DATE : 28.2.2011
DAY : MONDAY
Science | |
3E(2.00-3.10) | |
Learning area | Blood circulation and transport |
Learning objective | Understanding the transport system in humans |
Learning outcome | Compare and contrast the structure the of arteries, veins and capillaries |
Learning activity | Carry out activities to compare and contrast the structure of arteries, veins and capillaries (SPS activities 2.3 and 2.4) |
Teaching Materials | Textbook, reference book, sps book |
Noble Value | Being thankful to God, Appreciating and practicing clean and healthy living |
Reflection | 60% of students are able to state the transport system in humans |
Science | |
3M(3.25-4.00) | |
Learning area | Blood circulation and transport |
Learning objective | Understanding the transport system in humans |
Learning outcome | Compare and contrast the structure the of arteries, veins and capillaries |
Learning activity | Carry out activities to compare and contrast the structure of arteries, veins and capillaries (SPS activities 2.3 and 2.4) |
Teaching Materials | Textbook, reference book, sps book |
Noble Value | Being thankful to God, Appreciating and practicing clean and healthy living |
40% of students are able to state the transport system in humans | |
Science | |
2H(5.10-6.20) | |
Learning area | The world through our senses |
Learning objective | Understanding the stimuli and responses in plants |
Learning outcome | State the stimuli that cause response in plants and identify the parts of plants sensitive to specific stimulus |
Learning activity : | Carry out experiments to investigate the response of plants towards gravity (SPS activity 1.24) |
Teaching Materials | Textbook, reference book, sps book |
Noble Value | Being thankful to God |
Reflection | 50% of students are able to state the stimuli and responses in plants |
DATE :1.3.2011
DAY : TUESDAY
Science | |
2D(2.00-3.10) | |
Learning area | The world through our senses |
Learning objective | Understanding the stimuli and responses in plants |
Learning outcome | State the stimuli that cause response in plants and identify the parts of plants sensitive to specific stimulus |
Learning activity | Carry out experiments to investigate the response of plants towards gravity (SPS activity 1.24) |
Teaching Materials | Textbook, reference book, sps book |
Noble Value | Being thankful to God |
Reflection | 90% of students are able to state the stimuli and responses in plants |
Science | |
3M(3.25-4.00) | |
Learning area | Blood circulation and transport |
Learning objective | Understanding the transport system in humans |
Learning outcome |
|
Learning activity | Observe the model of the path of blood flow in the circulatory system (SPS activity 2.5) |
Teaching Materials | Textbook, reference book, sps book |
Noble Value | Being thankful to God, Appreciating and practicing clean and healthy living |
40% of students are able to state the circulatory system and Illustrate the path of blood flow in the circulatory system | |
Science | |
3K(5.45-6.20) | |
Learning area | Blood circulation and transport |
Learning objective | Understanding the transport system in humans |
Learning outcome | Compare and contrast the structure the of arteries, veins and capillaries |
Learning activity | Carry out activities to compare and contrast the structure of arteries, veins and capillaries (SPS activities 2.3 and 2.4) |
Teaching Materials | Textbook, reference book, sps book |
Noble Value | Being thankful to God, Appreciating and practicing clean and healthy living |
Reflection | 50% of students are able to state the transport system in humans |
DATE : 2/3/2011
DAY :WEDNESDAY
Science | |
3K(2.00-3.10) | |
Learning area | Blood circulation and transport |
Learning objective | Understanding the transport system in humans |
Learning outcome |
|
Learning activity | Observe the model of the path of blood flow in the circulatory system (SPS activity 2.5) |
Teaching Materials | Textbook, reference book, sps book |
Noble Value | Being thankful to God, Appreciating and practicing clean and healthy living |
Reflection | 50% of students are able to state the circulatory system and Illustrate the path of blood flow in the circulatory system |
Science | |
2H(3.25-4.00) | |
Learning area | Nutrition |
Learning objective | Analysing the classes of food |
Learning outcome |
|
Learning activity | Carry out activities to
(SPS activities 2.1 and 2.2) |
Teaching Materials | Textbook, reference book, sps book |
Noble Value | Being thankful to God, Appreciating and practicing clean and healthy living |
Reflection | 50% of students are able to state the classes of food |
Science | |
2D(4.35-5.10) | |
Learning area | Nutrition |
Learning objective | Analysing the classes of food |
Learning outcome |
|
Learning activity | Carry out activities to
(SPS activities 2.1 and 2.2) |
Teaching Materials | Textbook, reference book, sps book |
Noble Value | Being thankful to God, Appreciating and practicing clean and healthy living |
Reflection | 90% of students are able to state the classes of food |
Science | |
3E(5.45-6.20) | |
Learning area | Blood circulation and transport |
Learning objective | Understanding the transport system in humans |
Learning outcome |
|
Learning activity | Observe the model of the path of blood flow in the circulatory system (SPS activity 2.5) |
Teaching Materials | Textbook, reference book, sps book |
Noble Value | Being thankful to God, Appreciating and practicing clean and healthy living |
Reflection | 60% of students are able to state the circulatory system and Illustrate the path of blood flow in the circulatory system |
DATE : 3/3/2011
DAY : THURSDAY
Science | |
3M(2.00-3.10) | |
Learning area | Blood circulation and transport |
Learning objective | Analysing the human blood |
Learning outcome | State the constituents of blood and their functions |
Learning activity | Discuss the constituents of blood (SPS activity 2.6) |
Teaching Materials | Textbook, reference book, sps book |
Noble Value | Being thankful to God, Appreciating and practicing clean and healthy living |
Reflection | 50% of students are able to state the constituents of blood and their functions |
Science | |
2H(3.25-4.35) | |
Learning area | Nutrition |
Learning objective | Analysing the classes of food |
Learning outcome |
|
Learning activity | Carry out activities to
(SPS activities 2.1 and 2.2) |
Teaching Materials | Textbook, reference book, sps book |
Noble Value | Being thankful to God, Appreciating and practicing clean and healthy living |
Reflection | 60% of students are able to test for starch, glucose, protein and fat. Classify food according to suitable classes and state the functions and the effects of deficiency in specific nutrients |
Science | |
3E(5.45-6.20) | |
Learning area | Blood circulation and transport |
Learning objective | Understanding the transport system in humans |
Learning outcome |
|
Learning activity | Observe the model of the path of blood flow in the circulatory system (SPS activity 2.5) |
Teaching Materials | Textbook, reference book, sps book |
Noble Value | Being thankful to God, Appreciating and practicing clean and healthy living |
50% of students are able to state the circulatory system and Illustrate the path of blood flow in the circulatory system | |
DATE : 4/3/2011
DAY :FRIDAY
Science | |
2D(4.00-5.10) | |
Learning area | Nutrition |
Learning objective | Analysing the classes of food |
Learning outcome |
|
Learning activity | Carry out activities to
(SPS activities 2.1 and 2.2) |
Teaching Materials | Textbook, reference book, sps book |
Noble Value | Being thankful to God, Appreciating and practicing clean and healthy living |
Reflection | 950% of students are able to test for starch, glucose, protein and fat. Classify food according to suitable classes and state the functions and the effects of deficiency in specific nutrients |
Science | |
3K(5.01-6.20) | |
Learning area | Blood circulation and transport |
Learning objective | Understanding the transport system in humans |
Learning outcome |
|
Learning activity | Observe the model of the path of blood flow in the circulatory system (SPS activity 2.5) |
Teaching Materials | Textbook, reference book, sps book |
Noble Value | Being thankful to God, Appreciating and practicing clean and healthy living |
60% of students are able to state the circulatory system and Illustrate the path of blood flow in the circulatory system | |
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