Science LESSON PLAN FOR FORM 2
Subject : Science
Class : 2 RK 1
Time : 8.40am – 10.00am.
Number of student : 30 students
Theme : Management And Continuity Of Life
Learning Area : Nutrition
Learning objective : Understanding the digestive system in human
Learning outcome : A student is able to:
i. Explain what digestion is.
ii. Identify the parts of the digestive system
iii. Describe the flow of food particles in the alimentary canal.
iv. State the functions of the organs in digestive system.
Previous knowledge: Students have learnt:
i. The classes of food
ii. Need of food and oxygen in respiration cell
Science Process
Skill :
Basic science process skill | Description |
Observing | Students are able to describe the flow of food by using sense of sight. |
Predicting | Students are able to predict what would be happen to the food once swallow it. |
Defining operationally | Students are able to defining operationally in digestive system. |
Communicating | Students are able to describe the digestive action in form of chart. |
Science Thinking
Skills :
Critical Thinking Skills | Description |
Attributing | Students are able to identify the organ that involve in digestive system. |
Sequencing | Students are able to write out the sequence of food movement in the digestive system. |
Creative Thinking Skills | Description |
Generating ideas | Students are able to give ideas on what would be happen to the food after swallow it. |
Relating | Students are able to relate the breaking up of complex food into simpler molecules that can be absorbed into the bloodstream. |
Synthesizing | Students are able to state the path of food flow in alimentary canal. |
Visualising | Students are able to forming mental images about digestive system. |
Scientific Attitudes
and Noble values : Showing interests and curiosity in body’s system, being cooperative
and thankful to God for his gifts/blessings.
Teaching aids :
No | Material | Quantity |
1. | Smart board | 1 |
2. | Laptop | 1 |
References : 1. Lau Hut Yee. Total revision Science PMR, Sasbadi, 2005.
2. Yeap Tok Kheng. Science process Skills Form 2, Longman, 2011.
3. Koh Hock Lim. Move Ahead in Science Form 2, Arah Pendidikan, 2008
Stage /time | Content knowledge | Teacher’s activity | Students’ activity |
Set induction (7 minutes) | · Food is our main source of energy. · The food we eat needs to be broken down into simpler molecules that our body can use. · This happens in the digestive process. | 1. Ask some questions related to food by showing you tube to the students. Ø Why do you eat? Ø What will be happen to the food after swallow it? 2. Guide the students to relate the answer with digestive system. | · Pay attention to the teacher and actively answer the questions asked by teacher. |
Empowering (Restructuring ideas) (30 minutes) | · The digestive system consists of all the organs in the body that helps in the digestion of food. · The alimentary canal is made up of the mouth, oesophagus, stomach, small intestine, large intestine and anus (starts at the mouth and ends at the anus). · Other organs such as the liver, gall bladder and pancreas helps in digesting the food. · Food is pushed along the alimentary canal by the muscular walls that contrast and relax alternately through the process of peristalsis. | 1. Display the organ in digestive system. 2. Discuss the function of each part of organ in digestive system. 3. Display flash animation to showing the flow of food in alimentary tract. 4. Guides students to describe the flow of food particles in the alimentary canal. 5. Explain to them about peristalsis process. | · Pay attention to you tube. · Identify the organ in digestive organ. · The students will discuss about the function of organs in form of mind mapping or short notes. |
Enhancing (Application of ideas) (30 minutes) | · Mouth – breaks up foods · Oesophagus – channel to stomach from mouth. · Stomach – produces gastric juice and digestion of protein begins. · Small intestine – digestion of fat, protein and starch. · Liver – secretes bile · Gall bladder – stored bile · Pancreas – secretes pancreatic juices · Large intestine – reabsorbs water and formation of faeces · Rectum – stores faeces · Anus – removes faeces from the body | 1. Choose the students randomly to name the organs in digestive system, write the correct path way of flowing of food in alimentary tract and state the function of organ in digestive system. 2. Divide the students into 6 groups. 3. Representative from each group request to click at the dice. The person with the highest total of click will be the first group and so on. 4. Conducts quiz activity. | · The students will be carrying out with quiz activity. |
Evaluation (10 minutes) | Refer to activity sheet. | 1. Gives activities to the students. 2. Asks students to complete it. 3. Discuss the answer. 4. Gives a enrichment activities. | · Participate in evaluation activities. · Discuss the answer. |
Closure ( 3 minutes) | Digestion is the breaking up large food into simpler molecules that can pass through the wall of the small intestine. The organ that involves in digestive system is mouth, oesophagus, stomach, small intestine, large intestine, rectum, anus, liver, gall bladder and pancreas. | 1. Summarize the lesson 2. Gives homework. | · Pay attention to the teacher. |
Reflection:
Objectives | Achieved | |
Not achieved | ||
Student’s participation and performance | Satisfied | |
Fair | ||
Unsatisfied | ||
Student’s activity and assessment | Excellent | |
Good | ||
More effort | ||
incomplete |
Teacher’s remarks:
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Science LESSON PLAN FOR FORM 2
Subject : Science
Class : 2 RK 1
Time : 8.40am – 10.00am.
Number of student : 30 students
Theme : Management And Continuity Of Life
Learning Area : The World Through our Senses
Learning objective : Understanding the sense of sight
Learning outcome : A student is able to:
i. Identify the structure of the human eye.
ii. Explain the functions of different parts of eye
iii. Describe how we see
Previous knowledge: Students have learnt:
i. What sensory organ is
ii. Pathway from stimulus to response
Science Process
Skill :
Basic science process skill | Description |
Observing | Students are able to identify the structure of eye by observing model of human eye. |
Predicting | Students are able to predict what would be happen to the light once entering the eye. |
Communicating | Students are able to describe the see mechanism in form of flow chart. |
Science Thinking
Skills :
Critical Thinking Skills | Description |
Attributing | Students are able to identify the structure of human eye. |
Sequencing | Students are able to write out the sequence of path of light from cornea in the eye to the brain. |
Creative Thinking Skills | Description |
Relating | Students are able to relate that light is necessary for sight. |
Synthesizing | Students are able to describe image formation in the eye. |
Visualising | Students are able to forming mental images against image formation in the eye and brain. |
Scientific Attitudes
and Noble values : Showing interests and curiosity in body’s system, being thankful to God and
being cooperative.
Teaching aids :
No | Material | Quantity |
1. | Model of human eye | 5 |
2. | Striker for labeling | 5 |
3. | Laptop | 1 |
References : 1. Lau Hut Yee. Total revision Science PMR, Sasbadi, 2005.
2. Yeap Tok Kheng. Science process Skills Form 2, Longman, 2011.
3. Koh Hock Lim. Move Ahead in Science Form 2, Arah Pendidikan, 2008
Stage /time | Content knowledge | Teacher’s activity | Students’ activity |
Set induction ( 7 minutes) | · Light is needs to see. | 1. Students are asked to close the entire window with curtain and switch off the light to make a dark situation in the room. 2. Teacher shows a doll to the students and asks its colour. 3. Teacher asks students to switch on the light and ask the same question. 4. Teacher tries to relate the light to sight. | · Pay attention to the teacher and actively answer the questions asked by teacher. |
Eliciting ideas (3 minutes) | · Receptors in the eyes (sensory organ) detect the light (stimulus). | 1. Students are asked to predict how a human able to see does. 2. Students are asked to explain the stimulus and sensory organ. | · Listen to teacher and give their opinions. |
Empowering (Restructuring ideas) (35 minutes) | · The structure of eye are cornea, iris, sclera, choroid, pupil, aqueous humour, eye lens, suspensory ligament, conjunctiva, ciliay muscle, vitreous humour, retina, yellow spot, blind spot, optic nerve | 1. Students are divided into 5 groups. 2. A model of human eyes is given to each group. 3. Students are asked to identify and label the structure of eyes. 4. Students are encouraged to discuss the function of each part of the eye. | · Identify and label the structure of eye. · Pay attention to the slide to discuss the function of each part of the eye. |
Enhancing (Application of ideas) (25 minutes) | · Light enter the eye through the pupil. · Focused by the cornea, aqueous humour, lens and vitreous humour to form a sharp image on retina. · The image is inverted, real and smaller than object. | 1. Teacher uses lecture maker to explain the see mechanism. 2. Formation of image is explained. 3. Students are asked to examine their predictions. | · Listen attentively to the explanation given by teacher. · Students examine their predictions. |
Evaluation (5 minutes) | 1. Gives activities to the students. 2. Asks students to complete it. 3. Discuss the answer. | · Participate in evaluation activities. · Discuss the answer. | |
Closure ( 5 minutes) | Eye is a sense organ for sight. | 1. Teacher guides students to summarize today’s lesson. 2. URL for websites concerning the eye is given to students. | · Students summarize the lesson today. · Recall what they have learnt. |
Reflection:
Objectives | Achieved | |
Not achieved | ||
Student’s participation and performance | Satisfied | |
Fair | ||
Unsatisfied | ||
Student’s activity and assessment | Excellent | |
Good | ||
More effort | ||
incomplete |
Teacher’s remarks:
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