1Cm.01 1Twsc.01: How Does It Feel? Have You Seen This Material Before?

School Name : SPK PRIMARY GLOBAL INBYRA
Subject : SCIENCE
Teacher’s Name : NT ARTITISARI, S.S., M.Pd.
Grade/ Semester : 1/1
Topic : Sorting materials
Date :
Period : 2 x 30 Minutes
Session :
Learning Objectives 1Cm.01 Identify, name, describe, sort and group common materials, including
wood, plastic, metal, glass, rock, paper and fabric.
1TWSc.01 Sort and group objects, materials and living things based on
observations of the similarities and differences between them.
Success Criteria
Prior Learning Learners will benefit from:

 experience of handling a wide range of everyday materials
 knowledge of the names of these materials used in context.
Skills and Character Building

21 Century Skills
st
Pancasila Student Profile
The twelve 21st Century skills are: The Pancasila Student Profile consists of 6
1. Critical thinking competencies (dimensions) namely
2. Creativity 1. Faith, fear of God Almighty and noble
3. Collaboration character,
4. Communication 2. Global Diversity,
5. Information literacy 3. Mutual Cooperation (gotong royong),
6. Media literacy 4. Creativity,
7. Technology literacy 5. Critical thinking, and
8. Flexibility 6. Independent.
9. Leadership
10. Initiative
11. Productivity
12. Social skills
Learning Sequences
Lesson Activity Resources
Introduction Teacher greets, prays and checks the attendance of learners.
Teacher boosts the mood of the learners by doing warm up activity.
Main Activity Sorting materials A range of
different
Introduce learners to the term ‘material’; explain that it means ‘what something familiar
is made of’. Give a few examples using familiar objects to make this clear, e.g. materials
‘the table is made of wood, the door handle is made of metal; wood and metal including
are the materials.’ wood,
plastic,
Show learners a range of different materials to handle and discuss. (If possible, metal,
use balls or blocks to help learners focus on the material itself rather than the glass,
object.) rock,
How does it feel? paper and
Have you seen this material before? fabric.
Ask learners to find items made of each material and match it to the balls or
SC IENCE1 - NT ARTI TISAR I, S.S. , M .Pd. Page 2

blocks. These could either be found in the classroom or chosen from a set of
pre-selected objects. During this activity, begin using the vocabulary associated
with properties of the materials the learners are handling.
How did you know that was also made of wood?
What does it have in common with the other wooden objects?
Are all the plastic objects hard?
Learners can sort and group objects in the classroom based on the materials
they are made of.
For health and safety reasons, remind learners that broken glass can be
dangerous and to handle any glass objects carefully.
Closing Discussing Findings: Take feedback on the conclusions that learners made and
discuss if a conclusion can be made as a class.
Reflection
(Use the space below to reflect on your lesson. Answer the most relevant questions for your lesson.)
Next Plan :
(What will I teach next, based on learners’ understanding of this lesson?)
Support:
Give these learners planet Earth to research to increase their knowledge about something that they already
know some facts about
Extension:
Challenge these learners to find out the name of a famous scientist who discovered their planet or something
about it.
Tegal, 1 January 2023

Checked by Created by
JOEMER P.L., B.End NT ARTITISARI, S.S., M.Pd.

Coordinator Science Teacher
Approved by
ERNA NUGRAHENING N, S.Pd.,MPd

Principal

Subject : SCIENCE
Topic : Material hunt
Date :
Session :
Learning Objectives 1Cm.02 Understand the difference between an object and a material.
1TWSc.05 Collect and record observations and/or measurements by annotating
images and completing simple tables.
Success Criteria


21 Century Skills
st
9. Leadership
10. Initiative
11. Productivity
12. Social skills
Learning Sequences
Main Activity Material hunt A
selection
Introduce learners to differentiating between object and material, play a of objects
materials version of ‘I Spy’. Begin by saying ‘I spy with my little eye, made of
something made of [material].’ Learners then look around the room and see if more than
they can guess the same item you are thinking of. The learner who guesses one
correctly then has a turn at choosing an item for others to guess. material to
start a
Tell learners they will be going on a hunt for special objects. They will need to discussion
find objects made of two or more materials and identify each material. For (such as
example, a table may be made of both wood and metal. Learners then search scissors,
their classroom or school for objects made of more than one material; they doors,
record their findings by drawing a picture of the objects and labelling the chairs,
different materials used. clothes
pegs,
The findings of the learners can then be shared and the difference between an cutlery).

object and a material can be discussed and agreed.
What is the difference between an object and a material?
Reflection
Next Plan :
Support:
Extension:
about it.


Approved by

Principal

Subject : SCIENCE
Topic : Materials dominoes
Date :
Session :
Learning Objectives 1Cp.01 Understand that all materials have a variety of properties.
1TWSc.01 Sort and group objects, materials and living things based on observations of
the similarities and differences between them.
Success Criteria


21 Century Skills
st
9. Leadership
10. Initiative
11. Productivity
12. Social skills
Learning Sequences
Main Activity Materials dominoes A range of
familiar
Gather a variety of small, familiar, household objects made of different household
materials, e.g. kitchen utensils, stationery items, small toys. First, give each objects
learner (or pair of learners) an object. As learners share a description of their made of
object with the class, write on the board the scientific vocabulary associated materials
with the properties of materials, e.g. hard, soft, rough, smooth, flexible, learners
transparent, opaque. Each time you write the scientific vocabulary, ask all have
learners if their object is made of a material that shares this property, and ensure encountere
all learners can see the same property demonstrated by different objects. d in
previous
Then model how to play materials dominoes in which objects must be matched activities.
up according to their properties. Start the game by placing down an object and
asking learners if they have an object with the same material or the same
property. For example, put down a metal fork; learners could match a plastic
building brick because it is also shiny, or a wooden spoon because it is also
hard. Learners must then find a match for the new item, so a pair of scissors

could be matched to the building block because they are also made of plastic.
Play continues until all items are used up.
After the demonstration, learners then play the game together in small groups.
As they play, discuss their decisions with them and make sure they are clearly
justifying their choices rather than just putting objects down.
Can you explain why you have chosen that object?
What does this material have in common with that one?
Do you have any other objects that could have been put down there?
Make sure to praise the correct use of scientific vocabulary and highlight this to
all learners when it is done well.
Reflection
Next Plan :
Support:
Extension:
about it.


Approved by

Principal

Subject : SCIENCE
Topic : The principal’s umbrella (requires additional
resources)
Date :
Session :
Learning Objectives 1Cp.02 Describe common materials in terms of their properties.

1TWSa.01 Describe what happened during an enquiry and if it matched
predictions.
Success Criteria


21 Century Skills
st
9. Leadership
10. Initiative
11. Productivity
12. Social skills
Learning Sequences
Main Activity The principal’s umbrella (requires additional resources) Equipment
for
This activity focuses on whether materials are waterproof or not. Tell learners investigati
that the principal has just discovered their umbrella has a hole in it. It is their on, e.g.
job to find a suitable material to fix it. Ask learners to think about how they pipettes,
could investigate this. cups and
What sort of material do you think would be useful for this task? jugs.
How could we test its effectiveness? Range of
What could we do to test if the material is waterproof? materials
to test
If possible, you could invite the principal into the classroom to introduce this including
task to learners, as it would add extra motivation to the task. at least
one
Explain that some materials do not let any water pass through them and the waterproof
name for this property is ‘waterproof.’ Ask learners to suggest ways of testing fabric.
which of the materials are waterproof. Decide together to pour water onto each

material and choose a way of seeing if the water leaks through. One option is to
place a paper towel that will clearly show when it has become wet underneath
each material. Alternatively, place each material over a small cup or pot and see
if any water drips through. Show learners the range of materials available for
testing and ask them to make a prediction about which they think will be best
and why, encouraging them to use their new scientific vocabulary to justify
their choice.
After learners have carried out the activity for themselves, they feedback to the
class which material they felt was best. Learners could use simple equipment
such as spoons or pipettes to drop water onto the different materials. While they
are investigating, discuss what is happening to help identify any misconceptions
and consolidate understanding.
Why do you think this material will not be good for mending the hole in the
umbrella?
What did you find out about that material?
Reflection
Next Plan :
Support:
Extension:
about it.


Approved by

Principal

Subject : SCIENCE

Topic : The caretaker’s sponge (requires additional
resources)
Date :
Session :

1TWSc.02 Use given equipment appropriately.
1TWSc.04 Follow instructions safely when doing practical work.
Success Criteria


21 Century Skills
st
9. Leadership
10. Initiative
11. Productivity
12. Social skills
Learning Sequences
Main Activity The caretaker’s sponge (requires additional resources) Pipettes,
dishes,
This activity focuses on absorbency as a property of materials. jugs (for
Explain to the learners that a caretaker, cleaner or other member of school staff water);
has run out of sponges, and a teacher has accidentally spilled a drink. It will be range of
the learners’ job to find out which material will be best to clean up the mess. materials
Lead a discussion into which materials learners think will be useful for cleaning to be
up spills. tested, e.g.
What material will soak up lots of water? paper,
What have you used to clean up spills in the past? card,
Can you think of any materials that will definitely not be suitable for cleaning cellophane
up? , fabric,
Explain that the word to describe a materials ability to soak up liquids is called waterproof
‘absorbency’ and that a material will need to be very absorbent to clean up all fabric,
the mess. paper
towels or
Model testing for absorbency by; dropping water from a pipette onto a small tinfoil.
amount of a chosen material (no bigger than a 5cm x 5cm square) in a dish or
similar, one drop at a time, counting each one and stopping when the material

will not absorb any more water. Model recording this by writing the name of
the material and a tally to show the number of drops it absorbed. Learners may
need practise using the pipettes first in order to master the skill of making small
drops before using them for the investigation.
Learners then carry out the investigation independently or in pairs or small

groups. When they have completed their work, they could share what they have
learned by writing a letter to the caretaker telling them which material will be
the best to use for cleaning up the mess.
Reflection
Next Plan :
Support:
Extension:
about it.


Approved by

Principal

Subject : SCIENCE

Topic :
Date :
Session :

1TWSp.02 Make predictions about what they think will happen.
Success Criteria


21 Century Skills
st
9. Leadership
10. Initiative
11. Productivity
12. Social skills
Learning Sequences
Main Activity Materials mix up Sets of
cards
This activity allows learners to apply their knowledge of properties of materials listing
to possible uses of these materials. Begin with a discussion of familiar materials familiar
and their properties. objects
What properties does glass have? (e.g. a
Which materials can be flexible? coat, an
umbrella,
Choose a familiar object (e.g. a window) and ask learners to list the properties a table, a
of the material (e.g. glass is transparent, waterproof) that make it a suitable spoon, a
material for this object. Then suggest another object that the same material book) and
would not be suitable for and ask learners to think about why not. common
Could we make a coat out of glass? Why not? materials
What properties does glass have that would make it unsuitable for a coat? (e.g.
fabric,
With two sets of cards, one with names of familiar objects on and another with glass,
materials on, model selecting one card form each at random. Then use the wood,
properties of the selected material to explain whether or not it would be suitable metal,
for that object; predict what would happen if such an object was made. For plastic,
example, ‘window’ and ‘fabric’ could be selected and we would expect learners rock and
to say fabric would be an unsuitable material for a window as it is not firm, paper).
waterproof, or transparent. If a window were to be made of fabric, then we

would not be able to close it up securely, we might get wet on days when it is
raining and we would not be able to see out of it. Learners then carry out this
task independently, deciding whether or not materials would be suitable and
predicting what would happen if this object was made.
Reflection
Next Plan :
Support:
Extension:
about it.


Approved by

Principal

Subject : SCIENCE
Topic : Changing materials

Date :
Session :
Learning Objectives 1Cc.01 Describe how materials can be changed by physical action, e.g.
stretching, compressing, bending and twisting.
1TWSc.01 Sort and group objects, materials and living things based on
observations of the similarities and differences between them.
Success Criteria


21 Century Skills
st
9. Leadership
10. Initiative
11. Productivity
12. Social skills
Learning Sequences
Main Activity Changing materials Range of
materials
Give learners small lumps of modelling clay and ask them to try to find all the to
ways they can change its shape. investigate
What happens if you compress it? , e.g.
Can you twist it? Stretch it? fabric,
What did you do to make it that shape? aluminium
foil, rock,
Explain that some materials, like this modelling clay, can be changed by plastic,
physical action (pushing, pulling, twisting, rolling, folding etc.) and some paper,
materials cannot. Instruct them to stretch their clay and explain what happens (it modelling
will initially stretch, then break). Then give out elastic bands and ask learners to clay and
describe what happens when these are stretched (they go back to their original elastic
shape after being stretched). bands
Learners then work independently to manipulate a range of materials to explore

which can be changed by physical actions and which cannot. Materials should
include some that return to their original shape after being manipulated and
some that do not, as well as some that learners will not be able to change with
their own hands. Learners then sort the materials according to whether or not
they were able to change them.

This activity can be extended by allowing learners to choose their own
categories by which to sort the materials.
Reflection
Next Plan :
Support:
Extension:
about it.


Approved by

Principal

Subject : SCIENCE
Topic : Floating and sinking
Date :

Session :
Learning Objectives 1Pf.03 Explore that some objects float and some sink.
1TWSp.02 Make predictions about what they think will happen.
1TWSa.01 Describe what happened during an enquiry and if it matched
predictions.
Success Criteria


21 Century Skills
st
9. Leadership
10. Initiative
11. Productivity
12. Social skills
Learning Sequences
Main Activity Floating and sinking Plastic
tanks or
Introduce the learners to the terms ‘float’ and ‘sink’ and discuss their meaning. trays filled
Have you heard these words before? with water
What does ‘float’ mean? (ideally at
Can you think of a time you saw something sinking? least one
clear glass
Hold up a familiar object for learners to see, drawing their attention to its or plastic
material. Ask learners to predict whether or not the object will float, then place one for
it into a clear tank (or tray) of water so learners can see the bottom. Repeat this initial
with another object made of a different material, modelling, again, making a demonstra
prediction before testing it out. tion),
range of
Learners then investigate, independently or in pairs, which objects float or sink. familiar
Before testing each object, learners record a prediction about whether it will objects to
float or sink in a simple table, and then note down if their prediction was test.
correct.
For health and safety reasons, think carefully about where to carry out this
activity, as water splashed on the floor indoors may create a slip hazard, it may
be best to carry out the activity outside. Warn learners of potential hazards
before they begin investigating. If a glass tank is used then an adult should be

supervising its use at all times.
If resources do not allow learners to investigate themselves, you can lead this
activity with the learners joining in and demonstrating for the whole class
together.
This activity can be extended by asking learners to look for a pattern in whether
objects float of sink, for example:
Do all wooden objects float?
Do all round objects sink?
Reflection
Next Plan :
Support:
Extension:
about it.


Approved by

Principal

1Cm.01 1Twsc.01: How Does It Feel? Have You Seen This Material Before?

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School Name : SPK PRIMARY GLOBAL INBYRA

Prior Learning Learners will benefit from:

Skills and Character Building

SC IENCE1 - NT ARTI TISAR I, S.S. , M .Pd. Page 2

Tegal, 1 January 2023

JOEMER P.L., B.End NT ARTITISARI, S.S., M.Pd.

ERNA NUGRAHENING N, S.Pd.,MPd

SC IENCE1 - NT ARTI TISAR I, S.S. , M .Pd. Page 2

Prior Learning Learners will benefit from:

Skills and Character Building

SC IENCE1 - NT ARTI TISAR I, S.S. , M .Pd. Page 2

Tegal, 1 January 2023

JOEMER P.L., B.End NT ARTITISARI, S.S., M.Pd.

ERNA NUGRAHENING N, S.Pd.,MPd

SC IENCE1 - NT ARTI TISAR I, S.S. , M .Pd. Page 2

Prior Learning Learners will benefit from:

Skills and Character Building

SC IENCE1 - NT ARTI TISAR I, S.S. , M .Pd. Page 2

Tegal, 1 January 2023

JOEMER P.L., B.End NT ARTITISARI, S.S., M.Pd.

ERNA NUGRAHENING N, S.Pd.,MPd

SC IENCE1 - NT ARTI TISAR I, S.S. , M .Pd. Page 2

Learning Objectives 1Cp.02 Describe common materials in terms of their properties.

Prior Learning Learners will benefit from:

Skills and Character Building

SC IENCE1 - NT ARTI TISAR I, S.S. , M .Pd. Page 2

Tegal, 1 January 2023

JOEMER P.L., B.End NT ARTITISARI, S.S., M.Pd.

ERNA NUGRAHENING N, S.Pd.,MPd

School Name : SPK PRIMARY GLOBAL INBYRA

SC IENCE1 - NT ARTI TISAR I, S.S. , M .Pd. Page 2

Learning Objectives 1Cp.02 Describe common materials in terms of their properties.

Prior Learning Learners will benefit from:

Skills and Character Building

SC IENCE1 - NT ARTI TISAR I, S.S. , M .Pd. Page 2

Learners then carry out the investigation independently or in pairs or small

Tegal, 1 January 2023

JOEMER P.L., B.End NT ARTITISARI, S.S., M.Pd.

ERNA NUGRAHENING N, S.Pd.,MPd

School Name : SPK PRIMARY GLOBAL INBYRA

SC IENCE1 - NT ARTI TISAR I, S.S. , M .Pd. Page 2

Learning Objectives 1Cp.02 Describe common materials in terms of their properties.

Prior Learning Learners will benefit from:

Skills and Character Building

SC IENCE1 - NT ARTI TISAR I, S.S. , M .Pd. Page 2

Tegal, 1 January 2023

JOEMER P.L., B.End NT ARTITISARI, S.S., M.Pd.

ERNA NUGRAHENING N, S.Pd.,MPd

School Name : SPK PRIMARY GLOBAL INBYRA

SC IENCE1 - NT ARTI TISAR I, S.S. , M .Pd. Page 2

Prior Learning Learners will benefit from:

Skills and Character Building

Learners then work independently to manipulate a range of materials to explore

SC IENCE1 - NT ARTI TISAR I, S.S. , M .Pd. Page 2

Tegal, 1 January 2023

JOEMER P.L., B.End NT ARTITISARI, S.S., M.Pd.

ERNA NUGRAHENING N, S.Pd.,MPd

School Name : SPK PRIMARY GLOBAL INBYRA

SC IENCE1 - NT ARTI TISAR I, S.S. , M .Pd. Page 2