Daily Lesson Plan Year 2 (Science)

Date : 23 September 2020 (Wednesday)

Time : 2.10pm – 3.10pm
Year / Class : 2 Seri Awan
Number of students : 30
Subject : Science
Theme : Physical science
Topic : 7. Electric
Content Standard : 7.1 Electric circuit
Learning Standard : 7.1.1
Identify components in an electric circuit i.e. dry cell, bulb
and switch.

7.1.2
Explain functions of the components in a complete electric
circuit.

Learning objective : By the end of lesson,

i. Pupils will be able to identify at least two out of three
components correctly.
ii. Pupils will be able to state at least two out of three
functions of components accurately.

Prior Knowledge : Pupils know that there is electricity flow to allow the light or
other electrical appliances to function.
Science Process Skills (SPS) : Observing, Predicting, Communicating, Classifying
Critical Thinking Skill : Analysing, Evaluating
Creative Thinking Skill : Generating ideas, Visualising, Making generalisations
Higher Order Thinking Skills : Evaluating, Analysing, Applying
(HOTS)
Teaching aids : Torch light, dry cell, wire, bulb, switch
Elements Across the Curriculum : Language
(EMK)
Scientific Attitudes and Noble : Dare to try, Having interest and curiosity towards the
Values environment, Thinking rationally

Phase / Content Teaching Activities Remarks

Time
Orientation Demonstration of the 1. Teacher switch on and off a SPS:
function of torch light. torch light. Observing
5 minutes 2. Pupils are required to observe
the torch light. Critical thinking
skill:
Example of questions and 3. Teacher asks some questions -
answers: to generate pupils’ idea about
1. What did you see from electric. Creative
the torch light? thinking skill:
- The torch light lights Generating ideas
up and lights off by
switching the button. HOTS:
2. Why do you think the -
torch light will light up and
light off? EMK:
- There is -
electricity/battery in
the torch light. Teaching aids:
3. How is the electricity Torch light
flows in the torch light?
- The electricity flows Noble Values:
through wires in the Dare to try
torch light.

4. Teacher reveals the topic of

Topic of the day
the day to the pupils.
Electricity
Eliciting Brainstorming about 1. Teacher brainstorms the ideas SPS:
ideas electricity of electricity with the pupils. Predicting,
- Light 2. Pupils are requested to guess Communicating
15 minutes - Dry cell the function of each
- Wire component stated in the Critical thinking
- Bulb brainstorming part. skill:
- Switch -

Creative
Function of components thinking skill:
a) Dry cell Generating
- Supply electrical ideas,
 energy Visualising
b) Bulb
- Produce light HOTS:
c) Switch Evaluating
- Switches on and off a
light EMK:
d) Wire Language
- Allow electricity to
flow through a circuit Teaching aids:
-

Noble Values:
Dare to try
Restructurin Input is given to the pupils 1. Teacher states the electrical SPS:
g of ideas Electric components and components that are needed Communicating
their functions to build an electric circuit.
20 minutes a) Dry cell 2. Teacher passes the electric Critical thinking
- To supply electrical components to the pupils to skill:
energy have a look on them. Analysing
b) Bulb 3. Teacher mentions the function
- To produce light of each electrical component. Creative
c) Switch 4. Teacher draws a complete thinking skill:
- To complete and electric circuit to shows how Making
break an electric the torch light will light up generalisations
circuit when the switch is switched
d) Wire on. HOTS:
- To allow electricity to Analysing
flow through a circuit
EMK:
Language

Teaching aids:
Dry cell, bulb,
wire, switch

Noble Values:
-
Application Application of knowledge 1. Teacher requests pupils to SPS:
 of ideas in a new situation. state the other component Predicting
Component to replace bulb which can replace the bulb in
10 minutes and its function: the complete circuit. Critical thinking
a) buzzer 2. Pupils are given five minutes skill:
- produce sound to discuss with friend beside Evaluating
b) vibrator them.
- vibrate 3. Teacher calls a few pupils to Creative
share their answers. thinking skill:
4. Pupils are required to mention Visualising
the function of the component
stated. HOTS:
5. Teacher discusses the Applying
answers with pupils.
6. Teacher provides relevant EMK:
answer to the pupils. -

Teaching aids:
-

Noble Values:
Having interest
and curiosity
towards the
environment,
Thinking
rationally
Reflection Complete the task in 1. Pupils completed the Activity SPS:
Activity Book Book. Classifying,
15 minutes Page 45 – 47 2. Teacher concludes the lesson Communicating
of the day.
Critical thinking
skill:
-

Creative
thinking skill:
Making
generalisations
HOTS:
Applying

EMK:
-

Teaching aids:
-

Noble Values:
Thinking
rationally
Reflection:
From this lesson, teacher realises that pupils like realia to learn. The realia attracts pupils
attention to the lesson. For example, the pupils are excited when they see switch, bulb and dry cell
that the teacher brings and shows. Therefore, teacher is suggested to prepare more realia in the
following lesson to attract pupils’ attention and increase their interest to the lesson.
Moreover, the learning objectives stated in the lesson plan have been achieved by 26 pupils,
but 4 pupils are still making mistakes in the Activity Book. 26 pupils are able to identify and name all
the electrical components correctly. They are able to state all the functions of electrical components
accurately too. The 4 pupils need teacher’s help to complete their task and they need more time to
finish the task given. Due to this, teacher needs to be more concern about the 4 pupils in the next
lesson to ensure that every pupil in class is able to achieve the learning objectives.
Mentor’s comment:

Lecturer’s comment: