The Lesson Plan

THE LESSON PLAN

Unit 3.5 Water

Course 22102, Course Name Science 4, Group Science.

Secondary Year 2 semester 2 , Academic year 2017, Time 2 × 50 Minutes

Student Teacher’s : Mr. Fuad Sulistio

Supervisor’s/Mentor’s : Dr. Sumalee Tientongdee

Cooperating Teacher’s : Ms. Patimaporn Kaewkong

Learning standards

Standard 6.1 understands the processes that occur on the surface of the Earth and within the Earth. The relationship between the processes that affect climate change, terrain and morphology. The process of investigating knowledge and mental science. Communicate what you learn and apply it.

Standard 8.1 uses scientific and psychological processes in the quest for knowledge, solving problems, knowing that most natural phenomena occur in a certain way. Can be explained and verified. Under the information and tools available at that time, it was understood that science, technology, society and the environment are interrelated.

Indicators.

Standard / Indicator 6.1 M. 2/7 Exploration and description of natural water resources. Utilization and conservation of local water resources.

Standard / Indicator, 6.1 M. 2/8 m Trial, mimics and describes the occurrence of water on the ground. Groundwater

Standard / Indicator, 8.1 M. 2/1. Set questions that determine key issues or variables in the survey. Or study the topic of interest is comprehensive and reliable.

Standard / Indicator, 8.1 M. 2/7. Create questions that lead to a survey. In related matters, apply knowledge to new situations or explain concepts, processes, and results of projects or work pieces to others.

Standard / Indicator, 8.1 M. 2/8. Record and explain the findings of the survey. Further investigation from various sources provides reliable information. And accept the knowledge changes discovered when data is available. The new testament is increased or disputed.

Measure / Measure 8.1 M. 2/9 Show, write, report, and / or explain the concept, process, and results of a project or piece of work to others.

The purpose of learning
The student can understand the importance of water, source of water and the water cycle

Learning Objectives :

1.        Students will be able to mention what is mean the water and how much surface area of water on the earth

2.        Students will be able to explain how important water for daily life

3.        Students will be able to mention where the water source can be found

4.        Students will be able to explain how the process of water cycle on the earth

5.        Students will be able to conduct I do experiment with making water cycle models using the materials they have prepared before

6.        Students will be able to present presentation about the water cycle with the water cycle model they have created

Essence of learning

Knowledge.

1.        The meaning of water

2.        Surface area of water on the earth

3.        The importance of water for daily life

4.        Sources of Water

5.        Water Cycle

Desired properties
1.    Discipline
2.    Learning
3.    Commitment to work

Key Performance
1.    The ability to think.
2.    The ability to solve problems

Learning activities.

Activities into learning

Engage Activity

Say or ask students to think about:

1.        What do you know about water?

2.        Why is water essential to life?

3.        Where are the sources of water?

4.        How to process steps water cycle?

After that, Introduce a lesson of water topics using presentations

Explore

Procedures for this activity:

1.        Students answer questions in the presentation

2.      Students make models of water cycle in groups using the future board, color clay, glue, foams, and ping pong ball.

3.      Future board is used as the body of the model, Ping Pong Ball is used as the sun, Color clay is used as mountains, ocean, fresh water, plants, and others, Foam is used as clouds, snow and rain.

4.      Each group prepares the material to be presented in front of the class along with the model of the water cycle

Explain

Each group will present a water cycle model that has been created for 10 minutes, then responded by another group for 5 minutes. Each group should write down the results of their presentation and responses from other groups. Here the student must be active to explain the water cycle according to the water cycle model created

Elaborate

After each group present the results of its water cycle model. Say or ask students to think about: Utilization and conservation of local water resources in Thailand and The relation of groundwater to the water cycle. Students will write their opinion on paper and will be discussed together in class.

Evaluate

The teacher gives homework to the students in Exercise 3.5 about Water Page 74 Number 1-4 and Exercise 3.5 about Water Part B : Objective Questions Page 76 Number 27-32, This homework will be collected on Thursday February 8^th 2018 at 08.30 in M. 2/5.

Student Development Activities

1.    Students study the knowledge of importance of water for humans. Importance of water for humans such as Water Protects Your Tissues, Spinal Cord, and Joints, Water Helps Your Body Remove Waste, Water Aids in Digestion, Water Prevents You From Becoming Dehydrated

2.      Students study the knowledge of sources of water. Sources of water are Surface water, Rivers or lake, Springs, Rock catchment areas and rockholes, Excavated dams, Rainwater tank, Bores and wells, Artesian bores.

3.       The teacher explains further that water cycle, The water cycle, also known as the hydrological cycle or the hydrologic cycle, describes the continuous movement of water on, above and below the surface of the Earth. The mass of water on Earth remains fairly constant over time but the partitioning of the water into the major reservoirs of ice, fresh water, saline water and atmospheric water is variable depending on a wide range of climatic variables. The water moves from one reservoir to another, such as from river to ocean, or from the ocean to the atmosphere, by the physical processes of evaporation, condensation, precipitation, infiltration, surface runoff, and subsurface flow. In doing so, the water goes through different forms: liquid, solid (ice) and vapor.

Activities

1.        Students and teachers discuss and draw conclusions from their learning

2.        The teacher shows a learning video on the topic being taught

3.        The teacher asked students to create a model of the water cycle in a group

Learning media.

1.        Power Point about water

2.        Videos about water

3.        Future board

4.        Color Clay

5.        Glue

6.        Foams

Learning resources

1.        Textbook Discovering Science 2 PADA Education Co., Ltd.

2.        The Internet (Wikipedia, www.bbc.co.uk, www.health.gov.au, www.albertawater.com)

Measurement and evaluation

Goals	Evidence	Measurement Tool	Evaluation Criteria
The essence. Water	- The practice.	Review Question 3.7 P. 93 Number 18, 19, 20	The accuracy of the exercises must pass 90%
Indicators. -  Standard / Indicator 6.1 M. 2/7 Exploration and description of natural water resources. Utilization and conservation of local water resources. -  Standard / Indicator, 6.1 M. 2/8 m Trial, mimics and describes the occurrence of water on the ground. Groundwater	- The practice.	Opinions of students about utilization and conservation of local water resources in Thailand and The relation of ground water to the water cycle	Opinions should be according to reality
Desired properties 1.        Discipline 2.        Learning 3.        Commitment to work	- The practice.	Exercise 3.5 about Water Page 74 Number 1-4 Exercise 3.5 in Water Part B : Objective Questions Page 76 Number 27-32	On-time delivery has the full score, send slower less score max 80.

   

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