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Format umum 5 Fasa Needham Contoh RPH bahasa inggeris dan melayu
Proses pengajaran dan sistem pengajaran terdapat mesej ( isi pelajaran ) yang ingin disampaikan. Ada juga mesej yang berupa arahan kepada pelajar, soalansoalan tentang isi pelajaran, maklum balas daripada pelajar dan lain-lain maklumat seperti yang terkandung dalam rajah 1
Laksana pengajaran
Beri panduan/bantuan
Nilai prestasi
Strategi -Model ? Teknik? -Pengurusan hasil pelajar ? -Kaedah- kelas, individu, kumpulan, pasangan
Analisis pelajar
Matlamat
Analisis pengajaran
Objektif
Strategi pengajaran
Pilih/baiki/bina bahan
Ujian criteria
Nilai bahan
Kurikulum
Format umum
( darjah 1 dan 4 pengajaran dalam bahasa melayu, darjah 2,3,5 dan 6 dalam bahasa inggeris ).
Rajah 2 Format Umum Rancangan Pelajaran Harian Class / kelas: Theme /tema: L. Area /bidang pembelajaran: Topic / Tajuk : Learning Objective / Objektif Pembelajaran: Leaning Outcomes / Hasil Pembelajaran: At the end of the lesson, pupils should be able to / di akhir pengajaran dan pembelajaran pelajar dapat : Time: 70 minutes SPS: MS: SA & NV: TS : LR :
Teaching and Learnig Activities Aktiviti Pengajaran dan Pembelajaran Video and film show, demonstration, problem solving, something unusual, analogy, story telling, task, question
Remarks Catatan
Attracting attention, interests and motivating pupils Menjurus kepada tajuk dan isi pelajaran hari itu
Eliciting ideas/ Pencetusan Idea (10 mins) Restructurin g Ideas / Penstrukturan Idea (40 mins) Step 1 Step 2 Step 3
Small group discussion, Identifying pupils` prior concept mapping and presentation, POE, IAI, idea. post box. Discuss science vocabulary Intuitive guesses To realize the existence of alternative ideas , ideas needs to be improved, to be developed or to be replaced with scientific ideas. i. Explanation and exchanging ideas. Role play Field trip Construct coding system Small group discussion, concept mapping and presentation, POE Video and film show, demonstration, problem solving Small group discussion ii. Exposure to and presentation. conflict ideas. Discussion, reading, and teachers input. iii. Development of Experiment, project and new ideas. demonstration. Test the validity of the iv. Evaluation. new ideas. Application of ideas in Writing of individuals report on the project new situations. work. To accommodate ones idea to the scientific ideas. Cognitive link Writing of individuals report on the project work, group discussion,
personal notes. Summary, repetition of key point, correcting assignment, suggestion of further activity Social link Create a sence of achiement Positive reinforcement SPS Science Process Skill / Kemahiran Proses Sains MS Manipulative Skill / Kemahiran manipulatif SA Scientific Attitude / sikap saintifik NV Nobel Value / nilai murni TS Thinking Skill / kemahiran berfikir T - Teacher HW Home work LR & TR Teaching and Learning Resources / sumber pengajaran
NEEDHAM`S TEACHING PHASE & CIRTERIA Orientation Is the topic clearly introduced? Does it arause the students` interest ? Does it promote thinking skil ?
Eliciting of ideas
What is the techniques used ? Are the techniques used successfully ? Do the activities or questions relate to the students previous knowledge ?
Restructuring of Ideas Are the activities interesting ? Are the students thinking? Is the experience meaningful ? why ? Is the class control effective ?
Application of Ideas What sort of problem reflective thinking ? Is the students idea applicable
Reflection Do the questions promote reflective thinking ? Do the main ideas highlighted? Are the students motivated ?
3.0
Contoh rancangan pelajaran harian adalah seperti berikut : Tahun Masa Bilangan pelajar Tema Tajuk Bidang Pembelajaran (LA) Objektif Umum(LO) : : : 4 Bestari (kelas cemerlang) 60 minit 30 orang Menyiasat Alam Bahan Bahan Yang Mengalirkan Arus Elektrik 1.1 Sifat Bahan Memahami sifat bahan
: :
Hasil Pembelajaran(LOT) : Di akhir pengajaran dan pembelajaran murid dapat: Menyatakan komponen satu litar lengkap semasa simulasi. Mengenalpasti 10 jenis bahan yang boleh mengalirkan arus elektrik semasa perbincangan dan eksperimen. Menyatakan peranan penebat kepada wayar elektrik semasa pengaliran arus elektrik semasa bersoal jawab. Pendekatan Pengajaran dan Pembelajaran : Strategi : Pengetahuan Sedia Ada : Litar lengkap ,symbol, menyambungkan litar umum. Kemahiran Proses Sains : Nilai Murni : Sumber Pengajaran : : Konstruktivisme Aktiviti `Hands-on` alatradas dan cara
Memerhati, Mengelas & Membuat Inferens Rasional & Kerjasama Alat Radas Menyambungkan litar
Aktiviti P&P Jenis Aktiviti : Simulasi Guru memberi gambar bateri, mentol, dan suis digantungkan kepada murid untuk menghasilkan satu litar . Murid berpegang tangan untuk menunjukkan satu litar elektrik lengkap. (Murid telah ada pengetahuan membina litar elektrik.) Soalan : Adakah mentol akan menyala? Mengapa?
Catatan BBM: Gambar mentol, bateri, dan suis Kemahiran Proses Sains: Memerhati Kemahiran Berfikir: Membuat gambaran mental Nilai Murni: Bekerjasama, minat, sifat ingin tahu tentang alam sekeliling Pelbagai Kecerdasan: Visual dan pergerakan kinestatik
melepaskan tangan Soalan: Adakah mentol akan menyala sekarang? Mengapa? Apakah komponen satu litar lengkap? Pencetusan Idea 5 minit Mengenal pasti objek yang boleh mengalir arus elektrik dan tidak boleh mengalirkan arus elektrik Jenis Aktiviti : Mengelas Soalan Adakah murid-murid membawa objek yang diminta? Murid meletakkan objek-objek yang dibawa di atas meja.
Pengetahuan
Soalan Daripada pengetahuan kamu, kelaskan objek mengikut kebolehan mengalirkan arus elektrik. Murid mengelas objek kepada boleh mengalirkan arus elektrik dan tidak boleh mengalirkan arus elektrik dalam lembaran yang disediakan.
BBM: Bahan yang sedia ada dan dibawa oleh murid: Sudu plastik, limau, kunci, sapu tangan, pembaris kayu, gelas, pemadam, syling satu sen, surat khabar, lidi pensil, air kopi, gelang getah, klip kertas, dan paku Kemahiran Proses Sains: Mengelas Kemahiran Berfikir: menghubungkait dan meramal Nilai Murni: Sistematik dan berfikir secara rasional Tahap Kognitif: Pengetahuan, pemahaman Rujuk Lampiran 1 BBM: bateri, wayar, mentol, suis, kad manila, dan marker Kemahiran Proses Sains: Memerhati, inferens, mengelas, eksperimen, dan komunikasi
Menyam bungkan litar Menguji objek yang boleh mengalir arus elektrik
Jenis aktiviti : `Hands-on Pelajar cuba sambungkan litar dan alat radas yang diberikan oleh guru. Arahan Guru meminta murid menguji objek yang dikelaskan tadi dan merekodkan pemerhatian.
Murid menguji objek yang telah dikelaskan dengan menggunakan litar elektrik. Murid merekodkan hasil dapatan mengikut kreativiti kumpulan masingmasing.
Kemahiran Berfikir: membanding dan membeza, serta mengumpul Nilai Murni: Jujur dalam merekod, sabar dalam menjalani sesuatu perkara, kritis dan analitis, serta kerjasama Pelbagai Kecerdasan: verbal, visual, dan pergerakan kinestatik Tahap Kognitif: Pengetahuan Kemahiran Proses Sains: komunikasi Nilai Murni: Berani, yakin dan berdikari Pelbagai Kecerdasan: interpersonal Rujuk Lampiran 2
Jenis aktiviti : Pembentangan Wakil daripada setiap kumpulan melaporkan hasil dapatan. Murid membuat perbandingan jawapan dengan ramalan yang telah dibuat. Guru membuat perbandingan hasil dapatan antara kumpulan. ( Cara merekod yang paling sesuai adalah jadual) Guru bersama pelajar membuat rumusan awal tentang eksperimen Jenis aktiviti : Perbincangan Guru membimbing murid menyenaraikan jenis bahan berdasarkan objek yang telah
Besi dan keluli boleh mengalirkan arus elektrik. Plastik, kain, getah, kayu, kaca tidak boleh mengalirkan
BBM: mentol, bateri, dan suis Kemahiran Proses Sains: komunikasi Kemahiran Berfikir: menilai dan membuat
arus elektrik. *air limau dan lidi pensil (karbon) boleh mengalirkan arus elektrik. *air paip adalah konduktor elektrik yang lemah *plastik boleh mengelakka n daripada renjatan elektrik kerana tidak boleh mengalirkan arus elektrik Refleksi 5 minit Refleksi 5 minit Peneguhan
Nilai Murni: Berfikir secara rasional, berhatihati semasa Soalan mengendalikan Apa akan berlaku jika alatan elektrik kita memegang suis dengan tangan yang Tahap Kognitif: basah? aplikasi dan Mengapa wayar penilaian elektrik disalut dengan bahan plastik?
kesimpulan
Jenis aktiviti : Nyanyian Murid menyanyi lagu . (Adaptasi lagu Satu Dua Tiga Empat oleh Ariswatan) Guru menunjukkan 10 objek satu persatu kepada murid untuk dikelaskan kepada yang boleh mengalirkan arus elektrik dan tidak boleh mengalirkan arus elektrik. Murid mengangkat kad warna (merahtidak, hijau ya) Lampiran 3
BBM : botol plastik, majalah, sudu besi, straw, dawai, kertas, cermin, pembaris keluli, klip rambut besi, dan rod besi.
Objek yang boleh mengalirkan arus elektrik dan tidak boleh mengalirkan arus elektrik Boleh mengalirkan arus elektrik Tidak boleh mengalirkan arus elektrik Kunci Syiling satu sen Klip kertas Paku Sudu plastik Sapu tangan *Air limau *Lid pensil Pemadam Surat khabar
Lampiran 2 Hasil Dapatan Murid Contoh 1 Boleh mengalirkan arus elektrik Kunci Syiling satu sen Klip kertas Paku *Air limau *Lid pensil
Tidak boleh mengalirkan arus elektrik Sudu plastik Sapu tangan Pemadam Surat khabar
Lampiran 3: Lagu (Adaptasi lagu satu dua tiga- Ariswatan) Kunci, klip kertas dan paku Objek yang boleh mengalirkan arus elektrik Pemadam, pembaris kayu, Tidak boleh mengalirkan arus elektrik Ingat wahai kawan-kawan Sifat bahan juga mempengaruhinya Apa yang dipelajari bahan besi dan keluli Boleh mengalirkan arus elektrik Ingat janganlah lupa Setiap bahan ada cirinya Pastikan kita mengetahui Bahan yang boleh mengalirkan arus elektrik LESSON PLAN CLASS : 5 Ibnu Qayyum THEME : Investigating Force and Energy L.AREA : 11. Energy TOPIC : 11.1 The various uses and sources of energy LEARNING OBJECTIVE:
At the end of the lesson, students should be able to : State the sources of energy State the various of energy List the Uses of energy Give examples where and when energy is used.
TIME REQUIRED : 70 minutes Science Process Skills(SPS) : Observing Making decision Manipulative Skills(MS) : Thinking Skills(TS) : Comparing and contrasting Analysing Classifying Identifying Scientific Attitudes (SA) and Noble Values(NV) : Interested and inquisitive about the environment Appreciative Caring Learning aids and material/Learning Resource(LR) Handouts(sources of energy picture) Video presentation Slide presentation Worksheet Pre-requisite knowledge: Students should already know, The types and name of energy
Teaching and Learning Activities Teacher asks the pupils to remember the main point from the video
Remind the pupils Teacher asks the to pay the attention questions based on the during multimedia video presentation presentation Teacher tell the pupils that todays lesson is about energy. Eliciting ideas (20 minutes) Instruct pupils to do discussion regarding the energy Once time up, ask the pupils to do Step 1 : Teacher divides pupils into 4 group consist of 5. Every group is given the piece of paper. Step 2 : Pupils discuss in group
and conclude that energy is needed: a) by living things to carry out life processes such as moving, breathing and growing, b) To move, boil, melt or bounce non-living thing Step 3 : Pupils gather information and give examples where and when energy is used
The sources of energy The various types of energy The usage of energy
Pupils gather information about sources of energy, e.g. a) sun, b) food, c) wind, d) fuel, e) waterfall f) ocean ,seas g) dry cell/ battery. Pupils discuss that the sun is the main source of energy. Pupils do the experiment about the energy. Teachers ask the pupils what is the sources of energy. At this time the teacher will provides the pupils with the explanation the energy, sources or energy, types of energy and usage of energy
Transformation of energy
Reflection (5 minutes)
Randomly, teacher asks students to summarize todays lesson. Teacher ending the lesson by video presentation uses of efficiency energy to save our environment
Teachings Aids
Excercise1 Energy is important for living thing to carry out life processes such as:1.___________________ 2.___________________ 3.___________________ 4.___________________ Energy is important for non- living thing to function or operate:1.___________________ 2.___________________
3.___________________ 4.___________________
Time Required Strategy Science Process : Observing Predicting classifying Thinking Skills : Relating
: 27 April 2011 : 2 Bestari : 30 students : Learning About The World Around Us : Mixing Things : At the end of the lesson students will be able to: recognize 3 of 4 materials that can dissolve in water recognize 3 of 4 materials that cant dissolve in water record the observation in the table from the test doing : 60 minutes : Inquiry deductive Experiment
Generating Idea Analyzing Manipulative Skills: Handling of apparatus Storing of apparatus Cleaning of apparatus Scientific Attitudes and Values: Cooperation Careful Systematic
Learning aids and materials: A glass of water Sugar Cocoa powder Salt Curry powder Coffee powder Flour Sand Pepper Beakers Filter funnel Filter paper Spatula Slide power point LCD Laptop Worksheets
Contents Mixing things-some materials can dissolve in water and some cannot
Remarks
Can you see the clear water now? What happens to the water? Can you name this process?
Teacher demonstrate to students by mixing the cocoa powder in the SPS: water and stir it Observing Predicting Teacher shows some cocoa powder added in a glass of water TS: and then stirs by spoon. Analyzing Relating Teacher asks questions regarding the demonstration: Teaching aids: A glass of water Teacher tells the students that Sugar todays lesson is about mixing Spoon things and they will be learning about some materials can dissolve in water and some cannot. Teacher asks students to define mixing according to their own ideas or understanding Teacher gives the actual definition of mixing. Teacher shows the slide of the materials that can and cannot dissolve in water. SPS classifying predicting TS Generating Idea
Dissolve materials when put it in water, its physical look will disappeared Cannot dissolve materials that still in its existing look even put it in water.
The list of materials that can dissolve in water : salt sugar coffee powder cocoa powder The list of materials that cannot dissolve in water : bean marbles red beans sand Restructuring ideas (30 minutes) We can only taste edible materials that dissolve in water. We taste to check the presence that material in water. We can separate the materials that cannot dissolve in water by using a filter In a group Teacher gives some material for students to check either materials are dissolving or cant dissolve in water. They also need to taste the solution materials and filter to separate material that cannot dissolve in water 2. Teacher gives an explanation how to do the test. 3. Student make a test and record the observation result in table 1 ,2 From the result, students analyze the result Teacher and student discuss the conclusion
SPS Observation Classifying TS Analyzing MS Handling of apparatus Storing of apparatus Cleaning of apparatus Teaching aids: Refer: Appendix A Values: Cooperation Careful Systematic
Appendix B: Reinforcement activity Materials that can be dissolve and cant dissolve in water
Teacher asks the students to state the materials that can dissolve and also cant dissolve in water by doing a reinforcement activity in handout ( appendix B )
SPS: Classifying
Reflection ( 5 minutes )
Recall about materials can Teacher asks students to dissolve water or cant summarize todays lesson dissolve water. APPENDIX A
APPENDIX B
Find and circle 6 material has be given. SUGAR. SALT, COFFEE, FLOUR, PEPPER,SAND. E F N A I X G K D U K R E W R E P P E P R H E S M A Y H Z A L U F S I S G T J P Y G F L A J Z U Q W E A O D O L E U S K D R C Y G U T B T C N F K A B O R W M F A C T W N L T C Z K S F O M E D C I H U
. Write the material cannot dissolve. . Give another material can dissolve and cannot dissolve.