DAILY LESSON PLAN SCIENCE
WEEK DAY DATE YEAR TIME SUBJECT
2 Wednesday 26/02/2025 4 Yakin 1100 - 1200 SCIENCE
THEME: LIFE SCIENCE UNIT: 2.0 HUMAN
TITLE HUMAN
CONTENT STANDARDS 2.1 Breathing Process
LEARNING
2.1.1 Identify the organs involved in the breathing process.
STANDARDS
LEARNING At the end of the lesson, pupils are able to
OBJECTIVES 1. Identify the organs involved in the breathing process
SUCCESS CRITERIA Pupils can label respiratory organs in human
ACTIVITIES
Pupils describe the picture and situation on page 23 of the textbook (21st CL).
- Teacher asks: “What do you think happens inside our body when we
ENGAGE
breathe?” –
Pupils discuss their answers, activating prior knowledge.
Teacher relates pupils’ answers to today’s lesson.
Pupils work in groups to predict which organs are involved in breathing.
EXPLORE
Fun Activity: Labeling Respiratory Organs in Humans (CBA)
Pupils label a diagram of the human respiratory system.
Teacher explains the functions of respiratory organs (lungs, trachea,
diaphragm, etc.).
EXPLAIN
Pupils answer questions on page 25 of the textbook (HOTS). - Each group
presents their findings.
Teacher asks: “What happens if the lungs do not function properly?” - Pupils
discuss the effects of diseases like asthma or smoking on the respiratory
ELABORATE
system.
Pupils draw and label their own respiratory system diagram.
Pupils rewrite and reflect on the questions in their exercise book. - Teacher
conducts a short quiz or oral questioning.
EVALUATE
Pupils give a conclusion for today’s lesson.
Remedial and enrichment exercises are given as needed.
TEACHING AIDS Textbook (page 23-25), apparatus and materials as on page 25
REFLECTION
1
DAILY LESSON PLAN SCIENCE
WEEK DAY DATE YEAR TIME SUBJECT
2 Thursday 27/02/2025 4 YAKIN 1000 - 1100 SCIENCE
THEME: LIFE SCIENCE UNIT: 2.0 HUMAN
TITLE HUMAN
CONTENT STANDARDS 2.1 Breathing Process
2.1.2 Describe the breathing process in terms of air passage and
LEARNING
exchange of gases in the lungs through observation by using various
STANDARDS
media.
At the end of the lesson, pupils are able to
LEARNING
2. Describe the breathing process in terms of air passage and exchange of gases
OBJECTIVES
in the lungs through observation by using various media.
SUCCESS CRITERIA Pupils can describe the breathing process in human
ACTIVITIES
Pupils observe and describe the picture on page 26 of the textbook (HOTS). -
ENGAGE Teacher asks: “What happens to the air we breathe in?”
Pupils share their prior knowledge about breathing.
Teacher relates pupils’ answers to today’s lesson. - Pupils watch an animation
EXPLORE or video demonstrating air passage and gas exchange.
Pupils discuss and brainstorm the movement of air during breathing.
Teacher explains the breathing process in humans, highlighting air passage &
gas exchange in the lungs.
EXPLAIN
Pupils create a flow map showing the breathing process in humans (21st CL). -
Teacher provides guidance and corrects misconceptions.
Pupils present their understanding of air passage and gas exchange
creatively (CBA). –
ELABORATE
They compare breathing in different activities (e.g., resting vs. running). -
Pupils rewrite the flow map in their exercise books.
Pupils summarize and conclude today’s lesson. - Teacher conducts a quiz or
oral questioning to assess understanding. - Pupils reflect on the importance of
EVALUATE
breathing. - Remedial: Extra guidance for struggling pupils. - Enrichment:
Research how oxygen travels in the blood.
TEACHING AIDS Textbook (page 26-28)
REFLECTION
2
DAILY LESSON PLAN SCIENCE
WEEK DAY DATE YEAR TIME SUBJECT
4
1030 – 1130
3 Wednesday 05/03/2025 Amana SCIENCE
1 hour
h
THEME: LIFE SCIENCE UNIT: 2.0 HUMAN
TITLE HUMAN
CONTENT STANDARDS 2.1 Breathing Process
2.1.2 Describe the breathing process in terms of air passage and
exchange of gases in the lungs through observation by using various
media
LEARNING
2.1.3 Differentiate the content of oxygen and carbon dioxide during
STANDARDS
inhalation and exhalation
2.1.6 Explain the observations on human breathing through written
or verbal forms, sketches or ICT in a creative way
At the end of the lesson, pupils are able to
LEARNING
1. Describe the breathing process in terms of air passage and exchange of gases in
OBJECTIVES
the lungs through observation by using various media.
Pupils can differentiate the content of oxygen and carbon dioxide during inhalation
SUCCESS CRITERIA
and exhalation
ACTIVITIES
-Pupils observe and describe the picture on page 29 of the textbook (21st CL).
Teacher asks: “What do you think is the difference between the air we
ENGAGE
breathe in and out?”
Pupils share their ideas and prior knowledge.
Teacher relates pupils’ answers to today’s lesson. - Pupils conduct a breathing
EXPLORE observation activity (e.g., blowing onto a mirror or limewater test).
In groups, pupils discuss the difference between inhaled and exhaled air.
Teacher explains the content of oxygen and carbon dioxide in inhaled and
exhaled air.
EXPLAIN Teacher demonstrates how the lungs function in gas exchange.
Pupils record their observations and compare oxygen vs. carbon dioxide
levels.
In groups, pupils carry out Fun Activity: Breathing Process in Humans (CBA).
Pupils create a flow map to describe the breathing process and gas exchange
ELABORATE
(21st CL).
Pupils explain their work using verbal, written, sketches, or ICT tools.
Pupils rewrite the flow map in their exercise book.
Teacher assesses pupils’ understanding through questioning or a short quiz. -
EVALUATE
Pupils give a conclusion for today’s lesson.
Remedial: Extra guidance for struggling pupils. -
TEACHING AIDS Textbook (page 29-30), apparatus and materials as on page 30
REFLECTION
3
DAILY LESSON PLAN SCIENCE
WEEK DAY DATE YEAR TIME SUBJECT
4
Amana 1000 - 1100 SCIENCE
h
THEME: LIFE SCIENCE UNIT: 2.0 HUMAN
TITLE HUMAN
CONTENT STANDARDS 2.1 Breathing Process
LEARNING 2.1.4 Describe the chest movement during inhalation and exhalation by carrying
STANDARDS out activities.
At the end of the lesson, pupils are able to;
LEARNING
Describe the chest movement during inhalation and exhalation by carrying out
OBJECTIVES
activities.
Pupils can describe the chest movement during inhalation and exhalation by carrying
SUCCESS CRITERIA
out activities.
ACTIVITIES
Pupils observe and describe the picture on page 31 of the textbook (HOTS).
ENGAGE Teacher asks: “What do you feel when you take a deep breath?”
Pupils discuss their prior knowledge about chest movement during breathing.
Teacher relates pupils’ answers to today’s lesson.
Teacher brings pupils to the school field for an outdoor breathing activity. –
EXPLORE
Pupils take deep breaths and observe their chest movement while resting and
after mild physical activity (e.g., jogging in place).
Teacher explains the mechanism of chest movement during inhalation and
exhalation (ribcage expansion, diaphragm contraction/relaxation).
EXPLAIN
Teacher uses visual aids (e.g., diagrams, videos) to illustrate the breathing
process.
Let’s Test: Chest Movement during Breathing Process (21st CL) – Pupils pair
up and measure each other’s chest expansion during inhalation and
ELABORATE
exhalation.
Pupils compare their findings and present their observations (CBA).
Pupils rewrite and reflect on their observations in their science exercise book.
Teacher conducts a short quiz or oral questioning to assess understanding. –
EVALUATE Pupils conclude today’s lesson by summarizing the breathing process. –
Remedial: Extra guidance for struggling pupils. - Enrichment: Pupils research
how breathing changes during exercise.
TEACHING AIDS Textbook (page 31-32)
REFLECTION
4
5
DAILY LESSON PLAN SCIENCE
WEEK DAY DATE YEAR TIME SUBJECT
4
3 MONDAY 3/3/2025 Amana 1100-1200 SCIENCE
h
THEME: LIFE SCIENCE UNIT: 2.0 HUMAN
TITLE HUMAN
CONTENT STANDARDS 2.1 Breathing Process
LEARNING 2.1.5 Make generalisation that the rate of breathing depends on the types of activities
STANDARDS carried out.
At the end of the lesson, pupils are able to
LEARNING i. describe how breathing rate changes with different activities
OBJECTIVES ii. state the different in the content of oxygen and carbon
dioxide during inhalation and exhalation
PERFORMANCE LEVEL 6
ACTIVITIES
- Pupils observe and describe the picture on page 33 of the textbook (21st CL).
ENGAGE Teacher asks: “Why do you think we breathe faster after running?”
Pupils discuss their prior knowledge about breathing rate changes.
Teacher relates pupils’ answers to today’s lesson.
Teacher explains that the rate of breathing depends on the type of activities
EXPLORE carried out, giving real-life examples (e.g., resting vs. running).
Pupils carry out a simple experiment on page 34 of testing different types of
activities (sit/slow walk/jumping jacks)
Pupils conduct Let’s Test Activity: Rate of Breathing in Humans (CBA). –
Individually, pupils measure their breathing rate (chest movement per
minute) before and after different activities (e.g., sitting, walking, jumping).
EXPLAIN
Basic : Pupils write their observation in worksheet
Advance: Pupils write a hand written report in their science book.
Pupils compare and discuss their findings.
Basic: Pupils make relationship between chest movement and type of activity by
teacher’s guidance.
Advance:
ELABORATE
i. Pupils discuss the relationship between chest movement and type of activity.
ii. Pupils discuss why human breathe faster as the activity is getting more intense.
Pupils answer the questions on page 34 in their science exercise book.
Pupils summarize and conclude today’s lesson.
EVALUATE
Remedial: Extra guidance for struggling pupils. -.
TEACHING AIDS Textbook (page 33-34), apparatus and materials as on page 34
REFLECTION
6
7
DAILY LESSON PLAN SCIENCE
WEEK DAY DATE YEAR TIME SUBJECT
4
3 TUESDAY 4/3/2025 Amana 1000 - 1100 SCIENCE
h
THEME: LIFE SCIENCE UNIT: 2.0 HUMAN
TITLE HUMAN
CONTENT STANDARDS 2.1 Breathing Process
LEARNING 2.1.6 Explain the observations on human breathing through written or verbal forms,
STANDARDS sketches or ICT in a creative way
At the end of the lesson, pupils are able to :
LEARNING
Make generalisation that the rate of breathing depends on the types of activities
OBJECTIVES
carried out
SUCCESS CRITERIA Pupils can describe the importance of keeping respiratory organs
ACTIVITIES
Pupils observe and describe the picture on page 35 of the textbook (21st CL). -
Teacher asks: “What factors can affect the way we breathe?”
ENGAGE Basic: Pupils look
Pupils discuss their prior knowledge about healthy and unhealthy breathing
habits.
Teacher relates pupils’ answers to today’s lesson.
EXPLORE Teacher explains different situations that affect the breathing process (e.g.,
pollution, exercise, smoking).
Fun Activity: Let’s Keep the Lungs Healthy (21st CL)
EXPLAIN Pupils work in groups to explore ways to maintain healthy lungs.
Each group research or brainstorms different factors affecting lung health.
Pupils compare their findings and present their ideas creatively through
ELABORATE sketches, posters, verbal presentations, or ICT tools (CBA).
Pupils rewrite key points in their science exercise book.
Pupils summarize and conclude today’s lesson. –
Teacher assesses pupils’ understanding through questioning or a short quiz. -
EVALUATE
Remedial: Extra guidance for struggling pupils. - Enrichment: Pupils research
how air pollution affects breathing in different environments.
TEACHING AIDS Textbook (page 35-36)
REFLECTION
8
9
DAILY LESSON PLAN SCIENCE
WEEK DAY DATE YEAR TIME SUBJECT
3 Thursday 06/03/2025 4 Yakin 1000 - 1100 SCIENCE
THEME: LIFE SCIENCE UNIT: 2.0 HUMAN
TITLE HUMAN
CONTENT STANDARDS 2.2 Excretion and Defecation
2.2.1 State the meaning of excretion and defecation
LEARNING 2.2.2 Identify the organs and products of excretion.
STANDARDS 2.2.4 Explain the observations on human excretion and defecation through written or
verbal forms, sketches or ICT in a creative way
At the end of the lesson, pupils are able to
LEARNING
1. State the meaning of excretion and defecation
OBJECTIVES
2. Identify the organs and products of excretion
SUCCESS CRITERIA Pupils can explain on excretion and defecation
ACTIVITIES
Pupils observe and describe the picture on page 33 of the textbook.
ENGAGE Teacher asks: “What happens when we sweat or go to the toilet?”
Pupils discuss their ideas and share prior knowledge.
Teacher relates pupils’ answers to today’s lesson.
Teacher explains the meaning of excretion and defecation, emphasizing the
EXPLORE differences.
Pupils brainstorm and predict which organs are responsible for excretion and
defecation.
Teacher explains the organs and products of excretion (e.g., kidneys → urine,
skin → sweat, lungs → carbon dioxide).
Fun Activity: Knowing About Excretion and Defecation (CBA) – Pupils work in
EXPLAIN
groups to investigate different excretory organs and their functions. Pupils
solve puzzle ( cut and paste )
Pupils present their findings through written, verbal, sketches, or ICT tools
(21st CL).
ELABORATE
Each group explains their findings to the class, comparing different excretory
processes.
Pupils summarize today’s lesson and reflect on the importance of excretion
and defecation for health.
EVALUATE Teacher conducts a quiz or oral questioning.
Remedial: Extra guidance for struggling pupils.
Enrichment: Pupils research how excretory systems work in other animals.
TEACHING AIDS Textbook (page 39-40), apparatus and materials as on page 40
REFLECTION
10
DAILY LESSON PLAN SCIENCE
WEEK DAY DATE YEAR TIME SUBJECT
4 WEDNESDAY 12/03/2025 4 YAKIN 1030 - 1130 SCIENCE
THEME: LIFE SCIENCE UNIT: 2.0 HUMAN
TITLE HUMAN
CONTENT STANDARDS 2.2 Excretion and Defecation
LEARNING 2.2.3 Make inferences on the importance to rid products of excretion
STANDARDS and defecation
LEARNING At the end of the lesson, pupils are able to
OBJECTIVES Make inferences on the importance to rid products of excretion and defecation
SUCCESS CRITERIA Pupils can explain the importance to rid products of excretion and defecation
ACTIVITIES
Show pupils a picture from page 35 of the textbook.
ENGAGE Ask guiding questions: "What do you see? Why is waste removal important
Relate their responses to the topic of excretion and defecation.
Hands-On Activity: Waste Removal Experiment –
Pupils observe how adding soil/food coloring to water makes it dirty.
EXPLORE
They use a strainer/filter to see how some waste is removed.
Disscuss what happens if waste is not removed from the body.
- Teacher explains excretion (removal of urine) and defecation (removal of
EXPLAIN feces). - Link to real-life situations (e.g., What happens if a person cannot
urinate?). - Use diagrams, videos, or demonstrations to support learning.
- Pupils present their understanding in front of the class (CBA). - In groups,
ELABORATE pupils answer the questions on page 42 (HOTS). - Pupils rewrite the questions
and answers in their science exercise book.
- Pupils summarize the lesson in their own words. - Teacher asks review
EVALUATE questions to assess understanding. - Pupils complete the Waste Removal
Experiment Worksheet as an assessment tool.
TEACHING AIDS Textbook (page 41-42), apparatus and materials as on page 41-42
REFLECTION
11
DAILY LESSON PLAN SCIENCE
WEEK DAY DATE YEAR TIME SUBJECT
4
5 MONDAY 17/03/2025 1100 - 1100 SCIENCE
AMANAH
THEME: LIFE SCIENCE UNIT: 2.0 HUMAN
TITLE HUMAN
CONTENT
2.3 Human Respond To Stimuli
STANDARDS
2.3.3 Make inferences on the importance of human response to stimuli.
LEARNING 2.3.4 Explain habits that disrupt the process of human response to stimuli. 2.3.5
STANDARDS Explain the observations on human response to stimuli through written or verbal
forms, sketches or ICT in a creative way.
At the end of the lesson, pupils are able to
LEARNING
Explain the observations on human response to stimuli through written or verbal
OBJECTIVES forms, sketches or ICT in a creative way
SUCCESS CRITERIA Pupils can investigate humans respond to stimuli
ACTIVITIES
Teacher show pictures or videos of various stimuli (e.g., a bright light, loud
noise, a hot stove).
"What do you think will happen?" "How would you react?"
ENGAGE Pupils to share their experiences when exposed to stimuli (e.g., touching
something cold, hearing a loud sound). Relate their answers to the topic:
Humans respond to stimuli through their senses.
Activity: Let's Test – Response to Stimuli Experiment (Students work in
groups to investigate human responses).
Each group tests different types of stimuli: 🔹
Visual: Shine a flashlight in a student's eye (observe pupil contraction).
EXPLORE Touch: Use a soft brush and a sharp pencil (gently) on a student’s skin to
compare touch sensitivity.
Reflexes: Tap below the knee to observe the knee-jerk reflex.
Sound: Clap behind a student's back and observe their reaction.
How fast did they respond? What did they feel?
Teacher explains how the sensory organs detect stimuli and send
signals to the brain using diagrams, videos, or a simple demonstration
EXPLAIN (e.g., role-playing where one student is the "brain," another the "eyes," and
others the "nerves" to show the process).
Students apply their learning by creating a response-to-stimuli
presentation in different formats🔹 Writing a short story about a person
ELABORATE responding to stimuli. 🔹: What would happen if you couldn’t feel pain? How
does our body protect us from harm through responses?
Activity: Formative Assessment - HOTS Questions 🔹 Why do we pull our
hand away when we touch something hot? 🔹 What would happen if our eyes
EVALUATE didn’t respond to bright light? 🔹 Explain a situation where more than one
sense is involved in a response. Summarization Activity: Students take
turns stating one key takeaway from today’s lesson.
TEACHING AIDS Textbook (page 41-42), apparatus and materials as on page 41-42
REFLECTION
12
DAILY LESSON PLAN SCIENCE
WEEK DAY DATE YEAR TIME SUBJECT
5 THURSDAY 20/03/2025 4 YAKIN 1030 – 1130 SCIENCE
THEME: LIFE SCIENCE UNIT: 2.0 HUMAN
TITLE Unit 2
CONTENT STANDARDS 2.1 – 2.3
LEARNING
2.1.1 – 2.3.5
STANDARDS
LEARNING At the end of the class, pupils are able to
OBJECTIVES 3. Revise the above topics
SUCCESS CRITERIA Pupils can revise and answers the quiz
ACTIVITIES
- Teacher asks pupils to recall key points from previous lessons in Unit 2
ENGAGE (HOTS). - Use Think-Pair-Share: Pupils discuss in pairs before sharing with the
class.
- Pupils answer individual assessment questions covering 2.1.1 – 2.3.5. -
EXPLORE
Pupils write their answers in their notebooks.
- Teacher reviews the questions with pupils. - Pupils discuss why their
EXPLAIN answers are correct or incorrect (21st CL). - Teacher provides explanations
for difficult questions.
- Pupils work in small groups to complete a group assessment covering 2.1.1
ELABORATE
– 2.3.5. - Groups present their answers, explaining their reasoning.
- Teacher and pupils discuss answers as a class (21st CL). - Teacher collects
EVALUATE assessments for evaluation. - Pupils reflect on their learning: What did I
understand well? What do I need to improve?
TEACHING AIDS Science modul workbook
REFLECTION
13
