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Date: 25th July 2008

Time: 10:30 am -11:30 am

Class: 2 Cempaka

Enrolment: 33 students

Learning Theme: Mixing Things

Learning Objective: Some materials can dissolve in water and some cannot.

Learning Outcome: At the end of the lesson students will able:

• are able to recognise that some materials can dissolve in water.

• record their observations in a table

Time required: 60 minutes

Strategy: Discussion

Science Process/Manipulative Skills and Thinking Skill:

• Observing
• Classifying
• Attributing

Scientific Attitudes and Value:

• Being systematic
• Being cooperative
• Daring to try

Learning aids and material

• Worksheet
• Beaker, spoon, salt, sugar, sand
Phase (Time) Contents Teaching & Learning Remarks
Activities
Set Induction The salt in the video Teacher let divide the SPS:
disappeared because it pupils into five groups. Observing,
(10:30am-10:35 was dissolved in the Classifying
am) river Teacher plays an animation
video entitled “Pak Samad
5 minutes missing his salt”.

Teacher ask question


• What happened to
the salt?
• Where did salt go?

Then teacher explain to the


pupils that today’s lesson is
on “some materials can
dissolve in water and some
cannot.”

Eliciting Ideas Salt and sugar dissolve Teacher then give a beaker, SPS:
easily in the water. a spoon, and salt. Observing,
(10:35am- Classifying
11:00am) Sand does not dissolve Teacher then ask the pupils
in the water. to add the water inside the
25 minutes beaker. After that, pupils Value:
have been asked to add salt
and stir it with a spoon. Daring to try,
Being
Teacher then ask the pupils cooperative,
to observe the salt’s Being
physical condition during systematic
the stirring process.

Then teacher ask the pupils


to use another material that
is sugar. By repeating the
same procedure, teacher
asks the pupils to observe
the sugar’s physical
condition during the
stirring process.
Phase (Time) Contents Teaching & Learning Remarks
Activities
After that, teacher asks the
pupils to use another
material that is sand. By
repeating the same
procedure, teacher asks the
pupils to observe the
sand’s physical condition
during the stirring process.

Teacher then ask the pupils


to record what they
observe in a worksheet.
Restructuring Ideas Material dissolve in the The teacher explains to the SPS:
water will disappear pupils that some material Observing,
(11:00 am-11:15 after string it in the can be dissolved in the Classifying
am) water while material water and some not.
that did not dissolved in TS: Attributing
15 minutes. the water will sink at Teacher also explain to the
the bottom of the pupils the material that not
beaker. dissolved in the water can
be used by using a filter
paper.

Application Material will that did Teacher distributes 1 SPS: Observing


not dissolved in the material to every group. Classifying
(11:15am- water will left behind at Teacher asks the pupils in
11:25am) the filter paper while the group to determine the TS: Attributing
material that dissolve material either it dissolves
10 minutes. will pass through the in the water or not by using Value:
filter paper. the filter paper.
Dare to try
Teacher asks the pupils to Being
write their founding in a systematic
worksheet.

Reflection Recalled back today’s Teacher asks pupils to


lesson summarize today’s lesson. TS: Attributing
(11:25am-11:30
am) Question:

5 minutes. How we differentiate


material that dissolved in
the water with material that
does not dissolved in the
water?
Reflection:

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