Pratomsuksa4 Science

Teacher
Guide
Pratomsuksa
Based on the Basic Education

Curriculum B.E.2551
In collaboration with
Dickens Publishing Ltd. (UK)
Preface
Science plays an important role in our daily life. Science, with the aid of
creativity, has produced various instruments and appliances that facilitate the
running of our lives and the performance of our works. Science demands the
development of our thinking skills in various aspects such as logical, analytical
and critical. Science also requires us to develop the investigative skills that are
essential for enquiring knowledge, making decisions and solving problems
based on available data and evidences. Science is essential to the forming of a
modern knowledgeable society. Therefore, all of us need to be provided with
scientific knowledge in order to gain an understanding of nature as well as manmade technologies and to apply them by creative and moral means for
constructive and productive purposes.
The Basic Education Core Curriculum aims to inculcate the following
five key competencies among students:
1.
Communication Skill
2.
Thinking Skill
3.
Problem Solving Skill
4.
Technology Application Skill
5.
Technological Application Skill
The learning objectives emphasize on the linking of knowledge to science

processes, acquiring of investigative skills, accumulation of knowledge through
investigative processes, and problem-solving.
Primary Education Smart Textbook Science Pratomsuksa 4 Lesson Plan
Students are required to participate in all stages of learning with activities

involving practical work organized to suit each level of learning. The main
learning areas are as follows:
Living Things and Life Processes: Living things; basic units of
living things; structures and functions of various systems of living things and
life processes; biodiversity; genetic transmission; functioning of various
systems of living things, evolution and diversity of living things and
biotechnology
Life and the Environment: Diverse living things in the
environment; relationship between living things and the environment;

relationships among living things in the ecosystem; importance of natural
resources, and utilization and management of natural resources at local, national
and global levels; factors affecting survival of living things in various
environments
Substances and Properties of Substances: Properties of materials
and substances; binding forces between particles; changes in the state of

substances; solution formation and chemical reaction of substances, chemical
equations and separation of substances
Forces and Motion: Nature of electromagnetic, gravitational and
nuclear forces; forces acting on objects; motion of objects; frictional forces;

moment of variety of motions in daily life
Energy: Energy and life; energy transformation; properties and
phenomena of light, sound, electrical circuits, electromagnet, radioactivity and

nuclear reactions; interrelationship between substances and energy; energy
conservation; effects of utilization of energy on life and the environment
Processes of Change to the Earth: Structure and components of the
Earth; geological resources; physical properties of soil, rock, water and air;
properties of the Earths surface and atmosphere; change processes of the
Earths crust; geological phenomena; factors affecting atmospheric change
Astronomy and Space: Evolution of the solar system; galaxies; the
universe; interrelationship and effects on living things on Earth; relationship

between the sun, the moon and Earth; importance of space technology
Nature
of
Science
and
Technology:
Scientific
processes;
investigation for seeking knowledge, problem-solving, and scientific mind
Strands and Learning Standard

Strand 1: Living Things and Processes of Life
Standard Sc1.1: Understanding basic units of living things; relationship
between structures and functions of living things which are
interlinked; investigative process for seeking knowledge;
ability to communicate acquired knowledge that could be
applied to ones life and care for other living things.
Standard Sc1.2: Understanding of process and importance of genetic

transmission; evolution of living things and biodiversity
affecting humans and the environment; investigative process
for seeking knowledge and scientific mind; communicating

knowledge that could be applied for useful purpose
Strand 2: Life and the Environment

Standard Sc2.1: Understanding of local environment; relationship between
the environment and living things; relationship between
living things in the ecosystem; investigative process for
seeking knowledge and scientific mind; and communicating
acquired knowledge that could be applied for useful purpose
Standard Sc 2.2: Appreciating the importance of natural resources; utilization

of natural resources at local, national and global levels; and
application of knowledge for management of natural
resources and local environment on a sustainable basis
Strand 3: Substances and Properties of Substances

Standard Sc3.1: Understanding of properties of substances; relationship
between properties of substances and structures and binding
forces between particles; investigative process for seeking
knowledge and scientific mind; and communicating
acquired knowledge for useful purpose
Standard Sc3.2: Understanding of principles and nature of change in the

states of substances; solution formation; reactions;
investigative process for seeking knowledge and scientific
mind; and communication of acquired knowledge that could
be applied for useful purpose
Strand 4: Forces and Motion

Standard Sc4.1: Understanding of the nature of electromagnetic,
gravitational and nuclear forces; investigative process of to
seeking knowledge and applying acquired knowledge for
useful and ethical purposes
Standard Sc4.2: Understanding the characteristics and the types of motion of

natural objects; investigative process for seeking knowledge
and scientific mind; and communication of acquired
knowledge for useful purposes
Strand 5: Energy
Standard Sc5.1: Understanding the relationship between energy and life;
energy transformation; interrelationship between substances
and energy; effects of energy utilization on life and the
environment; investigative process for seeking knowledge;
and communication of acquired knowledge that could be
applied for useful purposes
Strand 6: Change Processes of the Earth

Standard Sc6.1: Understanding of various processes on the Earths surface
and inside the Earth; relationship between various processes
that cause changes in climate, topography and form of the
Earth; investigative process for seeking knowledge and
scientific mind; and communication of acquired knowledge
that could be applied for useful purposes
Strand 7: Astronomy and Space

Standard Sc7.1: Understanding of evolution of the Solar System, galaxies
and the universe; interrelationships within the Solar System
and their effects on the living things on the Earth;
investigative process for seeking knowledge and scientific
mind; and communication of acquired knowledge for useful
purpose
Standard Sc 7.2: Understanding of importance of space technology utilized

for space exploration and natural resources for agriculture
and communication; investigative process for seeking
knowledge and scientific mind; and communication of
acquired knowledge that could be ethically applied to life
and the environment
Strand 8: Nature of Science and Technology

Standard Sc8.1: Application of scientific processes and scientific mind in
investigation for seeking knowledge and problem-solving;
knowing that most natural phenomena assume definite
patterns are explainable and verifiable within the limitations
of data and instruments available during particular periods
of time; and understanding science, technology, society and
the environment are interrelated
Learners Quality
Understand structure and function of various systems of living things
and relationships among diverse living things in different environments.
Understand properties and distribution of groups of materials; states
of substances; properties of substances and causing change in substances;
substances in daily life; simple methods of separating substances.
Understand effects of force acting on objects; pressure; basic
principles of buoyancy; properties and basic phenomena of light, sound and
electrical circuits.
Understand characteristics, components and properties of the Earths
surface and atmosphere; relationship between the sun, Earth and the moon,
which affects natural phenomena.
Pose questions about what is to be learned; give estimates of several
possible answers; plan, investigate and verify by applying tools and devices;
analyse data and communicate knowledge obtained from investigation and
verification.
Apply scientific knowledge and processes in life and search for
additional knowledge; implement projects or tasks as prescribed or in accord
with their interests.
Show interest, determination, responsibility, care and honesty in
seeking knowledge.
Are aware of the value of knowledge of science and technology; show

appreciation, honour and respect of inventors rights to their achievements.
Show recognition, care and concern as evident in conscientious
behaviour for utilization, protection and conservation of natural resources and
the environment.
Work constructively with others; be ready to express their opinions
and recognise views of others.
For common understanding and correct interpretation, the curriculum prescribes

various codes for learning standards and indicators. One example is shown
below:
Sc 1.1 Gr 4/2
Sc
Subject area of Science
1.1
First subject area, Standard 1
Gr4/2
Indicator 2 for Grade (Pratomsuksa) 4
YYeea
arrllyy T
Teea
acch
hiin
ng
gP
Plla
an
n
Science
Grade 4 (Pratomsuksa 4)
5 chapters
80 hours
Learning areas
Time (hours)
Solar System
The Sun
Planets
Satellites
Other bodies in the Solar System
14
Light Energy
Light
Reflection and refraction of light
White light and rainbow
Transforming light energy into electrical energy
16
Plants
26
Parts of plants
Growth factors
Photosynthesis
Life cycle of plants
Uses of plants
Destruction of plants
Responses of Plants and Animals

How plants respond
How animals respond
10
Soil
14
What is soil?
Soil formation
Note: The hours needed for each subtopic can be changed when necessary.
The above allocated hours are just a suggestion. Total hours for this subject is
as prescribed in the basic learning time structure, while the learners must
attain the standard as prescribed in the learning standards and indicators.
IInnddiiccaattoorrss aanndd LLeeaarrnniinngg AArreeaass

CChhaapptteerr 11 SSoollaarr SSyysstteem
m ((1144 hhoouurrss))
Indicators
Sc7.1 Gr4/1
Make a model to explain the
characteristics of the Solar System.
Learning Areas
The Sun
Planets
Satellites
Other bodies in the
Solar System
L
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Obbjjeeccttiivveess
Students will be taught to:
1. Understand Solar System.
L
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Ouuttccoom
meess
Students will be able to:
1. Describe the Sun.
2. Describe the planets in the Solar System.
3. Describe the satellite.
4. Describe asteroids, meteors and comets.
L
Leeaarrnniinngg A
Arreeaass
1. The Sun
2. Planets
3. Satellites
4. Other bodies in the Solar System
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T
Teeaacchhiinngg aanndd L
Leeaarrnniinngg A
Accttiivviittiieess
1st 3rd hours (The Sun)
1. Show students a picture of our Solar System. Ask them to count the
numbers of big object in it. Tell them that the biggest object in the Solar
System is our Sun.
2. Emphasize that the Sun is a star, burning ball of hot gas.
3. Explain sunspots, prominences and solar flare of the Sun. Refer to page 3
and 4.
4. Ask students to try Enrichment Activity 1.
4th 7th hours (Planets)
1. Explain that there are 8 planets in the Solar System. Explain a planet does
not give out light and heat but a star does.
2. Get students to memorize the sequence of the arrangement of the planets
starting the one nearest to the Sun.
3. Have students work on Questions 1 and 2 on page 5 of the workbook as
their homework.
4. State the main characteristics of each planet. Refer to page 5 and 6.
5. Have students work on Questions 3 and 4 on pages 6 and 7 of the
workbook as their homework.
6. Explain the differences between the inner planets and the outer planets.
refer to page 7.
7. Carry out Activity Corner 1 to make students understand how the planets
move around the Sun. Explain that the orbits of planets are not round but
ellipse.
8. Carry out Activity Corner 2 with 9 students to represent the Solar
System. Ask students to take note of the time needed by each planet to
complete its orbit. Ask them to explain.
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9. Refer to the table on page 8 to explain that the further a planet from the
Sun, the longer the time needed to complete the orbit.
10.Ask students to try Enrichment Activity 2.
8th 9th hours (Satellites)
1. Tell students that satellites are smaller objects that orbit a planet. Explain
that our Moon is a satellite for our Earth. Some planets such as Jupiter
and Saturn have more than 50 natural satellites each.
2. Show pictures of the Moon and explain the conditions of the Moon.
3. Using page 11, explain why we see the Moon shines.
4. Using page 11, explain why we see many shapes of the Moon on
different nights. This is known as the Phases of the Moon.
5. Have students work on Question 6 on page 8 of the workbook as their
homework.
10th 12th hours (Other Bodies in the Solar System)
1. Explain that besides planets, satellites and the Sun, there are other objects
in our Solar System.
2. State that asteroids are rocks that located between the orbits of Mars and
Jupiter. This area is known as the asteroid belt.
3. Explain the difference between meteoroids, meteors and meteorites. They
are actually referred to the same objects but at different locations.
4. Comets are lumps of ice and dust and orbit around the Sun in huge orbit.
Refer to page 14.
homework.
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13th 14th hours (Conclusion)

1. Use Conceptual Map on page 15 to help students to understand the
relationships between all the subtopics learnt in this chapter.
2. Ensure students understand the terms used in this chapter by referring to
the Glossary column.
3. To test their understanding of this chapter, have students do Test
Yourself on pages 16 and 17.
4. Ask students to do Mastery Practice on pages 8 to 11 of the workbook as
their homework.
E
Em
mpphhaassiizzeedd SSkkiillllss::
1. Observing
2. Classifying
3. Comparing and contrasting
4. Sequencing
5. Predicting
6. Communicating
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Leeaarrnniinngg M
Maatteerriiaallss::
Primary Education Smart Textbook Science P4
Primary Education Smart Workbook Science P4
Model of Solar System
Pictures of Solar System
Pictures of Moon
13
Learning Outcome Form

Name-Surname: .............................................................................
No. ..................................
Pratomsuksa: ....................................................................................
Date: ................................
Chapter 1 Solar System

Explanation: Summary of learning outcomes
Feeling after learning this

chapter:
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Contents that you need teacher
to explain further:
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Knowledge gained from this

chapter:
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Application of knowledge from

this chapter on your daily life:
Chapter 1
Solar System
Contents that you like the

most in this chapter (give your
reason):
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Exercises that you like and want
to be selected as the
outstanding work:
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14

CChhaapptteerr 22 LLiigghhtt EEnneerrggyy ((1166 hhoouurrss))
Indicators
Sc5.1 Gr4/1
Experiment and explain motion
of light from its source.

Sc5.1 Gr4/2
Experiment and explain reflection
of light on objects.
Sc5.1 Gr4/3
Experiment and classify objects
based on visual characteristics from sources of

light.
Learning Areas
Light
Reflection and
refraction of light
White light and
rainbow
Transforming light
energy into
Sc5.1 Gr4/4 Experiment and explain refraction
electrical energy
of light that passes through two kinds of

transparent mediums.
Sc5.1 Gr4/5 Experiment and explain
transformation of light into electrical energy,
and apply the knowledge gained for useful
purposes.
Sc5.1 Gr4/6
Experiment and explain that
white light comprises various coloured lights,

and apply the knowledge gained for useful
purposes.
L
Leeaarrnniinngg O
Obbjjeeccttiivveess
1. Understand properties of light.
2. Understand white light and rainbow.
3. Understand light energy can be transformed into electrical energy.
15
L
Leeaarrnniinngg O
Ouuttccoom
meess
1. State examples of luminous and non-luminous objects.
2. State how light travels and what happens when light hits an object.
3. Describe reflection and refraction of light and how we make use of them.
4. Describe how a rainbow is formed.
5. State the colors in a rainbow in the correct order.
6. State how we see colored objects.
7. State how light energy is transformed into electrical energy.
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Leeaarrnniinngg A
Arreeaass
Light
Reflection and refraction of light
White light and rainbow
Transforming light energy into electrical energy
T
Leeaarrnniinngg A
Accttiivviittiieess
1st 4th hours (Light)
1. Ask students to name things that give out light. They are known as
luminous objects. What are things that do not give out light known as?
Refer to page 19.
homework.
3. Carry out Activity Corner 1 to investigate how light travels. Light travels
in straight line.
homework.
5. Some objects allow light to pass through them. Some allow a little light
to pass through them. Some do not allow at all. What are these objects
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known as? Ask students to give some examples of the respective objects.
Refer to pages 21.
homework.
7. Ask students for examples of how we use transparent, translucent and
opaque objects in our daily life. Refer to page 22.
homework.
9. Carry out Activity Corner 2 to make shadows.
10.Have students work on Question 5 on page 17 of the workbook as their
homework.
5th 8th hours (Reflection and Refraction of Light)
1. Ask students to look at themselves in a mirror and a CD. Why do they
see themselves in the mirror and CD? Some smooth objects such as
mirrors reflect light that falls on them.
2. Ask students how we use reflection of light on mirrors. Refer to page 24.
3. When light enters different media, the light is bent. Explain how this
happen.
4. Put a pencil into a glass of water. What do we observe? Explain why the
pencil seems bent in the water.
5. Refer to page 17 for other examples on refraction of light.
6. Carry out Activity Corner 3 to understand more about reflection and
refraction of light on page 26.
7. Have students work on Questions 6 to 8 on pages 18 and 19 of the
17
9th 12th hours (White Light and Rainbow)

1. Tell students that white light is made of different color lights. Get a prism
to make a spectrum. Explain how spectrum is formed. Explain dispersion
of light. Refer to page 28.
2. Ask students to count the number of color light in a spectrum. Make the
students memorize the sequence in the spectrum by remembering the
given mnemonic on page 28.
homework.
4. Tell students that we can combine the colors in the spectrum to form
white light. Refer to page 29.
5. Carry out Activity Corner 4 to make a spectrum.
6. Explain that we can use prism to produce rainbow too. Rainbow is
produced due to dispersion of light.
7. Explain that by combining the colors of rainbow we will get white color.
Refer to page 29.
8. Rainbow is the natural spectrum in the sky. List the best conditions for
producing rainbow.
homework.
10.Explain how we see colors. Refer to page 31. Why does a leaf look green
and a goose look white?
homework.
13th 14th hours (Transforming Light Energy Into Electrical Energy)
1. Explain that there are devices that can change light energy into electrical
energy. Discuss this by referring to page 33.
18
2. What are the advantages of changing light energy into electrical energy?
Refer to page 34.
3. Have students work on Questions 12 and 13 on page 21 of the workbook
as their homework.
Yourself on pages 36 to 38.
4. Ask students to do Mastery Practice on pages 21 to 24 of the workbook
as their homework.
E
Em
1. Observing
2. Comparing and contrast
3. Making inferences
4. Predicting
5. Communicating
6. Using and handling science apparatus correctly and safely
7. Handling specimen correctly and carefully
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Leeaarrnniinngg M
Maatteerriiaallss::
Mirror, CDs, prism
19

Name-Surname: .............................................................................
No. ..................................
Pratomsuksa: ....................................................................................
Date: ................................
Chapter 2 Light Energy


chapter:
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to explain further:
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chapter:
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Chapter 2
Light Energy

reason):
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outstanding work:
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20

CChhaapptteerr 33 PPllaannttss ((2266 hhoouurrss))
Indicators
Sc1.1 Gr4/1
Experiment and explain functions
of bundles and stomata of plants.

Sc1.1 Gr4/2
Explain that water, carbon
Learning Areas
Parts of plants
Growth factors
Photosynthesis
dioxide and chlorophyll are some of the
factors essential for growth and
Uses of plants
photosynthesis.
Destruction of
plants
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Leeaarrnniinngg O
Obbjjeeccttiivveess
1. Analyze parts of a plant.
2. Understand the growth factors of a plant.
3. Understand photosynthesis.
4. Understand life cycle of plants.
5. Understand the uses of plants.
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Leeaarrnniinngg O
Ouuttccoom
meess
1. Describe the functions of all the main parts of a plant.
2. Identify the factors that affect the growth of a plant.
3. Explain how these factors affect the growth of a plant.
4. Describe what photosynthesis is.
5. Describe the needs and products of photosynthesis.
6. Describe the life cycle of a plant.
7. Understand the germination, pollination and fertilization processes.
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8. Identify the male and female flowers.

9. Explain with examples what vegetative reproduction is.
10.Describe the uses of plants.
11.Describe the effects of deforestation
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Leeaarrnniinngg A
Arreeaass
Parts of plants
Growth factors
Photosynthesis
Uses of plants
Destruction of plants
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Leeaarrnniinngg A
Accttiivviittiieess
1st 5th hours (Parts of Plants)
1. Get a plant. Ask students to name the parts of the plants. Carry out
Activity Corner 1 on page 41.
2. What are the functions of the parts of a plant? Refer to pages 42 to 45.
3. Carry out Activity Corner 2 on page 46.
4. Have students work on Questions 1 to 3 on pages 31 and 32 of the
6th 10th hours (Growth Factors)
1. In order for plants to grow healthily, what do they need? Ask students to
predict.
2. Carry out Activity Corner 3 to understand that plants need air to grow
healthily.
22
3. Have students work on Question 4 on pages 32 and 33 of the workbook

as their homework.
4. Plants also need adequate of water to grow healthily. Some plants need
more water and some need less water.
5. Carry out Activity Corner 4.
6. Plants need sunlight too. Ask students for the reason.
homework.
9. Plants need minerals and space too. Refer to pages 51 and 52. Carry out
Activity Corner 6.
homework.
11th 13th hours (Photosynthesis)
1. Explain that green plants make their own food through photosynthesis.
2. Using the diagram on page 54, explain the needs and products of
photosynthesis.
3. What happen to the sugar produced in the plants through photosynthesis?
Refer to page 54.
homework.
14th 20th hours (Life Cycle of Plants)
1. Refer to the diagram on page 56. Explain the life cycle of a plant.
23
2. The life cycle of a plants starts from germination of a seed. What do the
seeds need in order to germinate? Refer to page 57. When either one of
the factors is not available, the seeds will not germinate.
homework.
5. The seedlings will grow and make their own food. Later the plants will
mature and start to bear flowers.
6. Carry out Activity Corner 8 on page 59 to study parts of a flower.
7. Refer to page 59 to name the parts of a flower.
homework.
9. Explain pollination and fertilization. What happens after fertilization?
Refer to pages 60 and 61.
10.Carry out Activity Corner 9 on page 61.
homework.
12.Some flowering plants can reproduce using other parts such as the roots,
leaves and stems. This is known as vegetative reproduction.
13.Refer to pages 62 and 63 for some examples of plants that reproduce
through vegetative reproduction.
14.Carry out Activity Corner 10 on page 63.
15.Have students work on Question 8 and 12 on pages 35 and 37 of the
21st 22th hours (Uses of Plants)
1. How do we use plants? Are they useful? Ask students to give some
examples of how we use plants. Refer to pages 65 and 66.
24

23rd 24th hours (Destruction of Plants)
1. We always hear that our forest is shrinking. Why do we need to cut down
forest? Brainstorm for reasons.
2. What happen when our forests start to disappear? What are the negative
consequences? Refer to pages 68 and 69.
3. Carry out Activity Corner 12.
Yourself on pages 72 and 74.
as their homework.
E
Em
1. Observing
2. Comparing and contrast
4. Predicting
5. Communicating
25
L
Leeaarrnniinngg M
Maatteerriiaallss::
26

Name-Surname: .............................................................................
No. ..................................
Pratomsuksa: ....................................................................................
Date: ................................
Chapter 3 Plants

chapter:
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to explain further:
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chapter:
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Chapter 3
Plants

reason):
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outstanding work:
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27

CChhaapptteerr 44 RReessppoonnsseess ooff PPllaannttss aanndd AAnniim
maallss ((1100 hhoouurrss))
Indicators
Sc1.1 Gr4/3
Experiment and explain responses
of plants to light, sound and touch.

Sc1.1 Gr4/4
Explain behaviour of animals
responding to light, temperature and touch,
Learning Areas
How plants
respond
How animals
respond
and apply acquired knowledge for useful

purposes.
L
Leeaarrnniinngg O
Obbjjeeccttiivveess
1. Understand how plants respond.
2. Understand how animals respond.
L
Leeaarrnniinngg O
Ouuttccoom
meess
1. Experiment how plants respond to light, gravity, water and touch.
2. Explain how plants respond to light, gravity, water, touch and sound.
3. Explain how animals respond to light, temperature and touch.
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Leeaarrnniinngg A
Arreeaass
How plants respond
How animals respond
28
T
Leeaarrnniinngg A
Accttiivviittiieess
1st 4th hours (How Plants Respond)
1. Explain what a respond and a stimulus are. Give examples of responds of
a plant and the stimuli that a plant responds to. Refer to page 76.
2. Ask students predict how plants respond to sunlight. Guide students to
relate the need of sunlight and the respond by plants. Explain that shoots
of plants grow towards sunlight as they need sunlight for photosynthesis.
4. Have students work on Question 1 on pages 52 and 53 of the workbook
as their homework.
5. Carry out Activity Corner 2 on page 78 to study the responds of plants to
gravity. What do shoots grow away from gravity? Why do roots grow
towards gravity? Relate them with the functions of these parts of plants.
homework.
7. Ask students if plants need water. Which part of the plants that help to
take in water? How do roots respond to water? Do plants grow towards
water or gravity if both stimuli are in different directions?
homework.
9. Show students plants that respond to touch such as climbing plants,
mimosa and Venus flytrap. Why do they respond in such way? Refer to
page 70.
10.Inform students that generally plants do not respond to sound.
homework.
29
5th 8th hours (How Animals Respond)

1. Inform students that different animals respond differently to the same
stimulus.
2. Ask students to give examples of animals that are active at night. Some
animals move away from light. Ask students for some examples. Refer to
page 81.
homework.
4. When the weather is hot, how do some animals respond? What happens
when it is cold? Refer to page 82.
5. Have students work on Questions 6 to 8 on page 55 of the workbook as
their homework.
6. What happens when we touch a cat? Give other examples of animals that
give different respond when we touch. Refer to page 83.
homework.
as their homework.
30
E
Em
1. Observing
2. Compare and contrast
3. Generating ideas
4. Predicting
5. Communicating
L
Leeaarrnniinngg M
Maatteerriiaallss::
31

Name-Surname: .............................................................................
No. ..................................
Pratomsuksa: ....................................................................................
Date: ................................
Chapter 4 Responses of Plants and Animals


chapter:
...........................................................
to explain further:
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chapter:
...............................................................
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Chapter 4
Responses of
Plants and Animals

reason):
...........................................................
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................................................................
...........................................................
................................................................
outstanding work:
...............................................................
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32

CChhaapptteerr 55 SSooiill ((1144 hhoouurrss))
Indicators
Sc6.1 Gr4/1
Explore and explain soil
What is soil?
Soil formation
formation.
Sc6.1 Gr4/2
Learning Areas
Specify kinds and properties of
soil used for growing plants in the local areas.
L
Leeaarrnniinngg O
Obbjjeeccttiivveess
1. Understand what soil is.
2. Understand how soil is formed.
L
Leeaarrnniinngg O
Ouuttccoom
meess
1. State the components of soil.
2. State the soil profile.
3. State the characteristics of the three types of soil.
4. List the uses of soil.
5. Describe how soil is formed.
L
Leeaarrnniinngg A
Arreeaass
What is soil?
Soil formation
33
T
Leeaarrnniinngg A
Accttiivviittiieess
1st 6th hours (What is Soil?)
1. Ask students to dig some soil in the school garden. What do they find?
Tell students that soil has 4 main components organic matter, inorganic
matter, air and soil. Refer to pages 89 and 90.
homework.
3. Carry out Activity Corner 1 on page 91. Heavy and large soil particles
always settle at the bottom.
homework.
5. Explain to students that in undisturbed soil, there are 3 layers of soil with
different colors and components horizon A, B and C.
their homework.
7. Help students to recall the three types of soil sandy soil, garden soil and
clay soil, by showing them the soil. Ask them to describe the soils.
8. Carry out Activity Corner 2 on page 93 to compare the soils.
9. Draw a table on the board to compare and contrast the soils. Refer to
pages 94 to 96.
homework.
11.Ask students to brainstorm the uses of soil besides for growing plants.
Refer to page 97.
homework.
34
7th 12th hours (Soil Formation)

1. Soil originates from broken rocks and combines with organic matter,
water and air. It takes many, many years for a layer of soil to form. Refer
to page 99.
homework.
3. Explain weathering. Explain mechanical weathering and chemical
weathering. Where do these happen? What cause them to happen? Refer
to pages 100 and 101.
4. Carry out Activity Corner 3 on page 102 to understand more about
chemical weathering.
5. Explain erosion. Compare erosion and weathering. Both break down
rocks, but erosion carries the broken rocks away.
6. Show examples of how erosion happens in running water, glaciers, waves
and wind. Refer to pages 102 and 103.
their homework.
as their homework.
35
E
Em
1. Observing
2. Classifying
4. Predicting
5. Communicating
L
Leeaarrnniinngg M
Maatteerriiaallss::
36

Name-Surname: .............................................................................
No. ..................................
Pratomsuksa: ....................................................................................
Date: ................................
Chapter 5 Soil

chapter:
...........................................................
to explain further:
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...........................................................

chapter:
...............................................................
...............................................................
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Chapter 5
Soil

reason):
...........................................................
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................................................................
outstanding work:
...............................................................
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37
You may use Term Test 1 on pages 42 to 49 of the workbook to test students
understanding after learning 3 chapters and also Term Test 2 on pages 68 to 74
for all the chapters learnt.
Notes: Strand 8: Nature of Science and Technology is inculcated in all the

activities appearing in all the chapters. Through the activities, students will
learn to
pose questions about the matter studied as prescribed or in accord with
their interests.
plan for observation, exploration, verification, study and research by
using their own ideas and those of their teachers.
use suitable materials, instruments for exploration and verification and
record results using simple methods.
arrange data obtained from exploration and verification into groups and
present results.
express opinions in the course of exploration and verification.
make a record and explain results of the exploration and verification by
drawing pictures or writing short texts.
verbally present their work to understand.
38

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Teacher

Based on the Basic Education

Problem Solving Skill

Technology Application Skill

Technological Application Skill

The learning objectives emphasize on the linking of knowledge to science

Primary Education Smart Textbook Science Pratomsuksa 4 Lesson Plan

Students are required to participate in all stages of learning with activities

Living Things and Life Processes: Living things; basic units of

Life and the Environment: Diverse living things in the

environment; relationship between living things and the environment;

Substances and Properties of Substances: Properties of materials

and substances; binding forces between particles; changes in the state of

Forces and Motion: Nature of electromagnetic, gravitational and

nuclear forces; forces acting on objects; motion of objects; frictional forces;

Primary Education Smart Textbook Science Pratomsuksa 4 Lesson Plan

Energy: Energy and life; energy transformation; properties and

phenomena of light, sound, electrical circuits, electromagnet, radioactivity and

Processes of Change to the Earth: Structure and components of the

Astronomy and Space: Evolution of the solar system; galaxies; the

universe; interrelationship and effects on living things on Earth; relationship

investigation for seeking knowledge, problem-solving, and scientific mind

Strands and Learning Standard

Standard Sc1.2: Understanding of process and importance of genetic

Primary Education Smart Textbook Science Pratomsuksa 4 Lesson Plan

for seeking knowledge and scientific mind; communicating

Strand 2: Life and the Environment

Standard Sc 2.2: Appreciating the importance of natural resources; utilization

Strand 3: Substances and Properties of Substances

Standard Sc3.2: Understanding of principles and nature of change in the

Primary Education Smart Textbook Science Pratomsuksa 4 Lesson Plan

Strand 4: Forces and Motion

Standard Sc4.2: Understanding the characteristics and the types of motion of

Strand 6: Change Processes of the Earth

Primary Education Smart Textbook Science Pratomsuksa 4 Lesson Plan

Strand 7: Astronomy and Space

Standard Sc 7.2: Understanding of importance of space technology utilized

Strand 8: Nature of Science and Technology

Primary Education Smart Textbook Science Pratomsuksa 4 Lesson Plan

Primary Education Smart Textbook Science Pratomsuksa 4 Lesson Plan

Are aware of the value of knowledge of science and technology; show

Work constructively with others; be ready to express their opinions

and recognise views of others.

For common understanding and correct interpretation, the curriculum prescribes

Subject area of Science

First subject area, Standard 1

Indicator 2 for Grade (Pratomsuksa) 4

Primary Education Smart Textbook Science Pratomsuksa 4 Lesson Plan

Responses of Plants and Animals

Primary Education Smart Textbook Science Pratomsuksa 4 Lesson Plan

IInnddiiccaattoorrss aanndd LLeeaarrnniinngg AArreeaass

Make a model to explain the

characteristics of the Solar System.

Primary Education Smart Textbook Science Pratomsuksa 4 Lesson Plan

Primary Education Smart Textbook Science Pratomsuksa 4 Lesson Plan

Primary Education Smart Textbook Science Pratomsuksa 4 Lesson Plan

13th 14th hours (Conclusion)

Primary Education Smart Textbook Science Pratomsuksa 4 Lesson Plan

Learning Outcome Form

Chapter 1 Solar System

Feeling after learning this

Knowledge gained from this

Application of knowledge from