SCOPE AND SEQUENCE PROGRAMME: PISMP IPGM COURSE: Planning For Teaching Primary Science Week 1 Topic/ Content

Introduction to the unit Course Overview Planning for Teaching Primary science Lecture (1 hour) Overview of course expectations, and assessments Purpose of lesson planning Aspects to consider in lesson planning Lesson plan: yearly, weekly and daily SEMESTER: 4 CODE: SCE3108 Tutorial 1 (1 hour) Form 4 groups: (a) Brainstorm: (i) Why a teacher needs to do lesson planning? (ii) What are the aspects to consider in lesson planning? Two groups form a new group and they compare and contrast their discussion notes. The group presents their findings to the class. YEAR: 2008 CREDIT: 3 (3 + 0) Tutorial 2 (1 hour) Refer to the Primary School Science Curriculum for Year 1 to Year 6. (a) Plan and write a yearly lesson plan. (b) From the yearly lesson plan, plan and write a weekly lesson plan. (c) From the weekly lesson plan, discuss how to plan a daily lesson plan (details of writing a daily lesson plan will be discussed in week 4). Select a topic from the primary science textbook. Write a learning objective for each of the learning domains (cognitive, psychomotor and affective) that are appropriate for the topic. Practical ISL (2 hours) Access to relevant resources on (a) What is reflection? (b) How to do self reflection as self assessment. (c) How to write a reflective journal. Remarks Course Work: 50% Examination: 50%

Learning objectives

Writing of learning objectives in the: - Cognitive domain - Psychomotor domain - Affective domain

Refer to the Primary School Science Curriculum for Year 1 to Year 6. (a) Make a list of verbs that are used to write learning objectives. (b) Categorise the verbs into the following domains: Cognitive, psychomotor and affective. (c) Differentiate verbs that are explicit and implicit.

Food for thought: (a) Recap of major ideas- What have you learnt from the writing of learning objectives? (b) Looking aheadDiscuss how you can use what you have learnt in writing

Week

Topic/ Content

Lecture (1 hour)

Tutorial 1 (1 hour) (d) Explain why the verbs used in the learning objectives must be explicit. (e) How would you change those verbs that are implicit to explicit? Refer to the Primary School Science Curriculum for Year 1 to Year 6. (a) Identify the objectives and learning outcomes (b) Differentiate between learning objectives and learning outcomes. (c) From (a) and (b) discuss what are the characteristics of good learning objectives and learning outcomes.

Tutorial 2 (1 hour)

Practical

ISL (2 hours) learning objectives. (c) Share your thoughts with your peers.

Remarks

Writing of learning outcomes

Learning objectives and learning outcomes in the Primary School Science Curriculum Difference between learning objectives and learning outcomes Characteristics of good learning objectives and learning outcomes Construction of learning outcomes - action word - learning statement - criterion

(d) As a primary school teacher, you have to plan an hour lesson on the topic Water Pollution. Construct one learning objective and three learning outcomes for the lesson.

(a) Access the internet to gather information on the following instructional models: General Format Needhams Five-Phase Learning cycle 5E Inductive and deductive inquiry based lesson Problem based learning lesson (b) Compare and contrast the characteristics of the above instructional models using a graphic organiser.

COURSEWORK

TASK A Acquisition of knowledge

Week 4

Topic/ Content Daily lesson plan

Lecture (1 hour) General Format Model of a constructivist lesson - Needhams fivephase instructional model Model of an inquiry lesson - Learning cycle 5 E - Inductive and deductive inquiry based lesson - Problem based learning lesson

Tutorial 1 (1 hour) In groups discuss: (a) What are the purposes of preparing a daily lesson plan? (b) Should a daily lesson plan follow only an instructional model? Explain your answer. (c) Groups exchange their ideas. A representative from a group shares the groups ideas with another group.

Tutorial 2 (1 hour) Group presentation: (a) Students form groups. (b) Each group selects an Instructional Model. (c) The group will present the advantages and disadvantages of the instructional model to their peers.

Practical

ISL (2 hours) (a) Access the websites related to lesson planning in science. (b) Identify the lesson plan and analyse the stages in the lesson plan.

Remarks

Planning a daily lesson plan

Steps in planning a lesson: - Putting the lesson in context - Setting the learning objectives and learning outcomes - Selecting learning activities, resources and assessment - Outlining the lesson

(a) Read Vignette One: A teacher uses note cards for planning. (b) Discuss the questions. (i) What are some advantages of brief lesson plans? (ii) What are some dangers in too brief lesson plans? (iii) Can a lesson be too highly structured?

(a) Read Vignette Two: A teacher fails to use objectives. (b) Discuss the questions. (i) Did Mr. Alis lessons lack structure? (ii) Why did the students feel so lost in Mr. Alis class?

* Refer to Primary School Science Curriculum

Food for thought: (a) Recap of major ideas- What have you learnt from these two vignettes? (b) Looking aheadDiscuss how you can use what you have learnt in lesson planning. (c) Share your thoughts with your peers.

Week 6

Topic/ Content Writing lesson plans

Lecture (1 hour) General information of context Procedure of teaching according to the selected instructional model Self-reflection (Thinking through the lesson plan)

Tutorial 1 (1 hour) Refer to the Primary School Science Curriculum for Year 1 to Year 6 to write a daily lesson plan. (a) Identify a topic for a lesson. (b) Specify the general information of context. (c) Write learning activities to help students attain the learning outcomes. (d) Order these activities in the best sequence possible. Explain why you put each activity in its selected sequence. Practice the micro teaching skills: Orientation/set induction *Refer to the notes on Microteaching: practicing science teaching skills

Tutorial 2 (1 hour) (e) Explain how you can assess students learning through the activities. (f) Think through the lesson plan and write a self-reflection.

Practical

ISL (2 hours) Write two daily lesson plans using different instructional models for a one-hour lesson on a selected science topic from the Primary School Science Syllabus.

Remarks
COURSEWORK

TASK B Mastery of knowledge

* Refer to Primary School Science Curriculum

Microteaching Skills

Steps in microteaching Importance of content knowledge and pedagogical content knowledge in teaching Microteaching skills -Orientation/set induction -Communication and explanation skills

Practice the micro teaching skills: Communication and Explanation Skills

(a) Access to relevant resources to read about importance of content knowledge and pedagogical content knowledge in teaching. (b) Identify the major ideas and summarise them using a graphic organizer.

COURSEWORK

TASK C Transfer of knowledge

Week 8

Topic/ Content Microteaching Skills

Lecture (1 hour) Questioning skills - Questions on questions - Different types of questions - Keys to effective questioning - How can you improve your questioning? - Why use students questions?

Tutorial 1 (1 hour) Practice the micro teaching skills: Questioning skills

Tutorial 2 (1 hour) Practice the micro teaching skills: Questioning skills

Practical

ISL (2 hours) (a) Read relevant resources on how to improve your questioning and listening skills. (b) Select a science topic and write 10 different types of questions.

Remarks

*Refer to the notes on Microteaching: practicing science teaching skills

9 School Based Experience 10 Mid Semester Break 11 Microteaching Skills Discussion of experimental results Stimulus variation Practice the micro teaching skills: Discussion of experimental results *Refer to the notes on Microteaching: practicing science teaching skills Practice the micro teaching skills: Stimulus variation (a) Find a vignette or teaching episode. (b) Identify at least 5 stimulus variation used in the vignette or teaching episode. (a) Collect information on various teaching aids and educational technology in science teaching.

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Microteaching Skills

Use of teaching aids/ resources Use of educational technology in the context of science teaching

Practice the micro teaching skills: Use of teaching aids/ resources *Refer to the notes on Microteaching: practicing science teaching skills

Practice the micro teaching skills: Use of educational technology in the context of science teaching

Week

Topic/ Content

Lecture (1 hour)

Tutorial 1 (1 hour)

Tutorial 2 (1 hour)

Practical

ISL (2 hours) (b) State the importance of teaching aids in science teaching.

Remarks

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Microteaching Skills

Reinforcement Lesson reflection/ closure

Practice the micro teaching skills: Reinforcement *Refer to the notes on Microteaching: practicing science teaching skills

Practice the micro teaching skills: Lesson reflection/ closure

Food for thought: (a) Recap of major ideas- What have you learnt from the microteaching sessions? (b) Looking aheadDiscuss how you can use what you have learnt in future teaching. (c) Write a summary of 100 words. (a) Find articles to read on classroom management. (b) Write a summary of 200 words.

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Macro teaching

Plan and conduct whole lesson Observe/review recorded whole lessons Identify strengths and weaknesses, suggestions for improvement Replan and reteach lesson (if necessary) Importance of content knowledge and

In pairs: (a) Choose a topic from the Primary School Science Curriculum. (b) Write a lesson plan for a 30-minute lesson. (c) Conduct a macro teaching session. (d) Lecturer and peers as observers provide feedback for improving the lesson.

In pairs: (a) Choose a topic from the Primary School Science Curriculum. (b) Write a lesson plan for a 30-minute lesson. (c) Conduct a macro teaching session. (d) Lecturer and peers as observers provide feedback for improving the lesson.

Week

Topic/ Content

Lecture (1 hour) pedagogical content knowledge

Tutorial 1 (1 hour) (e) Self reflection (Thinking through the teaching and learning process).

Tutorial 2 (1 hour) (e) Self reflection (Thinking through the teaching and learning process). In pairs: (a) Choose a topic from the Primary School Science Curriculum. (b) Write a lesson plan for a 30-minute lesson. (c) Conduct a macro teaching session. (d) Lecturer and peers as observers provide feedback for improving the lesson. (e) Self reflection (Thinking through the teaching and learning process).

Practical

ISL (2 hours)

Remarks

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Macro Teaching

Plan and conduct whole lesson Observe/review recorded whole lesson Identify strengths and weaknesses, suggestions for improvement Replan and reteach lesson (if necessary) Importance of content knowledge and pedagogical content knowledge

In pairs: (a) Choose a topic from the Primary School Science Curriculum. (b) Write a lesson plan for a 30-minute lesson. (c) Conduct a macro teaching session. (d) Lecturer and peers as observers provide feedback for improving the lesson. (e) Self reflection (Thinking through the teaching and learning process).

(a) Find articles to read on how to create a conducive and motivating learning environment. (b) Write a summary of 200 words.

16 17 Macro Teaching Plan and conduct whole lesson Observe/review recorded whole lesson Identify strength and weaknesses, suggestions for improvement Replan and reteach lesson (if necessary) Importance of content

CUTI HARI RAYA PUASA In pairs: (a) Choose a topic from the Primary School Science Curriculum. (b) Write a lesson plan for a 30-minute lesson. (c) Conduct a macro teaching session. (d) Lecturer and peers as observers provide In pairs: (a) Choose a topic from the Primary School Science Curriculum. (b) Write a lesson plan for a 30-minute lesson. (c) Conduct a macro teaching session. (d) Lecturer and peers as observers provide (a) Find articles to read on language support in the teaching of primary science in English. (b) List at least three activities that can be integrated into

Week

Topic/ Content

Lecture (1 hour) knowledge and pedagogical content knowledge

Tutorial 1 (1 hour) feedback for improving the lesson. (e) Self reflection (Thinking through the teaching and learning process).

Tutorial 2 (1 hour) feedback for improving the lesson. (e) Self reflection (Thinking through the teaching and learning process). In pairs: (a) Choose a topic from the Primary School Science Curriculum. (b) Write a lesson plan for a 30-minute lesson. (c) Conduct a macro teaching session. (d) Lecturer and peers as observers provide feedback for improving the lesson. (e) Self reflection (Thinking through the teaching and learning process). REVISION REVISION

Practical

ISL (2 hours) your science lessons.

Remarks

18

Macro Teaching

Plan and conduct whole lesson Observe/review recorded whole lesson Identify strengths and weaknesses; suggestions for improvement Replan and reteach lesson (if necessary) Importance of content knowledge and pedagogical content knowledge

In pairs: (a) Choose a topic from the Primary School Science Curriculum. (b) Write a lesson plan for a 30-minute lesson. (c) Conduct a macro teaching session. (d) Lecturer and peers as observers provide feedback for improving the lesson. (e) Self reflection (Thinking through the teaching and learning process).

Food for thought: (a) Recap of major ideas- What have you learnt from the macro teaching sessions? (b) Looking aheadDiscuss how you can use what you have learnt in future teaching. (c) Write a summary of 100 words.

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FINAL EXAMINATION FINAL EXAMINATION SEMESTER HOLIDAYS