
 Lesson 2: “Movement of the Sun” Seasonal Change of the Movement of the Sun
The Earth revolves around the Sun and the vertical axis of the Earth is
tilted at approximately 23.4 degrees as shown in the diagram below.

(D)
Vernal Equinox
(Around 2 0 th March)

(A) (C)

Summer in the Winter in the

Northern Hemishpere Northern Hemishpere

Summer Solstice Winter Solstice

(Around 2 0 th June) (Around 2 0 th December)

Summer in the
Winter in the
Southern Hemishpere
Southern Hemishpere

Autumn Equinox
(Around 2 0 th September)
(B)

The Earth’s axial tilt causes the seasonal change of the movement of
the Sun. When the Earth is around position (A), the Sun is located up
above the northern hemisphere. Therefore, the Sun moves in the
North pole northern sky and the
shadows are formed in
south direction as shown in
the diagram below.

South pole

North

West East

8 AM
4 PM 2 PM 1 0 AM
1 2 PM

South

The day when the Earth is exactly at position (A), the Sun appears in
its most northernly position. This day is known as “summer solstice”
which occurs around 20th June.

SCENCE Student-teacher’s Module Unit 10 The Sun

10-4
 At position (C), the Sun is located up above the southern hemisphere.
Therefore, the Sun moves in the southern sky and the shadows are
North pole form in the north direction as
shown in the diagram below.

South pole
North

2 PM 1 2 PM 1 0 AM
4 PM 8 AM

West East

South

The day when the Earth is exactly at position (C), the Sun appears in
its most southernly position. This day is known as “winter solstice”
which occurs around 20th December.
At position (B) and (D), the Sun is located at the border of the
northern to the southern hemisphere. It means the Sun on that day
is located right above the equator. At Autumn equinox (B), the Sun
passes across the equator from north to south. It occurs around 20th
September. Conversely, the Sun shifts from southern to northern
hemisphere at vernal equinox (B). It occurs around 20th March. Since
the equator’s position is a bit north from PNG, the Sun moves slightly
in the northern sky, but almost at the border of the north and south
sky. Around noon, the Sun is right above us thus, the length of the
shadow becomes very short at that time.

North

West East

South

SCENCE Student-teacher’s Module Unit 10 The Sun

10-5
 Lesson 3: “Day and Night” Seasonal Change of “Day and Night”
The Earth's axial tilt generates the gap of the distribution of the day
and the night duration.

Shorter night

(A)

Longer night Longer day

Shorter day

Shorter day
(B)

Longer day Longer night

Shorter night

During summer solstice (around 20th June), the northern hemisphere

is exposed to the Sun more than the southern hemisphere. The
daylight duration is longer than the night in northern hemisphere.
Conversely, the daylight duration is shorter than the night-time in the
southern hemisphere as shown in figure (A) above. During winter
solstice (around 20th December), the situation is completely opposite.
The daylight duration is shorter in the northern hemisphere and is
longer in the southern hemisphere as shown in figure (B).
At the equator, the distribution of the day and night duration is
constant. It means the daylight duration is 12 hours and night is 12
hours, too.

Daylight Duration
City Latitude
20 Jun. 2022
th
20th Dec. 2022
Tokyo 35.69° N 14h35m23s 9h45m11s
Port Moresby 9.44° S 11h35m2s 12h41m9s
Sydney 33.87°S 9h54m33s 14h25m22s

The actual data of the daylight duration for Tokyo, Port Moresby and
Sydney are given in the table above. The gap between the day and
the night duration is widen in high latitude area (away from equator).

SCENCE Student-teacher’s Module Unit 10 The Sun

10-6
 Lecture 3 Practice

10-2. Study the SBC Science lesson and Develop teaching and learning materials
Let’s study the lesson of ‘Movement of the Sun’ in the Grade 3 Teacher’s Manual page 132-133 (refer to lecture 3)
to develop teaching and learning materials and prepare to conduct the MOCK lesson.

Target lesson: Movement of the Sun

(1) Overview of the lesson
Previous Lesson This Lesson Next lesson
Sun and Shadow Movement of the Sun Day and Night
• When a shadow is made, the • A shadow changes its length • Day and night occur because
position of the Sun is opposite and position as the Sun moves the Earth is spinning on its axis
to the direction of the through the sky. once every 24 hours.
shadow. • Shadows are longer in the • An axis is an imaginary line
morning and in the evening that runs through the Earth’s
because the Sun is lower in centre from the North to the
the sky. South poles.
• At noon the shadows are the • The part of the Earth that is
shortest because the Sun is at facing the Sun has day.
its highest position in the sky. • The part of the Earth that is
• The Sun rises in the East, facing away from the Sun has
moves across the sky and sets night.
in the West. • The Sun actually does not
• The shadow moves from West move around the Earth.
to East. • The Sun seems to move across
• A Sun clock uses a shadow’s the sky because the Earth is
position to tell time. spinning on its axis.

1) Connection from the previous lesson to this lesson and to next lesson
In the previous lesson, PS students learnt that when a shadow is made, the position of the Sun is opposite to the
direction of the shadow. This lesson focuses on the movement of the Sun. PS students investigate how the Sun
moves in the sky during the day by observing the movement of the shadow of an object. In the next lesson, PS
students explore the causes of day and night though formulating a model of the Sun and the Earth.

2) Key knowledge to be acquired through the lesson

A shadow of an object changes its length and direction as the Sun moves across the sky from the East to West,
which corresponds to the answer of the key question: “How does the Sun move in the sky?”.

3) Key scientific process skills to be developed through the lesson

Basic scientific process skills Integrated scientific process skills
Predicting, observing, measuring, inferring,
communicating scientifically
PS students develop the above scientific process skills through the lesson. PS students predict and observe the
changes of a shadow also measure its length and direction during the day, and infer that the sun rises in the East,
moves across the sky and sets in the West based on the result of their observation and communicate scientifically.

SCIENCE Student-teacher’s Module Unit 10: The Sun

10-7
(2) Practice of the activity
The purpose of the activity introduced in the SBC textbook is to let the PS students to reason out the causes of
change in the length of shadows and the direction that leads to the key content knowledge and develops the key
scientific process skills in this lesson.
Activity Let’s conduct the activity following the procedure in the Grade 3 Teacher’s Manual page 132.
Do not look directly at the Sun.
Predict how the shadow of the stick moves during the day and compare it with your observation record.
Your findings Key Question: How does the Sun move in the sky?

Think! As minimum criteria (skills/Knowledge), PS

student should be able to :

(3) Study the expected findings/results of PS students in the activity

Based on your experience in the above activity;
Think What are some possible misconception that PS students had before the lesson?

Think! Some PS students would have their misunderstanding through the activity because of their mis-
operation/mis-observation. What are expected incorrect results/findings of PS students and its causes due to the
mis-operation/mis-observation?
Incorrect results Causes of the incorrect results

SCIENCE Student-teacher’s Module Unit 10: The Sun

10-8
(4) Point of teaching to facilitate PS students to lead them to the intended conclusion
How can you facilitate PS students to achieve the intended conclusion of this lesson, with solving their
misconceptions and avoid creation of misunderstanding? Based on your study in (3), find out ways to assist PS
students in each step of the lesson.
Preparation What should teacher prepare before the lesson?

Introduction Motivate them to conduct the activity by asking, ‘How does the Sun move in the
sky?’ and encourage them to make their predictions.
Activity How can teacher assist PS students in the activity?

Discussion How can teacher facilitate PS student with guiding questions to link the findings in
the activity to the conclusion (key knowledge) of the lesson?

Summary Teacher encourages PS students to summarise the lesson in their own words and
assess their understanding according to the lesson objectives.
 How does the Sun and shadow move?
 What is the relationship between the sun and shadow?

Preparation for MOCK teaching

Make groups of 4 ~ 6 STs for mock teaching at next lecture and decide on a lesson demonstrator to be a role of
teacher in each group. The group members prepare the necessary materials that will be used in the lesson.
SCIENCE Student-teacher’s Module Unit 10: The Sun
10-9
(5) Additional Note
The Sun moves from East to West during a day regardless of season. However, the altitude and direction of the sun
in the sky at a given time varies periodically with the seasons. This is because the earth's spin axis is tilted at an
angle of 23.5 degrees relative to orbital plane. For example, at noon in June, the sun is in the north, so the shadow
is cast on the south. On the other hand, the position of the sun at noon in December is in the south, so the shadow
is cast to the north. Therefore, observation results will vary depending on which season the observation was made
in. Example of shadows of an object during a day in Port Moresby at different seasons are given below.

For the latitude of Port

Moresby:
(Port Moresby is located
at latitude -9.4o)

End of Feb.
~ Middle of Oct.
At the noon, the Sun pass
though the north, then the
shadow forms on south side.

Middle of Oct
~ End of Feb.
At the noon, the Sun pass
though the south, then the
shadow forms on north side.

Note:
Even within Papua New
Guinea, the timing varies
slightly at different latitudes.

SCIENCE Student-teacher’s Module Unit 10: The Sun

10-10
 Lecture 3 Mock
10-3. Mock teaching
Conduct a 30 min mock teaching using the lesson of ‘Movement of the Sun’ in SBC Grade 3 Science Teacher’s
Manual page 132 –133 in each group.

1. Preparation
- Prepare the necessary materials that will be used in the lesson based on the Teacher’s Manual.

2. Introduction
- The lesson demonstrator in each group reviews information for the mock teaching such as the lesson objectives,
prior knowledge and assessment before starting the lesson.

3. Mock teaching
- The group members conduct the mock teaching. The learners take the role of student and refer to I. Evaluation
table for MOCK teaching shown below and take down notes in each stage of the lesson flow (Introduction & Key
question, Activity, Discussion and Summary).

4. Reflection
- After the mock teaching, the lesson demonstrator reflects on his/her own teaching using the self-check list while
the other group members reflect on the mock teaching using the evaluation table. Learners provide feedbacks to
the demonstrator with evidence based on the common criteria shown in the table. Discuss how the lesson could
be improved based on the feedbacks and find the clear and concrete solutions

I. Evaluation table for MOCK teaching

Circle the rating scale (3, 2, or 1) that best fits your observations for each step of the lesson.
3. Excellent 2. Fair 1. Needs to improve
Preparation (Condition)
Teacher prepares all materials Teacher prepares some Teacher prepares no
required for the lesson. materials required for the materials.
lesson.
Comments: Show the evidence of your evaluation; what materials are prepared.

3. Excellent 2. Fair 1. Needs to improve

Introduction (Condition)
& Key question Learners clearly understand Learners understand the Learners do not understand
the lesson objectives and are lesson objectives and are the lesson objectives and are
motivated to process somewhat motivated to not motivated to process
scientific inquiry. process scientific inquiry. scientific inquiry.
(Observable behaviour/action)
Teacher gives the effective Teacher gives reasonable key Teacher gives little or no key
key question linked to questions linked to learner’s questions linked to learner’s
learner’s prior knowledge prior knowledge and prior knowledge and
and experience experience. experience
Comments: Show the evidence of your evaluation; what introduction/key question/etc. are present.

SCIENCE Student-teacher’s Module Unit 10: The Sun

10-11
 3. Excellent 2. Fair 1. Needs to improve
Activity (Condition)
Learners actively participate Learners participate the Learners are not motivated to
and enjoy the scientific activity properly. participate to the activity.
inquiry.
(Observable behaviour/action)
Teacher appropriately Teacher fairly prepares the Teacher minimally prepares
prepares the activity setting activity setting and the activity setting and does
and effectively improves the reasonably give the not give the instruction from
instruction given in the instruction from the teacher’s the teacher’s manual to
teacher’s manual to motivate manual to motivate learners motivate learners more.
learners more. more.
Comments: Show the evidence of your evaluation; what instructions are present.

3. Excellent 2. Fair 1. Needs to improve

Discussion (Condition)
Leaners independently Leaners are assisted or guided Leaners need to be motivated
participate in the discussion to participate in the to participate in the
to present their findings discussion to present their discussion to present their
based on the results of the findings based on the results findings based on the results
activity. of the activity. of the activity.
(Observable behaviour/action)
Teacher fully utilises guiding Teacher utilises some guiding Teacher rarely utilises guiding
questions based on the questions based on the questions and mainly explains
teacher’s manual to teacher’s manual to scientific concepts or answers
encourage learners to encourage learners to discuss in the activity by themselves.
discuss by themselves. by themselves.
Comments: Show the evidence of your evaluation; what discussions are conducted.

3. Excellent 2. Fair 1. Needs to improve

Summary (Condition)
Learners independently Learners are assisted or Learners have difficulty to
construct the new scientific guided to construct the new construct the new scientific
knowledge from the scientific knowledge from the knowledge from the summary
summary and conclusion of summary and conclusion of and conclusion of the lesson.
the lesson. the lesson.
(Observable behaviour/action)
Teacher frequently asks Teacher sometimes asks Teacher rarely asks learners
learners what they have learners what they have what they have learnt and
learnt and organise the learnt and organise the organise the blackboard to
blackboard to summarise blackboard to summarise the summarise the lesson, and
the lesson, and gives lesson, and gives learners a gives learners a time for their
learners a time for their time for their note taking. note taking.
note taking.
Comments: Show the evidence of your evaluation; what summaries are done.

SCIENCE Student-teacher’s Module Unit 10: The Sun

10-12
II. Self-check list by demonstrator
Circle one:( 4. Excellent, 3. Good, 2. Fair, 1. Need to improve) that best shows the level of your performance.
Contents Rating
1 I demonstrated the lesson according to the Teacher’s Manual. 4/3/2/1
How did you apply Pedagogical Content knowledge (PCK)? How did you adjust
2
your lesson to suit your learners’ learning needs?
a. I adjusted my approach for my learners to understand. 4/3/2/1
I prepared appropriate lesson contents and teaching materials for my
b. 4/3/2/1
learners.
I was aware of the expected learners’ responses and behaviours and
c. 4/3/2/1
guided them well.
d. I made sure that the process skills required for this lesson were achieved. 4/3/2/1

3 I made sure that the learners were ready prior to the lesson. 4/3/2/1

4 I assessed the achievements of my learners during the lesson. 4/3/2/1

5 How did you apply the following teaching skills?

a. Questioning skills 4/3/2/1

b. Blackboard writing skills 4/3/2/1

c. Clear instructions to avoid misunderstandings 4/3/2/1

Communication and facilitation skills to prompt active interaction
d. 4/3/2/1
between learners/amongst learners and myself.
6 I identified good points and challenges that needed to be improved in my lesson. 4/3/2/1

7 I am able to improve my lesson based on the above challenges. 4/3/2/1

SCIENCE Student-teacher’s Module Unit 10: The Sun

10-13
Reference:
SBC Grade 3 Science Teacher’s Manual page 132 –133

SCIENCE Student-teacher’s Module Unit 10: The Sun

10-14
SCIENCE Student-teacher’s Module Unit 10: The Sun
10-15
 Lecture 4 Practice

10-4. Study the SBC lesson and Develop teaching and learning materials
Let’s study the lesson ‘Day and Night’ in the Grade 3 Teacher’s Manual page 134-135 (refer to Lecture 5) to develop
teaching and learning materials and prepare to conduct the MOCK lesson.

Target lesson: Day and Night

(1) Overview of the lesson
Previous Lesson This lesson
Movement of the Sun Day and Night
• A shadow changes its length • Day and night occur because
and position as the Sun moves the Earth is spinning on its axis
through the sky. once every 24 hours.
• Shadows are longer in the • An axis is an imaginary line
morning and in the evening that runs through the Earth’s
because the Sun is lower in centre from the North to the
the sky. South poles.
• At noon the shadows are the • The part of the Earth that is
shortest because the Sun is at facing the Sun has day.
its highest position in the sky. • The part of the Earth that is
• The Sun rises in the East, facing away from the Sun has
moves across the sky and sets night.
in the West. • The Sun actually does not
• The shadow moves from West move around the Earth.
to East. • The Sun seems to move across
• A Sun clock uses a shadow’s the sky because the Earth is
position to tell time. spinning on its axis.

1) Connection from the previous lesson to this lesson and to next lesson
The previous lesson is about the Movement of the Sun. PS students describe how the sun moves in the sky and
how it affects the length and direction of shadow. This lesson focuses on what causes day and night. PS students
will identify which part of the Earth is day or night using a model and understand why the Sun seems to move.

2) Key knowledge to be acquired through the lesson

Day and night occur because the Earth is spinning on its own axis once every 24 hours. The part of the Earth that
is facing the Sun is day and the other part that is facing away from the Sun is night which corresponds to the answer
of the key question.

3) Key scientific process skills to be developed through the lesson

Basic scientific process skills Integrated scientific process skills
predicting, observing, inferring, formulating model
communicating scientifically
PS students develop the above scientific process skills through the lesson. PS students will predict what causes Day
and Night. PS students formulates a simple model to find out the causes of day and night. They observe various
positions of the globe facing the light source to determine which part would be day or night, and infer that spinning
motion of the Earth causes the day and night and communicate scientifically.

SCIENCE Student-teacher’s Module Unit 10: The Sun

10-16
(2) Practice of the activity
The purpose of the activity introduced in the textbook is to let the PS students to describe the causes of day and
night and identify the parts of the day that would be day or night using a globe that leads to the key content
knowledge and develops the key scientific process skills in this lesson.
Activity Let’s conduct the activity following the procedures in the Grade 3 Teacher’s Manual page 134.
Investigate causes of day and night using simple model with the globe and a flashlight.
Your findings Key Question: What causes day and night?

Think! As minimum criteria (skills/Knowledge), PS student

should be able to:

(3) Study the expected findings/results of PS students in the activity

Based on your experience in the above activity;
Think What are possible misconception that PS students had before the lesson?

Think! Some PS students would have their misunderstanding through the activity because of their mis-
operation/mis-observation. What are expected incorrect results/findings of PS students and its causes due to the
mis-operation/mis-observation?
Incorrect results Causes of the incorrect results

SCIENCE Student-teacher’s Module Unit 10: The Sun

10-17
(4) Point of teaching to facilitate PS students to lead them to the intended conclusion
How can you facilitate PS students to achieve the intended conclusion of this lesson, with solving their
misconceptions and avoid creation of misunderstandings? Based on your study in (3), find out ways to assist PS
students in each step of the lesson.
Preparation What should teacher prepare before the lesson?

Introduction Motivate them to conduct the activity by asking, “What causes day and night?” and
encourage them to make their predictions.
Activity How can teacher assist PS students in the activity?

Discussion How can teacher facilitate PS student with guiding questions to link the findings in
the activity to the conclusion (key knowledge) of the lesson?

Summary Teacher encourages PS students to summarise the lesson in their own words and
assess their understanding according to the lesson objectives.
• Why does day and night occur?
• Why does the Sun seem to move in the sky?

Preparation for MOCK teaching

Make groups of 4 ~ 6 STs for mock teaching at next lecture and decide on a lesson demonstrator to be a role of
teacher in each group. The group members prepare the necessary materials that will be used in the lesson.

SCIENCE Student-teacher’s Module Unit 10: The Sun

10-18
(5) Additional Note

Apparent Size in the sky

In astronomy, the angular size or angular diameter is commonly used to express the size of the object in the sky.
Angular size refers to the object's apparent size as seen from an observer on Earth. The concept is explained in the
diagram below. The angular size of an object is determined by its actual physical size and its distance from the
observer. For an object of fixed size, the larger the
Physical size
Distance distance, the smaller the angular size. For objects at a
fixed distance, the larger the actual size of an object, the
larger its angular size.
Angular size

For an observer on the Earth, the apparent size of the Sun and the Moon are quite similar. The angular size of the
Sun is nearly 0.53 degrees and the Moon is about 0.52 degrees. However, the actual size of the Sun is much bigger
than the Moon. The physical diameter of the Sun is about 400 times bigger than the Moon. Why is there a
difference between the apparent and actual size of the Sun and the Moon? Because the distance to the Sun from
the Earth is much further than that to the Moon from the Earth.

Physical size of object A

The Sun is 400 times bigger than the Moon,
however, the Sun is also 400 times further away
from the Earth. Therefore, the Sun and the Moon

Physical size of have the same angular size.

object B

Similar angular size of object A and B

= Similar apparent size in the sky

SCIENCE Student-teacher’s Module Unit 10: The Sun

10-19
 Lecture 5 Mock
10-5. Mock teaching
Conduct a 30 min mock teaching using the lesson of ‘Day and Night’ in SBC Grade 3 Science Teacher’s Manual page
134 –135 in each group.

1. Preparation
- Prepare the necessary materials that will be used in the lesson based on the Teacher’s Manual.

2. Introduction
- The lesson demonstrator in each group reviews information for the mock teaching such as the lesson objectives,
prior knowledge and assessment before starting the lesson.

3. Mock teaching
- The group members conduct the mock teaching. The learners take the role of student and refer to I. Evaluation
table for MOCK teaching shown below and take down notes in each stage of the lesson flow (Introduction & Key
question, Activity, Discussion and Summary).

4. Reflection
- After the mock teaching, the lesson demonstrator reflects on his/her own teaching using the self-check list while
the other group members reflect on the mock teaching using the evaluation table. Learners provide feedbacks to
the demonstrator with evidence based on the common criteria shown in the table. Discuss how the lesson could
be improved based on the feedbacks and find the clear and concrete solutions

I. Evaluation table for MOCK teaching

Circle the rating scale (3, 2, or 1) that best fits your observations for each step of the lesson.
3. Excellent 2. Fair 1. Needs to improve
Preparation (Condition)
Teacher prepares all materials Teacher prepares some Teacher prepares no
required for the lesson. materials required for the materials.
lesson.
Comments: Show the evidence of your evaluation; what materials are prepared.

3. Excellent 2. Fair 1. Needs to improve

Introduction (Condition)
& Key question Learners clearly understand Learners understand the Learners do not understand
the lesson objectives and are lesson objectives and are the lesson objectives and are
motivated to process somewhat motivated to not motivated to process
scientific inquiry. process scientific inquiry. scientific inquiry.
(Observable behaviour/action)
Teacher gives the effective Teacher gives reasonable key Teacher gives little or no key
key question linked to questions linked to learner’s questions linked to learner’s
learner’s prior knowledge prior knowledge and prior knowledge and
and experience experience. experience
Comments: Show the evidence of your evaluation; what introduction/key question/etc. are present.

SCIENCE Student-teacher’s Module Unit 10: The Sun

10-20
 3. Excellent 2. Fair 1. Needs to improve
Activity (Condition)
Learners actively participate Learners participate the Learners are not motivated to
and enjoy the scientific activity properly. participate to the activity.
inquiry.
(Observable behaviour/action)
Teacher appropriately Teacher fairly prepares the Teacher minimally prepares
prepares the activity setting activity setting and the activity setting and does
and effectively improves the reasonably give the not give the instruction from
instruction given in the instruction from the teacher’s the teacher’s manual to
teacher’s manual to motivate manual to motivate learners motivate learners more.
learners more. more.
Comments: Show the evidence of your evaluation; what instructions are present.

3. Excellent 2. Fair 1. Needs to improve

Discussion (Condition)
Leaners independently Leaners are assisted or guided Leaners need to be motivated
participate in the discussion to participate in the to participate in the
to present their findings discussion to present their discussion to present their
based on the results of the findings based on the results findings based on the results
activity. of the activity. of the activity.
(Observable behaviour/action)
Teacher fully utilises guiding Teacher utilises some guiding Teacher rarely utilises guiding
questions based on the questions based on the questions and mainly explains
teacher’s manual to teacher’s manual to scientific concepts or answers
encourage learners to encourage learners to discuss in the activity by themselves.
discuss by themselves. by themselves.
Comments: Show the evidence of your evaluation; what discussions are conducted.

3. Excellent 2. Fair 1. Needs to improve

Summary (Condition)
Learners independently Learners are assisted or Learners have difficulty to
construct the new scientific guided to construct the new construct the new scientific
knowledge from the scientific knowledge from the knowledge from the summary
summary and conclusion of summary and conclusion of and conclusion of the lesson.
the lesson. the lesson.
(Observable behaviour/action)
Teacher frequently asks Teacher sometimes asks Teacher rarely asks learners
learners what they have learners what they have what they have learnt and
learnt and organise the learnt and organise the organise the blackboard to
blackboard to summarise blackboard to summarise the summarise the lesson, and
the lesson, and gives lesson, and gives learners a gives learners a time for their
learners a time for their time for their note taking. note taking.
note taking.
Comments: Show the evidence of your evaluation; what summaries are done.

SCIENCE Student-teacher’s Module Unit 10: The Sun

10-21
II. Self-check list by demonstrator
Circle one:( 4. Excellent, 3. Good, 2. Fair, 1. Need to improve) that best shows the level of your performance.
Contents Rating
1 I demonstrated the lesson according to the Teacher’s Manual. 4/3/2/1
How did you apply Pedagogical Content knowledge (PCK)? How did you adjust
2
your lesson to suit your learners’ learning needs?
a. I adjusted my approach for my learners to understand. 4/3/2/1
I prepared appropriate lesson contents and teaching materials for my
b. 4/3/2/1
learners.
I was aware of the expected learners’ responses and behaviours and
c. 4/3/2/1
guided them well.
d. I made sure that the process skills required for this lesson were achieved. 4/3/2/1

3 I made sure that the learners were ready prior to the lesson. 4/3/2/1

4 I assessed the achievements of my learners during the lesson. 4/3/2/1

5 How did you apply the following teaching skills?

a. Questioning skills 4/3/2/1

b. Blackboard writing skills 4/3/2/1

c. Clear instructions to avoid misunderstandings 4/3/2/1

Communication and facilitation skills to prompt active interaction
d. 4/3/2/1
between learners/amongst learners and myself.
6 I identified good points and challenges that needed to be improved in my lesson. 4/3/2/1

7 I am able to improve my lesson based on the above challenges. 4/3/2/1

SCIENCE Student-teacher’s Module Unit 10: The Sun

10-22
Reference:
SBC Grade 3 Science Teacher’s Manual page 134 –135

SCIENCE Student-teacher’s Module Unit 10: The Sun

10-23
SCIENCE Student-teacher’s Module Unit 10: The Sun
10-24