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Lesson Plan MALAYSIA

E.  Malaysia

E.1.    Water and environmentally sustainable development

E.1.1.   Overview and Background Information

  • Title of the lesson
    • The Effect of water cycle on man and marine life
  • Background/context for particular lesson
    • Subjects such as Geography, Sciences, Health Education, and Moral/Civic Education.
    • Polluted sea water due to any reasons, such as: oil spills, can lead to serious economical impacts on coastal activities and on those who exploit sea resources. The contamination also harms marine habitats, such as fishes, plankton, sea mammals and reptiles, etc.
  • Effects of contaminated water on humans, animals and plants

E.1.2. The Lesson Plan

Subject Matter area

English Language

Time duration

Topic

The effects of water cycle on man and marine life

 

Grade

3

 

Learning Outcomes

  1. Obtain information by listening to and understanding spoken explanations by a fisherman concerning his life and his surroundings
  2. Process information by extracting main ideas and supporting details;
  3. Presenting oral information by getting hands-on experience and giving an account of a day in the life of a fisherman.

 

Human values addressed

 
  1. Moderation
  2. Thankful to God

 

Lesson objectives

By the end of the lesson, learners should be able to:

  1. Appreciate the life of a fisherman.
  2. Give appropriate oral responses in a conversation.
  3. Write the importance of clean water to man and animal.
  4. Write the effects of water cycle on man and marine life.

 

Materials needed
  1. Video camera

 

Teaching-Learning Steps:

12 hours

Introductory or Motivational activities

  1. Teacher tells class that they are going to Ah Chong’s house in Pantai Remis. Ah Chong breeds salt-water fish by the beaches of Pantai Remis.
  2. Teacher explains the dos and don’ts during the field trip.
  3. Teacher & learners start journey.

30 mins

Lesson proper

 

Step 1:

  1. Teacher tells class to make notes of interesting/strange things that they see, hear, feel (emotions/touch), taste or smell along the way and when they are at the fishing village. They may also snap photographs if they have their cameras with them.
  2. Ah Chong and his family are expecting the class of 30/40/50 learners as teacher has made prior arrangements.
  3. Ah Chong and family treated to light refreshments which learners have brought from home.

10 hours

 

Step 2:

  1. Teacher & learners listen as Ah Chong talks about his daily routine. 
  2. Learners may interrupt and ask questions at any juncture.
  3. Learners take notes.

 

 

 

Lesson proper

Step 3:

  1. Learners are shown Ah Chong’s breeding ponds and fishing equipment.
  1. Ah Chong talks about his fish breeding activities – sometimes good, sometimes not so good.
  2. Ah Chong relates one of his bad experiences when there was an oil spill and his fish died due to the spill. It was a big loss and he went into debt.
  3. Apart from his fish, there were reports of the loss of other marine life too.
  4. Learners give appropriate oral responses.

 

 

 

 

Step 4:

  1. Learners get a chance to use the fishing equipment like the fishing net and fishing rod.
  2. Learners help to clean the pond and Ah Chong’s fishing gear.

 

Closure
  1. Everybody enjoys a barbeque of their catch, if any.
  2. Learners are asked for a summary of what they had learned for the day.
  3. Everybody heads for home.

30 mins.

Assessment / Evaluation

Learners write first draft of the effects of water cycle on man and or marine life.

30 mins

Lesson Extension

Learners write poems using words relating to their senses and based on their experiences while traveling to and back from their trip.

30 mins

 

Attachment 6.E.1.1

Assessment Sheet

 

Name of teacher           :     _________________________________

Grade/level                    :     _________________________________

School                            :     _________________________________

Subject Matter Area    :     English Language

Topic                             :     The effects of water cycle on man and marine life

Assessment Procedures:

What

How

Who (Assessor)

Knowledge

  1. Sea Water pollution: Effect on economic activities and marine life

 

  1. Oral responses to Ah Chong’s fish breeding problems
  2. Writing a passage on effects  of water cycle and water pollution on man and marine life (See Assessmnet)

 

Teacher

Values Expression

  1. Expression on Human values addressed
  1. Writing a poem (See Assessment)

 Assessment

  1. If you were Ah Chong, what do feel when your fish breeding farm was fail because of water pollution? What will you do ?
  2. Write a passage explaining the effects of water cycle and water pollution on man and marine
  3. Write a poem expressing your feeling about the experiences we get from Ah Chong fish breeding farm?

E.2.    Water, social equity and human dignity

E.2.1.   Overview and background information

  • Title of the lesson
    • Water pollution: causes and effects
  • Background/context for particular lesson
    • Subjects such as Geography, Sciences, Health Education, and Moral/Civic Education.
    • Seeing other people facing serious problems, someone will respond to help them. When learners see effects of water pollution even though via video clipping, they will obviously give a reaction.
    • Students can express their reaction by writing a poem.
  • Causes and Effects of polluted water on humans, animals and plants

E.2.2. The Lesson Plan

Subject Matter area

English Language

Time duration

Topic

Water pollution: causes and effects

 

Grade

3

 

Learning Outcomes

  1. Obtain information by listening to and understanding message embedded in a poem;
  2. Process information by extracting main ideas and supporting details;
  3. Present oral and written information by offering solutions to the problem of water pollution.

 

Human values addressed
  1. Responsibility
  2. Love for Nature

 

Lesson objectives

Lesson objectives

By the end of the lesson, learners should be able to:

  1. Read and understand the message conveyed in the poem
  2. Identify the causes of water pollution
  3. Identify the effects of water pollution
  4. Suggest practical ways to overcome the problem of water pollution
  5. Draw a visualization of one stanza of the poem.

 

Materials needed
  1. Video CD, Audio CD, Worksheets, Poster paper

 

Teaching-Learning Procedures:

80 mins

Introductory or Motivational activities

Video viewing

  1. Teacher tells class that they are going to watch video clippings and to be ready with responses after viewing.
  2. Learners watch a video recording of scenes like drought, dead fish floating in rivers and seas, landslides due to excessive logging etc.
  3. Learners respond by giving oral comments and opinions.

20 mins

Lesson proper

 

 

Step 1:

  1. Teacher tells learners to close their eyes and listen to a poem.
  2. Teacher distributes worksheets containing a poem with several words missing.
  3. Teacher plays the recording of the poem recitation a second time and learners fill in the missing words in their worksheets.

 

15 hours

Step 2:

  1. Teacher tells the learners to read the poem silently.
  2. Teacher tells the learners to get into three groups.
  3. Each group is to elect a leader and a secretary. The leader will present the groups views and the secretary will take notes while they are discussing.
  4. Teacher initiates a discussion about the poem
  5. Sample of teacher’s language:
    1. Do you think it is a pretty poem?
    2. How did you feel while you were listening to the poem?
    3. Why? What are the phrases or words in the poem that made you feel that way.
    4.  Do you think it is good to see fish floating in rivers? Why? What does that mean?
    5. What if this world is without birds and crickets and fish?
    6. What if this world is without trees and clean water?
    7. Who is the culprit here? Who is making our water dirty?
    8. How are they doing it?
    9. What should we do about this?

20 mins

 

Step 3:

  1. Learners are still in their groups.
  2. Group one is assigned Stanza 1, group two Stanza 2, and group three Stanza 3.
  3. Each group is given a piece of poster paper and they are to draw the scene they could visualize from the stanza.
  4. The group leader will come forward to talk about his group’s drawing, the main idea and supporting details found in the Stanza assigned to them.
  5. Each group is given the freedom to explore and use their creativity in their presentation.

Possible products:
Learners write their own poems/jingles/songs. They may use familiar melodies but write their own lyrics.

20 mins

Closure
  1. Learners are asked for a summary of what they had learned for the day.
  2. One or two learners are invited to recite the poem.

5 mins.

 

Attachment 6.E.2.1

POEM

Hush, listen…
Such peace and serenity
Chirping of the little sparrows
Whistling of the crickets low
Rippling of the waters flow
Music to our human soul
Man animal and plant united as one

 

But, look…
No sparrows to chirp and sing
No crickets to amuse and swing
Poor fishes all dead and afloat
Over rivers and seas polluted
Nature once pretty and clean
Now ravaged by man so mean

 

So, stop!
Fell not the trees but let them live
Let the rivers flow and the seas breathe
Halt destruction preserve and conserve
For all to live clean water’s imperative
Clean up your act please if you will
Before we parish with those that we kill

(Ramli b. Abu Itam, Malaysia)

            * p.s. This poem will be tape-recorded.

 

Attachment 6.E.2.2

Assessment Sheet

 

Name of teacher           :     _________________________________

Grade/level                    :     _________________________________

School                            :     _________________________________

Subject Matter Area    :     English Language__________________

Topic                             :     Water pollution: causes and effects_____

Assessment Procedures:

What

How

Who (Assessor)

Knowledge

  1. The poem
  2. Causes and effects of water pollution

 

  1. Filling missing word in the poem (See Evaluation)
  2. Writing a poem about water pollution

 

Teacher

Values Expression

  1. Expression on Human values addressed
  1. Writing a poem (See Assessment)
  2. Reciting the poem
  3. Students discussion during the lesson in step 2 of learning.

 Score which learners’ achieve is determined from:

  1. Filling the missing words
  2. The poem they write
  3. Their expression on water based human values during the learning process.

Evaluation

1.   Fill out the missing words of the poem below!

Hush, listen…
Such peace and ________________
Chirping of the little sparrows
__________ of the crickets low
Rippling of the ____________
Music to our _______________
Man animal and _________ united as one

 

But, look…
No sparrows to _____________ and ___________
No crickets to amuse and ___________
Poor fishes all _________ and afloat
Over rivers and seas __________
____________ once pretty and __________
Now ravaged by man so mean

 

So, stop!
Fell not the ___________ but let them _________
Let the rivers flow and the seas __________
Halt ______________ preserve and conserve
For all to live clean water’s ________________
______________ your act please if you will
Before we ___________ with those that we kill

(Ramli b. Abu Itam, Malaysia)

2.   Write the poem about cause and effects of water pollution!

 E.3.    Water for health, sanitation, and recreation

E.3.1. Overview and Background Information

  • Title of the lesson
    • Environmental Health
  • Background/context for particular lesson
    • Subjects such as Languages, Geography, Sciences, Health Education, Islamic Education, and Moral/Civic Education.
    • Safe and unsafe drinking water, sanitation and hygiene within home and school 
  • Keeping the body and mind healthy
  •  Effects of safe and unsafe drinking water on humans, animals and plants
  • Teacher’s note
    • Sanitation and hygiene e.g. purification, treatment, distribution and consumption

E.3.2. The Lesson Plan

Subject Matter area

Health Education, Environmental Health

Time duration

Topic

Healthy Body, Healthy Mind

 

Grade

3

 

Time

3 hours

 

Learning Outcomes

Listen to simple descriptions, recounts and factual text and talk about them.

  1. Talk about things heard, seen, and read.
  2. Construct ideas based on a given stimulus by the teacher.
  3. Learners present their ideas verbally and in  writings.

 

Human values addressed
  1. Love
  2. Right conduct
  3. Truth
  4. Peace
  5. Non-violence

 

Lesson objectives

By the end of the lesson, learners should be able to :

  1. talk and construct ideas based on a given stimulus by the teacher
  2. tell their parents and friends about safe and unsafe drinking water

 

Materials needed
  1. Worksheet
  2. Articles (resources from the internet and various media)

 

Teaching-Learning Procedures:

3 hours

Introductory or Motivational activities

Teacher brainstorms with learners on the different types of water needed by humans, animals and plants.

20 mins

Lesson proper

 

Step 1:

  1. Learners read a dialogue on water (Attachment 6.E.3.1).
  2. Learners answer questions based on the text.
    1. Learners are divided into small groups
    2. Learners have a discussion on the importance of safe and unsafe drinking water.

45 mins

 

Step 2:
1.    Teacher distributes a mind map (Attachment 6.E.3.2).  Learners work in groups to fill in mind map.
2.    Learners write a paragraph on the importance of safe drinking water in a group.

45 mins

Linkage with human values
  1. Learners create awareness and practice good water governance towards safe drinking water for all.
  2. Learners learn how to conserve and responsible to water usage.

 

Closure

Learners create their own songs regarding water and sing aloud in groups.

30 mins

Assessment / Evaluation

Each group presents a poster on the importance of safe drinking water to human beings, animals and plants.

40 mins

 

Attachment 6.E.3.1

Passage

Read the following passage and answer the questions

Aziela and her family went on a camping trip last weekend.  They chose a campsite by a river.  They went there by car.  As soon as they arrived, they set up a tent.  Once ready, Aziela's mother laid a mat on the ground and they set out lunch.  They brought along packed nasi lemak, some fruits, cakes, groundnuts and drinks. 

      Aziela and her brother, Azman were very excited.  Azman asked, "Where is this water coming from?”   Then, his father explained to them.

      "This water comes from the mountains.  Its main source is the rain water.  The water from the mountains flows into the river.  The river flows into the sea".

      "Oh yes!  We learn this in geography.  It's interesting,"  said Aziela.

      Then, Azman remarked, "We also learn the importance of water to human beings, animals and plants."

      "Every creature needs safe water to drink; human beings, animals and plants too,"  said Aziela.

      "What is safe water?"  asked Azman.

      Aziela said,  "It is clean water which is safe for every creature in this world to drink.  Plants too need water."

      "For what?" asked Azman.

      Then their father explained, "Plants make their own food with the help of the sun and rain.  That's why they need water."

      "I need safe drinking water too!"  giggled Azman and Aziela together.

Questions :

1.   What do human beings, animals and plants need in order to live?
2.   Why do human beings, animals and plants need safe water?
3.   How do we keep water safe for drinking?
4.   What will happen if there is a shortage of water supply?

Attachment 6.E.3.2

 

Attachment 6.E.3.3

Assessment Sheet

 

Name of teacher           :     _________________________________

Grade/level                    :     _________________________________

School                            :     _________________________________

Subject Matter Area    :     Environmental Health

Topic                             :     Healthy Body, Healthy Mind

Assessment Procedures:

What

How

Who (Assessor)

Knowledge

  1. About the importance of water for human beings, animals and plants.

 

Written test (based on given passage and mind map).

 

Teacher

Attitudes Expression

  1. Express joyful during lesson and discussion

 

Observation

 

Values Expression

  1. Awareness, responsibility, love and right conduct expression
  1. Write a song about water, and sing the song
  2. Writing a poster and its presentation

E.4.     Water in culture, traditions and religious practices

E.4.1. Overview and Background Information

  • Title of the lesson
    • Water is a Gift of Life
  • Background/context for particular lesson
    • Subjects such as Languages, Health Education, Islamic Education, and Moral/Civic Education
    • Personal and environmental hygiene
    • Importance of water in culture, traditions and religious practices     
    • Promote standards of personal cleanliness within the setting of the condition where people live
    • Be responsible in using water
  • Teacher’s note
    • Principles of safe drinking water and sanitation with a view to bring about desired changes in hygienic practices
    • Daily solah (for Muslims) and other religious practices

E.4.2. The Lesson Plan

Subject Matter area

Visual Arts

  1. Cultures, Traditions and Religious practices

Time duration

Topic

Graphic Designs

  1.  Poster

 

Grade

9

 

Time

6 hours

 

Learning Outcomes

  1. Manifestation of multiracial and multicultural unity in the society through posters
  2. Appreciation of harmony in the various Cultures, traditions and religious practices

 

Human values addressed
  1. Love
  2. Right conduct
  3. Truth
  4. Peace
  5. Non-violence

 

Lesson objectives

By the end of the lesson, learners should be able to :

  1. express ideas visually based on a given Stimulus by the teacher
  2. Express appreciation of human values through posters

 

Materials needed
  1. Drawing utensils
  2. Various multimedia materials

 

Teaching-Learning Procedures:

4 hours

Introductory or Motivational activities

Teacher brainstorms with learners on the importance of living in harmony in a multiracial and multicultural society.

10 mins

Lesson proper

 

Step 1:

  1. Learners have a discussion on the importance of water in performing ablution (daily solah for the Muslims).
  2. Learners have a discussion on the importance of water in performing various cultures, traditions and religious practices.

30 mins

 

Step 2:

  1. Teacher distributes samples of pictures depicting use of water in various cultures, traditions and religious practices.
  2. Learners express their own ideas by drawing posters.

30 mins

Linkage with human values
  1. Promotes actions that are realistic and feasible within the constraints faced by the community
  2. Uses clear simple language and local expressions, and emphasizes the short-term benefits of action

 

Closure

Learners create their own posters regarding water and exhibit their creativity

80 mins

Assessment / Evaluation

Each learner explains the messages manifested in his/her poster.

90 mins

 

Attachment 6.E.4.1

Assessment Sheet

 

Name of teacher           :     _________________________________

Grade/level                    :     _________________________________

School                            :     _________________________________

Subject Matter Area    :     Visual Arts:
                                             Cultures, Traditions and Religious Practices

Topic                             :     Graphic Designs
Poster about “Water is Gift of Life”

Assessment Procedures:

What

How

Who (Assessor)

Knowledge

  1. The importance of water for human life

 

 

Teacher

Affective

Observation of learners activities during the discussion; discussion, writing poster

Values Expression

  1. Awareness, responsibility, love and right conduct expression
  1. Writing a poster
  2. Presenting a poster