Modul BSTEM Sains Sekolah Rendah Edisi Bahasa Inggeris

SIRI BAHAN SUMBER
SAINS, TEKNOLOGI, ENGINEERING DAN MATEMATIK (BSTEM)
BSTEM
SAINS
(Sekolah Rendah)
EDISI BAHASA INGGERIS

RESOURCE MATERIAL SERIES
SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS(STEM)
BSTEM
SCIENCE
(Primary School)
Published by
Ministry of Education Malaysia
Curriculum Development Division
2018
Copyright April 2018
©Ministry of Education Malaysia
All rights reserved. All articles, illustrations and contents from this book may
not be reproduced or transmitted in any form including electronics,
photocopy, mechanics and recording without written permission from the
Director of Curriculum Development Division, Level 4-8, Block E9,
Government Complex Parcel E, 62604 Putrajaya, MALAYSIA.
CIP/ISBN
ISBN 976-967-420- XXX-X

CONTENTS
Rukun Negara v
National Education Philosophy vii
Foreword ix
Introduction to BSTEM 1
Guide to BSTEM Implementation 3
Teaching and Learning Example 1:

Producing Organic Fertilizer
Introduction 9
Teaching and Learning Components 13
Teaching and Learning Plan 16
Teaching and Learning Activity 18
Attachments:
A -1 Pre Test 21
B -1 Post Test 24
C -1 Pupil’s Worksheet 27
D -1 Assesment Form for Product and Presentation 31
E -1 Peer and Self Evaluation Form 32

F -1 Exit Cards 34
G -1 Report Format and Guide 35
Teaching and Learning Example 2:

Mango Preservation
Introduction 38
Teaching and Learning Components 42
Teaching and Learning Plan 48
Teaching and Learning Activity 49
Attachments:
A -2 Pre Test 53
B -2 Post Test 55
C -2 Pupil’s Worksheet 57
D -2 Assesment Form for Product and Presentation 61
E -2 Peer and Self Evaluation Form 63
F -2 Exit Cards 65
References 66
Acknowledgements 67
THE NATIONAL PHILOSOPHY
Indeed, our country Malaysia aspires to achieving a greater unity for all
her peoples, maintaining a democratic way of life, creating a just society
in which the wealth of the nation shall be equitably shared, ensuring a
liberal approach to her rich and diverse cultural traditions, and building a
progressive society which shall be oriented to modern science and
technology.
We, the people of Malaysia, pledge our united efforts to attain these
ends, guided by these principles :
BELIEF IN GOD
LOYALTY TO KING AND COUNTRY
SUPREMACY OF THE CONSTITUTION
RULE OF LAW
GOOD BEHAVIOUR AND MORALITY
Source: Department of National Unity and Integration
(Prime Minister Department)
v
vi
NATIONAL PHILOSOPHY OF EDUCATION
Education in Malaysia is an on-going effort towards developing the

potential of individuals in a holistic and integrated manner, so as to
produce individuals who are intellectually, spiritually, emotionally and
physically balanced and harmonious based on a firm belief in and
devotion to God. Such an effort is designed to produce Malaysian
citizens who are knowledgeable and competent, who possess high
moral standards and who are responsible and capable of achieving a
high level of personal well being as well as being able to contribute to
the harmony and betterment of the family, society and the nation at
large.
Source: Education Act 1996 (Act 550)
vii
FOREWORD
Assalamualaikum dan Salam Sejahtera.
Praise be to God, with His grace, Curriculum Development

Division has succeeded in developing a series of teaching and
learning resources known as the Siri Bahan Sumber Sains,
Teknologi, Engineering dan Matematik (BSTEM). This
particular series is completed in 2017, and known as BSTEM
2017. This material is expected to be a guide which can
stimulates teachers to ideate more activities in planning and implementing STEM
teaching and learning in schools. BSTEM 2017 is a continuation of the BSTEM 2016
series. BSTEM 2017 series covers 17 core and elective STEM subjects at pre-school,
primary and secondary schools. This effort is in line with the aspirations of the Ministry
of Education in strengthening STEM learning at all levels.
BSTEM 2017 contains two examples of teaching and learning for each subject, aimed
at developing a variety of cognitive and social competencies, as well as cultivating high-
level thinking skills among pupils. STEM teaching and learning provides pupils with
opportunities and experiences to solve problems in the real-world context. The activities
provided will shape pupils into being more matured and creative thinkers, brave
inventors, collaborative team members including strong and visionary leaders. Fun
learning experiences can provide inner satisfactions and motivations to increase pupils’
engagement in STEM fields.
Finally, superb and congratulations to the panel of authors and all parties involved in
the development of BSTEM 2017 under the STEM Education Strengthening Initiative,
PPPM 2013-2025. Hopefully, BSTEM will benefit all parties in the effort to improve the
quality of teaching and learning in line with the development of the 21st century.
Thank you.
SHAZALI BIN AHMAD

Director
ix
INTRODUCTION
The Malaysian Ministry of Education (MOE) aims at intensifying the participation and
interest of pupils on STEM through the STEM Education Strengthening Initiative as
stipulated in the Malaysian Educational Development Plan (2013-2025). Through this
initiative, the Ministry of Education strives to ensure sufficient number of potential and
qualified pupils to enrol in the STEM fields at tertiary level. The purpose of implementing
STEM education is to increase the interest of pupils besides developing STEM talents
and generating knowledgeable, skilful and ethical human capital.
In accordance with the aspirations of the Ministry of Education, the Curriculum
Development Division has developed teaching and learning (T&L) resources known as
the Siri Bahan Sumber Sains, Teknologi, Engineering dan Matematik (BSTEM). This
book is an extension of the Panduan Pelaksanaan Sains, Teknologi, Engineering dan
Matematik (STEM) dalam Pengajaran dan Pembelajaran, which was previously
developed to assist teachers carry out STEM T&L in schools. The developed BSTEM
series of books of STEM subjects are shown in Table 1.
Table 1: BSTEM Series
BSTEM 2016 BSTEM 2017
Pengajian
Pengajian Kejuruteraan Pengajian Kejuruteraan
Biologi Kejuruteraan Elektrik
Awam Mekanikal
(Sek. Men.) dan Elektronik
(Sek. Men.) (Sek. Men.)
(Sek. Men.)
Grafik Komunikasi Reka Bentuk dan
Fizik Sains Rumah Tangga
Teknikal Teknologi
Kimia Sains Sukan Asas Sains Komputer Sains Tambahan

(Sek. Men.) (Sek. Men.) (Sek. Men.) (Sek. Men.)
Matematik
Matematik Sains Pertanian
Tambahan
(Sek. Men.) (Sek. Men.) (Sek. Men.)
(Sek. Men.)
Reka Cipta Asas Kelestarian Sains Matematik
(Sek. Men.) (Sek. Men.) (Sek. Ren.) (Sek. Ren.)
Reka Bentuk dan Pembelajaran

Sains Komputer
Teknologi Bersepadu -
(Sek. Men.)
(Sek. Ren.) (Pra Sekolah)
1
These books act as guides to subject teachers on how to carry out activities before, during
and after STEM T&L. STEM T&L in BSTEM comprises of activities focused on inquiry
learning, problem-based learning and project-based learning. The T&L will provide
opportunities for pupils to sharpen their high order thinking skills (HOTS), deepen and
enriched their learning experiences too.
The school administration and teachers, as the main agents of change, act as catalysts
in the school climate of the 21st century learning. The promotions of STEM practices by
the agents of change will assist pupils in preparing them for the 21st century challenges.
The STEM T&L process which integrates multi-disciplines knowledge, 21st century skills
and values will nurture pupils who are thinkers, resilient, inquisitive, communicative,
principled, patriotic, well-informed, good team players as well as a loving and perceptive.
These books are expected to serve as exemplars and would prompt teachers to plan and
implement STEM T&L activities in schools. Teachers are encouraged to develop STEM
T&L resources for other titles in their subject’s curriculum.
2
BSTEM IMPLEMENTATION GUIDE
STEM Teaching and learning is an approach that involves application of knowledge, skills
and STEM values to solve problems in the context of daily life, society and environment.
Enculturation of STEM practices through this approach encourages pupils to ask
questions and explore the surroundings through inquiry and solves problem relating to
the real world. The MOE’s STEM Education Strengthening Initiative is aimed at
inculcating STEM practices which would lead to a learning culture among its teachers
and pupils.
BSTEM is developed to guide teachers in implementing meaningful learning through

interesting STEM T&L. This BSTEM Science (Primary Schools) consists of two T&L
exemplars for Science. It is hoped that teachers could use these examples as guides to
develop more STEM T&L activities based on the national curriculum. Basically, each T&L
example in this resource consists of:
1. Introduction
2. T&L Plan
3. T&L Components
4. T&L Activities
5. Attachments:
 Pre-Test
 Post Test
 Pupil’s Worksheet
 Flow Chart
 Evaluation Forms
 Rubrics for Prototype Evaluation
 Rubrics for Presentation Evaluation
 Rubrics for Peer Evaluation
 Rubrics for Report Evaluation
 Exit Cards
 Report Format and Guide
6. References
7. Acknowledgement
Assessment is being conducted throughout the activity by employing the ready prepared
rubrics. Product evaluation, presentation, self-evaluation, peer evaluation, pre-test, post-
test and Exit Card are types of assessment that are being used in the T&L reflections.
3
The pupils’ evaluation scores for the tasks in this STEM approach can also be used for
the purpose of project scoring (PBL) Science subjects with a 20% weighting.
STEM T&L can be conducted in eight basic steps as suggested in the Buku Panduan
Pelaksanaan Sains, Teknologi, Kejuruteraan dan Matematik dalam Pengajaran dan
Pembelajaran1. Diagram 1 shows the basic steps in STEM T&L that pupils have to go
through.
Pupils investigate, probe into the problem and

Ask questions and define
the problem determine the actual real-world related problem.
Search and collect Pupils gather information from various sources in

information regarding the interviews, research, internet, printed materials,
problem/ issue documentaries and others.
Pupils plan and carry out the inquiry process

Plan and carry out the
experiment/ investigation (experimenting/ investigating).
Pupils use mathematical & computational thinking to

Analyse and interpret the present data, that others can understand & use them.
collected data
Pupils strategize, draw up a solution plan and create

Design solution and solve solution/ product by systematically repeating the
the problem/ issue processes to improve the solution/ product.
Pupils unfold the solution/ product with justifications

Present the solution/ based on evidence. Peers have the opportunity to
product give suggests and constructive comments.
Improve the solution/ Pupils given opportunity to improve the solution/

product product based on peer & teacher’s suggestions.
Diagram 1: Basic Steps in STEM T&L for Pupils
________________________________________________________________
1 Buku Panduan Pelaksanaan Sains, Teknologi, Kejuteruteraan dan Matematik (STEM) dalam
Pengajaran dan Pembelajaran, Curriculum Development Division, 2016.
BSTEM consist of 3 phases as a guideline for teachers to carry put STEM T&L. These 3
phases detail out the steps that teachers need to carry out during the planning and
4
administering in order to achieve an effectively T&L sessions. Diagram 2 illustrates the
general steps in preparing and implementing STEM T&L.
1. Identify the STEM T&L strategy based on knowledge,

skills and values to be taught.
2. Prepare suitable scenario/ situation/problem for the above

purpose
PHASE 1:
BEFORE 3. Construct questions that will stimulates pupils’ minds on
T&L the scenario/ situation/ problem until the end of the T&L.
4. Prepare materials (soft and hardcopy), tools and identify

suitable place and date for the T&L.
5. Administer Pre-Test.
6. Present a prelude to the

scenarios/situations/problems as set induction to
engage pupils.
7. Distribute worksheets to pupils as guidelines for them
to carry out the task.
PHASE 2:
DURING 8. Encourage pupils to generate ideas to problem-solve/
T&L complete the task in groups (with questions prepared
in Phase 1).
9. Give responses, feedbacks and evaluations on the

pupils’ product/achievement
10. Administer Post Test.
11. Reflect on the T&L.

PHASE 3:
AFTER
T&L 12. Improve the T&L plan for future classes.
Diagram 2: General Steps in Preparing and Implementing STEM T&L
Teachers have to ensure effective T&L and also provide opportunities for pupils to acquire
knowledge, skills and the aspirated values. Teachers’ planning, preparation, execution
and reflection throughout the teaching process are crucial to an interesting, meaningful
and high impact learning process.
5
6
Example of T&L 1
Project: Producing Organic Fertilizer
7
8
INTRODUCTION
Producing organic fertilizer is a mini project done when pupils completed the topic of
Waste Material in the Year 6 Science Curriculum. The activity is based on Problem- based
learning (PBL). Pupils are exposed to waste management issues to be solved by
producing a product. Pupils apply the knowledge to produce a product that can benefit
others and at the same time can inculcate scientific attitude and noble value in
appreciating the environment. The suggested time to carry out this activity is 6 periods. It
depends on creativity and flexibility of teachers towards situation of the school, pupils and
other factors.
The implementation guide for this activity has already been described in the previous
chapter. It is essential for the teachers to understand this process of teaching and learning
(T&L) to ensure the activity can be carried out smoothly and effectively. Therefore,
teachers need to prepare materials, equipment, work space, duration, stimulus materials,
video display, and cost for this activity. It is more beneficial if teachers could encourage
pupils to produce environmental friendly product at minimal cost. The following are the
proposed steps to carry out this activity.
9
SESSION 1 (2 Periods of T&L)
Pre T&L  Planning T&L
 Prepare stimulus materials like newspaper cutting, magazine,

article, video or image that are related to biodegradable waste
management method
(Keyword: Biodegradable)
 Prepare copies of Pre-Test and Post Test forms, A4 paper,

pupil’s worksheet, as well as evaluation rubric for teachers and
pupils.
While T&L  Conduct Pre-Test for pupils.

 Elicit pupils’ ideas through induction set. (Video presentation /
Semasa give stimulus material).
 Provide scenario or problem statement.
PdPSemasa
 Distribute worksheet (Appendix C1) to pupils as a guide to carry
PdP out this project.
 Give stimulus to pupils to identify the problem through

brainstorming process. Generate ideas to solve problem and
guide pupils to produce organic fertilizer.
 Guide pupils to sketch and label the product.

 Collect the sketches of the product.
Post T&L  Guide pupils to identify the materials required to produce a

product for the next T&L session.
 Evaluate the sketches of the product made by pupils and give
recommendation for improvement.
 Check Pre-Test (Appendix A)
 Guide and monitor pupils to produce organic fertilizer.
10
SESSION 2 (2 Periods of T&L)
Pre T&L  Provide materials and equipment needed to carry out this activity
based on pupils’ sketches.
. (Teacher can ask pupils to bring materials and equipment
needed)
While T&L  Guide and monitor pupils to produce organic fertilizer.
Semasa  Identify the equipment required to separate liquid organic

Post T&L fertilizer and non-degradable waste.
PdPSemasa
 Identify materials for packaging product creatively for marketing
PdP purpose.
SESSION 3 (2 Period of T&L)

Pre T&L  Ensure the equipment required to separate liquid organic
fertilizer and non-degradable wastes are prepared.
 Ensure materials for packaging product creatively for marketing
purpose are prepared.
While T&L  Facilitate the activity of separating liquid organic fertilizer and non-
degradable waste as well as packaging product by asking HOTs
questions.
Semasa  Facilitate the final product presentation for each group (Gallery
PdPSemasa walk).
 Encourage constructive comments among pupils to ensure that
PdP pupils are clear on the concept and scientific justification for
improvement.
 Collect pupils’ products.
 Conduct a post test.
 Evaluate using prototype rubric form/ presentation while pupils fill
in self and peer’s evaluation form.
 Distribute Exit card for self reflection.
 Guide pupils to prepare the report to be submitted within a week.
Post T&L  Make a reflection on T&L that had been carried out and
improvements for the next lesson.
 Check on pupils’ reports.
Semasa  Guide pupils to display the reports and products in Science Room.
PdPSemasa  Encourage pupils and the school communities to apply the
products on the plants in the school compound.
PdP  Guide pupils to advertise and sell the products.
11
Throughout T&L process teacher must apply STEM practices and in-depth learning to ensure
meaningful lesson for pupils. Pupils’ learning experience in producing the products is described
in each T&L session as shown in Chart 1.
1. Identify the Problem
SESION 1
2. Gather Information
(2 Period
of T&L)
3. Make Sketches and Label the Products
4. Identify Materials and Equipment
SESION 2 5. Produce Organic Fertilizer

(2 Period
NO
of T&L)
SUCCES Improvement
Process
YES
6. Separate The Liquid Organic Fertilizer with Non- Degradable

Waste
SESION 3
(2 Period 7. Carry Out Product Packaging
of T&L)
8. Project Presentation and Q&A Session
9. Project Documentation
Chart 1: Flow chart of pupils’ activity of producing organic fertilizer
12
T&L COMPONENT
BSTEM organic fertilizer refers to the STEM framework consists of the following components:
Context:
/ Daily Life
/ Environment
/ Local and Global Community
21st Century Skills:
/ Creative and Innovative
/ Critical Thinking and Problem Solving
/ Communication and Collaboration
/ Information and Communication Technology Literacy
/ Life Skills and Career
/ Values and Ethics
/ Curiosity
The Integration of STEM:
Science: 1. Apply the knowledge of waste management.

2. Understand the role of microorganisms in the production of organic
fertilizers.
Technology: Usage of technology;

1. Design and label the bottle at the final stage.
2. Present the results of the final products.
3. Market the final products.
Engineering: Create a mixture of ingredients to produce organic fertilizer.
13
Mathematics: 1. Measure the quantity of sugar.
2. Measure the volume of liquid organic fertilizer
3. Use appropriate standard unit of measurement.
Resource Material:
Tools,  Raw material leftover such as;

materials and Vegetables, fruits, onion peel, shrimp shells, fish scales and fish
apparatus intestine.
needed:  Sugar (recommended brown sugar – ¼ from volume of bottle)
 Rinsed rice water (recommended ¾ from volume of bottle)
(Suggestion)  Bottle (1.5 litre)
 Aluminum foil
 Filter
 Other tools, materials and apparatus as needed.
Sources  Blogs and websites

prepared by  News papers
teacher:  Power point presentations
 Appendix A - Pre-Test
 Appendix B – Post-Test
 Appendix C – Pupil’s worksheet
 Appendix D – Product and Presentation Evaluation Form
 Appendix E – Self and Peer’s Evaluation Form
 Appendix F – Exit Card
14
ELICIT IDEA
Guides for teachers that can be shown to pupils to elicit ideas related to organic fertilizer
production processes.
Pour the Put in the

rinsed rice sugar
water
Cover and
Put in raw
leave for a
materials
few days
leftover
The sketch of preparation procedure of an organic fertilizer project
15
LESSON PLAN
Year : Year 6
Topic : Waste Materials
Content Standard: 9.1 Waste Material
Learning Standard : 9.1.5 Describe proper waste management for a sustainable life.
Pupils’ product: Organic Fertilizer
Duration (period) : 6 periods ( 2 + 2 + 2 )
Activity Summary : Scenario:
As a Material Engineer, you have a desire to help Mr. Aiman to

solve his waste management problem.
Mr. Aiman, a restaurant owner thinks that leftover food can be

used instead of being thrown away. At his restaurant, there is
plenty of raw material waste collected during food preparation
such as vegetables, fruits, onion peel, rinsed rice water, prawn
shells, fish scales and fish intestines.
As an engineer who considers the importance of environmental

sustainability, you are required to produce a product from the raw
materials. The product can be used by local community. Finally,
help Mr. Aiman to market the product with attractive packaging
and reasonable price.
What knowledge, skills and Knowledge, skills and value

values did the pupils acquire
from this activity?  Identify current global problems related to waste management.
 Relate the problem with the concept of decomposition of
biodegradable materials.
 Apply scientific knowledge and skills in solving problems.
 Express social responsibility and teamwork skills.
 Cultivate inventing skills and appreciate the environment.
16
What are the pupils’ new Pupils’ new experiences
experiences from this
activity?  Produce organic fertilizer from biodegradable waste.
 Describe the concept of decomposition of biodegradable
materials by microorganisms.
 Identify sugar as a source of nutrients for microorganisms.
 Generate ideas to utilize waste materials.
 Elicit creative ideas in marketing products.
 Apply entrepreneurship characteristics.
17
T&L ACTIVITIES
Activity T&L Activities Formative

Assesment
Objective Pupils’ Teacher’s Role T&L STEM
Activities Characteristic
Session 1 (2 T&L lessons)
1. Know / measure  Sit for a pre-test  Conduct a pre-test. Appendix A [Pre-

pupils’ prior Test]
knowledge in this
issue.
2. Make observations  Watch and  Play video about  Increase Pupils’ remark –
and relate prior record the facts waste dumping and pupils’ blank paper to
knowledge, skills / observed waste sensitivity record
and values with problems in the management. towards observations and
current global video. current global expected
problems.  Ask pupils problems. problems.
concerning waste
management
problems in their
housing area.
3. Explore and gather  List down the  Provide a scenario  Provide Appendix C1 -
information facts they related to the various Pupils
regarding waste already know problem statement. answers / Worksheets
management and what they solutions with [Part A and B]
problems and ways want to know  Instruct each group justification.
to overcome them. about waste to identify facts
management. related to waste  Engage
management students in
 Identify the problems and give inquiry and
problems based suggestions to wide
on the scenario overcome the exploration
given. problem.
4. Plan strategies and  Gather  Monitor and guide  Productive Appendix C1-
assign tasks to information, pupils to acquire teamwork. PUPILS
acquire information, learning information, WORKSHEET
resources and resources and [Part C]
learning resources
materials materials needed.
and materials
needed to
needed. produce organic
fertilizers.
(Refer to section
B, Appendix C1)
18
Assesment
5. Sketch the mixture  Ask questions  Ask questions to  Involve Appendix C1

of organic materials and generate help pupils in teamwork with [Part D1]
to produce organic ideas based on selecting ingredients the
fertilizer. information to produce organic usage of
obtained in the fertilizers, packaging technology
6. Label the content process of and marketing wisely
composition in the organic fertilizer methods.
production of production,
organic fertilizer. packaging
methods and
marketing
strategies.
7. Work and  Discuss in groups  Develop pupils'  Application of Appendix C1-

communicate to choose the thinking skills in STEM content. WORKSHEET
effectively in packaging and identifying the main (PartD.1)
groups. marketing problems of  Provide various
methods. packaging and creative /
8. Present the marketing methods innovative
packaging and and strategies to answers /
marketing solve it. solutions with
methods. justification.
 Facilitate pupils to
solve problems
accurately, creatively
and innovatively.
 Assess pupils in
groups.
SESSION 2 : 2 T&L periods
9. Produce organic  Produce organic  Guide pupils in  Application of

fertilizer fertilizer using producing organic STEM
biodegradable fertilizers. content.
waste obtained
from home or  Monitor pupils to  Application of
school area. ensure their safety. designing
process
 Assess pupils’ skills.
manipulative skills in
producing products.
19
Assesment
SESSION 3 : 2 T&L periods
10. Separate  Separate liquid  Evaluate pupils’  Productive

fermentation organic fertilizer with manipulative skills teamwork.
product using filter. non degradable during products
wastes. testing.
 Application of
11. Produce final  Packaging product designing
product of organic creatively for process skills.
fertilizer marketing purpose.
12. Present final  Present the final  Instruct pupils to  Provide various  Appendix C1,
product product to the complete the tasks creative / Pupils
confidently with class for in Appendix C1, innovative worksheet
justification and
evaluation. Section E. answers / (Section E)
concrete evidence.
(Gallery Walk) solutions with
13. Accept criticism  Enquire to evaluate justification.
with an open mind.  Discussion of the products based  Appendix D1
pupils and on the rubric.  Give Rubric
14. Practise to develop teacher regarding opportunity to assessment for
good and relevant presentation improvise the presentation
questions. feedbacks for product. (teacher)
product
improvements.
15. Evaluate pupils  Sit for a post test  Conduct a post test.
learning by comparing  Appendix B1
pre and post T&L  Post test.
session.
16. Do self – reflection  Self and peer  Ensure pupils  Appendix E1

about their learning evaluation complete the self Self and peer
in T&L session and peer evaluation evaluation
 Make reflection form and Exit Card. forms
by completing  Make a reflection
the Exit Card. based on the Exit  Appendix F1
Card. Exit Card
Reflection
20
Appendix A-1
PRE TEST
[Example T&L 1 : Producing Organic Fertilizer]
TOPIC : WASTE MATERIALS DATE : ...........................
NAME : .................................................. CLASS : ............................
Answer all the questions in space provided.
1. State four examples of waste.( TP 1 )
_________________________________________________________
2. Give two types of waste.(TP2)
a) ___________________________________________________________
b) ___________________________________________________________
3. Classify the waste in question 1 according to the types of waste. ( TP 2 )
4. Define biodegradable waste.
________________________________________________________________
_______________________________________________________________
21
5. There are three types of recycle bin in your school. List down the examples of waste for
each recycle bin. (TP3)
Blue bin Brown bin Orange bin
6. Plastic takes longer time to biodegrade.

Explain why non–biodegradable material must be used wisely?( TP 4 )
______________________________________________________________
______________________________________________________________
7. State the effect of improper waste management towards environment.(TP 5)
________________________________________________________________
________________________________________________________________
22
8. Sketch a method or an equipment which can help human to manage waste based on
your imagination.(TP6)
PRE TEST
23
Appendix B-1
POST TEST
[ EXAMPLE T&L 1 : PRODUCING ORGANIC FERTILIZER ]
TOPIC: WASTE MATERIALS DATE : ..................................................
NAME : .............................................................. CLASS : .................................................
Answer all the questions in space provided.
1. State examples of waste that can be found in the following places.( TP 1 )
PLACE WASTE
Canteen
Classroom
School compound
2. Classify the waste in question 1 into graphic organizers. (TP2)
24
3. Vegetables and fruits waste are biodegradable. Define biodegradable waste.
_____________________________________________________________
_____________________________________________________________
4. Describe with examples how to manage waste in proper ways. ( TP 3 )
a) __________________________________________________________
b) __________________________________________________________
5. Explain why non-biodegradable must be used wisely?( TP 4 )
___________________________________________________________
__________________________________________________________
6. State the effects of improper waste management to :

a. Human
b. Animals
c. Environment
________________________________________________________________
________________________________________________________________
________________________________________________________________
25
7. Sketch a method or an equipment which can help human to manage waste based on your
imagination. Elaborate on how the method or equipment sketched will function.
26
Appendix C-1
PUPILS WORKSHEET
TOPIC : WASTE MATERIALS – PRODUCING ORGANIC FERTILIZER
GROUP: ............................ CLASS: ......................................... DATE:…………….
Group members:
1) 3) 5)
2) 4) 6)
Learning Objectives:
Pupils are able to:
 Practise environmental practices for a comfortable life.

 Explore and find information of waste management problems and ways to solve them.
 Work and communicate effectively in groups.
 Explain and present the final products.
 Understand the designing process.
A. Searching for facts.

Based on the scenario given, identify the information about waste and waste
management.
Waste Waste management
27
B. Need to know/ Learning Issue
Using the facts listed in A, what are the issues and knowledge that you need to know
to complete your tasks?
No. Issue and knowledge that you need to know
C. Action Plan
Draft the action plan to overcome the identified learning issues including resources and
materials needed.
Steps Actions Materials/Resources
28
D Suggested solution
1. Through brainstorming activity, sketch and label the mixture to produce organic fertilizer.
29
2. State the packaging method chosen and list the suitable marketing techniques by using
graphic organizer.
E. Producing the Product
1. Produce the organic fertilizer based on your own suggested mixture of materials.
2. Prepare your presentation (using ICT) to describe chosen materials in producing organic
fertilizer.
30
Appendix D1
ASSESSMENT FORM FOR PRODUCT AND PRESENTATION
Date: ........................... Name: ......................... Group: ……………
Category 4 3 2 1 Score
Chosen Combination of The materials are The materials are The materials are
materials materials is most suitable and there less suitable but not suitable and
suitable and the is an effort to can be modified organic waste is
organic waste is modify creatively creatively to make not decomposed.
decomposed. to make the the organic waste
organic waste decomposed.
decomposed.
Scientific All group Most group Some group Most group

attitudes members are able members are able members are able members are not
to show clear to show clear to show clear able to show clear
understanding and understanding and understanding and understanding and
apply scientific apply scientific could not apply could not apply
attitudes in attitudes in scientific attitudes scientific attitudes
producing the producing the in producing the in producing the
product. product. product. product.
Function Combination of Combination of Combination of Combination of

materials is very materials is good materials is less materials is
good and but less accurate. suitable and need unsuitable and
accurate. some need lots of
improvisation. improvisation.
Usage of ICT Group members Group members Group members Group members
are able to apply are able to apply are able to apply are not able to
optimum ICT skills moderate ICT minimum ICT skills apply ICT skills
during research skills during during research during research
and project research and and project and project
presentation. project presentation. presentation.
presentation.
Teamwork All group members Most group Some group Least group
listen, share members listen, members listen, members listen,
knowledge and share knowledge share knowledge share knowledge
support other and support other and support other and support other
group member’s group member’s group member’s group member’s
effort. effort. effort. effort.
Total score
31
Appendix E1
PEERS AND SELF EVALUATION FORM
Date: .................... Name: ........................................ Group: ..........................
Score SCORE( fill in the

names of group
members)
4 3 2 1
………
………
………
Peer 1
……2
……3
……
Self
Peer
Peer
Category
 Very active  Active  Seldom  Less
participation participation participation participation
and able to and able to and generate and seldom
generate useful generate ideas in group generate ideas
Contribution
ideas frequently useful ideas in activity. in group

in group activity. group activity. activity.
 Show
 Show great  Show high cooperation  Show less
effort and able cooperation in group cooperation in
to display good and activity. group activity.
leadership commitment.
characteristics.
 Very active and  Active and able  Active and  Inactive and
Problem
Solving
able to solve to solve some able to solve have no effort

many problems problems in few problems to solve
in group. group. in group. problems in
group.
 Positive attitude  Positive attitude  Positive  Less positive

towards towards attitude attitude towards
implemented implemented towards implemented
Attitude
project and project and implemented project.

always often project but
encourage group encourage seldom
members. group encourage
members. group
members.
 Focus and  Focus and  Less focus  Not focus and

Focus on task
always carry out often carry out and often always depend
task task depend on on other group
independently. independently other group members.
members.
32
names of group
members)
4 3 2 1
………
………
………
Peer 1
……2
……3
……
Self
Peer
Peer
Category
 Always give full  Often give  Less  Least
Cooperation among
cooperation, cooperation, cooperation cooperation

listen to peer’s listen to peer’s and maintain among group
opinion and opinion and harmony members.
peers
maintain maintain among group

harmony among harmony members.
group members. among group
members.
Total score
33
Appendix F1
EXIT CARD
NAME :
QUESTION 1 QUESTION 2
Two things that I learnt today. One thing that I do not understand
clearly.
NAME :
clearly.
NAMA :
clearly.
34
Lampiran G1
PILOT TEST REPORT OF TEACHING AND LEARNING 1
Identifying problem
Identifying materials Product sketching and

and tools labelling Gathering information
Separating liquid from Product testing

Producing organic
fermented fertilizer
fertilizer
35
36
Example of T&L 2
Project : Mango Preservation
37
INTRODUCTION
Mango preservation project is an activity conducted by Year 6 pupils after completing Food
Spoilage topic in Year 6 Science curriculum. Problem-based Learning (PBL) approach is applied
in this activity. Pupils are exposed to an issue on piles of mangoes to be solved by producing a
marketable product, such as pickled mango, mango juice, mango ice cream and mango jam. Pupils
apply their knowledge about food preservation methods towards the environmental sustainability
as well as to instill entrepreneurship values. The suggested duration for the implementation of this
activity is six periods of face-to-face interaction depends on the teachers’ creativity to adapt with
the situation of the school, pupils and other factors.
The guideline for the implementation of this activity must be understood by the teachers to ensure
the teaching and learning (T&L) activities are conducted smoothly and effectively. Teachers need
to plan the preparation of the materials and equipment, work space, duration, stimulus material,
video clips and cost needed to ensure the success of this activity. Pupils are encouraged to
produce quality products at minimal cost. Steps to be taken by teachers throughout the activity
involves three learning sessions as follow:
38
Session 1 (2 T&L Periods)
 Provide stimulus such as newspaper cuttings, magazines, articles,

Pre T&L videos or images related to the unsold, inedible or piles of fruits.
(Keywords: food preservation)
 Prepare Pre and Post Test Forms, individual notes forms, student
worksheets, and rubric assessment sheets for teachers and
students.
 Provide basic preservative materials and apparatus needed for
this activity.
While T&L
 Conduct Pre-Test for pupils.
 Elicit pupils’ ideas through induction set. (Video presentation /
Semasa give stimulus material).
PdPSemasaP  Provide scenario or problem statement.
 Distribute worksheet (Appendix C2) to pupils as a guide to carry
dP out this project.
 Give stimulus to pupils to identify the problem through
brainstorming process. Generate ideas to solve problem and
guide pupils to produce product.
 Provide pupils with A4 papers for sketches.
 Sketch product packaging and identify the selected preservation
procedures.
Post T&L  Guide pupils to identify the materials required to produce a

product for the next T&L session.
 Evaluate end product and packaging.
Pre T&L  Provide the basic ingredients of preservation and equipment

required by pupils to produce products based on the selected food
preservation procedures.
39
• Guide pupils to carry out the selected food preservation method.
While T&L • Monitor the pupils during the activities.
• Guide pupils to collect data and prepare presentation reports using
Semasa power point or any other forms of presentation based on their own
creativity.
PdPSemasaP
dP
Post T&L
 Collect presentation reports and final products.
Pre T&L Sesi  Provide tools and requirements for pupil’s product presentation
3 including notebooks, laptops and LCD projectors if there is a
multimedia slide presentation.
 Facilitate pupils’ product and report presentation.

While T&L
 Encourage constructive comments among pupils to ensure that
pupils are clear on the concept and scientific justification for
Semasa improvement.
 Collect pupils’ products.
PdPSemasaP
 Conduct a post-test.
dP  Evaluate using prototype rubric form/ presentation while pupils fill
in self and peer’s evaluation form.
 Distribute an Exit Card for pupil’s self-reflection.
 Instruct pupils to prepare the scientific reports to be submitted
within a week.
Post T&L  Make a reflection on T&L that had been carried out and
improvements for the next lesson.
Semasa  Check on pupils’ report. Keep a few good product samples /
exhibits for Science and Mathematics Week / Co-Curriculum Day /
PdPSemasaP Science Workshop.
dP  Pupils promote their products via various media.
 Pupils sell their products in school.
40
Throughout the T&L process, the teacher should instill STEM practice and in-depth learning for a
meaningful T&L. Pupil’s learning experience in producing the product in each face-to-face T&L
session is illustrated in Chart 1.
1. Identify The Problem
2. Gather Information
3. Generate Creative Idea to Determine Preservation Procedures and

Product Packaging
SESSION 1 4. Choose The Best Preservation Procedure and Product

Packaging
(2 T&L Periods)
5. Identify The Best Tools, Materials and Apparatus
6. Produce A Product Based On the Selected Procedure
SESSION 2 7. Test The Quality of the Final Product

(2 T&L Periods)
NO
Improvement
SUCCESSFUL Process
YES
8. Project Presentation and Q&A Session
SESSION 3
(2 T&L Periods)
9. Project Documentation
Chart 1: Implementation flow of pupils’ activities on mango preservation project
41
T&L Component
BSTEM food preservation refers to the STEM framework consists of the following components:
Context:
/ Daily Life
/ Environment
/ Entrepreneurship
/ Local and Global Community
21st Century Skills:
/ Creative and Innovative
/ Critical Thinking and Problem Solving
/ Communication and Collaboration
/ Information and Communication Technology Literacy
/ Life Skills and Career
/ Values and Ethics
/ Curiosity
The Integration of STEM:
Science: Apply preservation method
Technology : Produce packaging design
Engineering : Design a good preservation procedure
Mathematics:  Measure the mass of the product to be marketed

 Measure the mass of preservation agent
42
Resource Materials:
 Mango
 Knife
Tools, materials  Container for product preparation
and apparatus  Container for product packaging
required:  Preservation agents (sugar, salt and vinegar)
 Scale
(Suggestion)  Sieve
 Blender
 Mineral water
 Portable stove
 Kitchen tissue
 Spoons
 Other tools, apparatus and materials as needed
Sources  Blogs and websites * (video link)

prepared by  Newspapers
teachers:  PowerPoint presentation
43
ELICIT IDEA
The guidance for teachers to elicit pupil’s ideas regarding mango preservation process.
Aim : Producing mango pickles by pickling method.

Materials/ Tools : Unripe mango, knife, jar, mineral water, chillies, sour plum, spoon,
sugar, vinegar and salt.
Procedures :
1. Peel off the mango skin and cut the mango into small pieces.
2. After cleaning, immerse the mango slices in salt solution for several hours.
3. Once drained, mango slices are kept into jars. Mix with sugar, finely chopped bird’s eye chillies
and sour plum. Keep the jars in the refrigerator.
Remarks: Teacher can use any other suitable fruits.
MANGO
PICKLES
44
Aim : Produce mango juice by cooling method.
Materials/ Tools : Ripe mango, sugar, ice, evaporated milk, blender and knife
Procedures :
1. Peel off the ripe mango skin and cut the mango into small pieces.
2. Blend the mango with sugar, plain water, evaporated milk and ice in the blender.
3. The mango juice is ready to be served.
MANGO
JUICE
45
Aim : Produce mango ice cream by freezing method.
Materials / Tools : Ripe mango, whipped cream, condensed milk, knife, cutting
board, blender, mixer and container.
Ingredients A (Fresh milk, whipped cream and condensed milk)
Procedures:
1. Put ingredients A into a mixer and whisk until it becomes fluffy (mixture A).
2. Blend the mango until it turns puree.
3. Pour mango puree into mixture A. Then, slowly stir until it is well mixed.
4. Put the final mixture inside a container and freeze it.
MANGO
ICE CREAM
46
Aim : Producing mango jam by boiling method
Material / Tools : Riped mango, sugar, cutting board, blender, pot, ladle, water,
gas stove and knife.
Procedures:
1. Peel off the mango skin and clean it. Cut into small pieces and blend finely.
2. Cook mango with sugar and stir until it thickens.
3. Fill the cooled mango jam into a clean and dry jar.
MANGO
JAM
47
Lesson Plan: Mango Preservation
Year: 6
Topic: Food Preservation
Content Standard: 8.1 Food Spoilage
Learning Standard: 8.1.4 Explain by using an example of a food preservation method

and relating it with factors that affect the growth of microorganisms.
Pupil’s product : Long lasting mango product
Duration: 6 periods (2 + 2 + 2 periods)
Summary of Activity Scenario:
Pak Samad is a mango farm entrepreneur like other villagers.

Therefore, competition arises among them. During fruit season,
unsold mangoes will pile up. What should Pak Samad do to avoid
mangoes from being spoiled so that he does not suffer losses?
As a food technologist, you are required to find suitable methods of

mango preservation, thus helping Pak Samad in marketing the
product with an attractive packaging and reasonable price.
What knowledge, skills and Knowledge, skill and value

values that pupils acquire
from this activity?  Identify current global problems related to food preservation.
 Apply scientific knowledge and skills in solving problems.
 Express social responsibility and teamwork skills.
What are the pupils’ new Pupil’s new experience

experiences from this
activity?  Apply knowledge of food preservation methods.
 Make generalization that the aim of food preservation is to
prevent or slow down the life processes of microorganisms.
 Appreciate the available food resources.
48
T& L ACTIVITIES
Activity T&L Activities

Formative
Pupils’ Activities Teacher’s role T&L STEM Assessment
Objective Characteristic
Session 1 (2 T&L periods)
1. Know / measure  Sit for a pre-test  Conduct a pre-test. Appendix A2

pupils’ prior [Pre-Test]
knowledge in this
issue.
2. Make  Watch and record  Show slides of  Increase Pupil’s Note

observations and the facts / observed excess fruits pupils’ Form
relate prior problems in the scenario that often sensitivity
knowledge, skills slide show. happens in towards – Blank paper to
and values with wholesale market current record
current global or fruit stall. global observation
problems. problems. expected issues/
 Ask pupils about problems.
the problem in the
scenario.
 Provide a scenario  Provide Appendix C2

3. Explore and gather  Discuss and list related to the various Pupils’
information down the facts they problem statement. answers / Worksheet
regarding suitable already know and solutions (Section A and
food preservation what they want to  Instruct each with
method. B)
know about the group to identify justification
best preservation facts about the
4. Identify the factors method, design and  Engage
that affect the best preservation
preservation students in
growth of method, design
procedure. inquiry and
microorganism. and preservation
wide
procedure.
5. Explain selected exploration
food preservation
method through
group discussion.
6. Plan strategies and  Gather information,  Monitor and guide  Productive Appendix C2-
assign tasks to learning resources pupils to acquire teamwork. Pupils’
acquire and materials information, Worksheet
information, needed (Appendix resources and (Section C)
C, Section B) to materials needed.
learning resources
design the best
and materials preservation so that
needed. the product can be
marketed.
49
Formative
7. Determine suitable  Ask questions and  Ask questions to  Involve Pupil sketch
preservation generate creative elicit pupils’ ideas teamwork form
procedure/ method and innovative in selecting with the use each pupil is
ideas based on preservation of given a blank
8. Determine information method, packaging technology paper to write
obtained in the and marketing wisely. procedures of
attractive,
process of strategies. preservation
reasonable and designing and sketches
user-friendly procedures / packaging
packaging design. method of design.
preservation,
9. Determine effective packaging design
product marketing. and marketing
strategies.
 Detail the  Guide and develop  Application

preservation the pupils’ thinking of STEM
10. Work and method. skills in identifying content. Appendix C2 –
communicate the real problems Pupils’
effectively in group.  Choose the best of the issue and  Provide Worksheet
preservation strategies to solve various (Part D1)
method and it. creative /
11. Explain and packaging sketch innovative
present methods of through discussion  Facilitate pupils to answers /
that involve critical solve problems solutions
preservation
and analytical accurately, with
procedures, thinking. creatively and justification.
packaging design innovatively.
and product  Justify the best
marketing selection by  Assess pupils in
strategies. explaining the groups.
chosen
preservation
procedure and the
packaging method
used by completing
the table in
Appendix C2, Part
D2.
Session 2: 2 (T&L periods)
50
Formative
 Carry out  Guide and help  Applying the

12. Carry out preservation pupils during understandin
preservation activity that mango g of STEM
activities according enables the mango preservation content and
to planned to last longer. activity. skills.
procedures.
 Choose the method  Ensure the safety  Solve
of packaging and of pupils. problems in
determine the real life
volume / mass of  Evaluate pupils’ through
the product. manipulative skills inquiry /
(Example: pickle- during the project /
250g / mango juice preservation problem-
500 ml) activities. solving
activities.
 Involve
teamwork
with the
usage of
technology
wisely.
Session 3: 2 (T&L periods)
13. Improve the  Test the  Evaluate pupils'  Productive Appendix D2

preservation functionality and manipulative skills teamwork. Assessment
method chosen to improvise the while testing the Rubric for
ensure that the prototype until prototype.  Applying the design
products are in success. design
good condition preservation
process
(texture, taste and  Collect data related skills procedures
durability) to functionality and
ability of the
14. Improve the prototype to solve
product packaging problems.
method
(unbreakable,
portable, attractive)
51
Formative
Appendix C2,
15. Present final  Present the final  Instruct pupils to  Provide Pupils’
product confidently product to the class complete tasks in various Worksheet
with justification for evaluation. Appendix C2, creative / (Part E)
and concrete Section E. innovative
evidence.  Discussion of answers /
Appendix D2
pupils and teacher  Enquire to evaluate solutions
16. Accept criticism regarding the products based with Rubric
with an open mind. presentation on the rubric. justification. Assessment for
feedbacks for Presentation
17. Practise to develop product  Give (teacher)
good and relevant improvements. opportunity
questions. to improvise
the product.
18. Evaluate pupils  Sit for a post test  Conduct a post Appendix B2
learning by test. Post-test
comparing pre and
post T&L session
19. Do self – reflection  Self and peer  Ensure pupils Appendix E2

about pupils evaluation complete the self Peer and Self-
learning in T&L and peer Assessment
session  Make reflection by evaluation form Form
completing the Exit and Exit Card.
Card.
Appendix F2
 Make a reflection
based on the Exit Exit Card
Card.
Reflection
52
Appendix A2
PRE TEST
[Example 1: Preservation Methods]
Topic : Food Preservation Methods Date : ..............................
Name : ................................................................... Class : ............................
Answer all questions.
1. What is the meaning of food preservation?
________________________________________________________________
________________________________________________________________
2. Explain the preservation methods that can be used to preserve mango. (TP 2)
________________________________________________________________
________________________________________________________________
3. What is the cause of food spoilage?
________________________________________________________________
________________________________________________________________
4. What is the importance of the food preservation technology to human? (TP 4)

________________________________________________________________
________________________________________________________________
5. How to ensure the food products are well marketed?
________________________________________________________________
________________________________________________________________
53
6. State three characteristics of spoiled fruits. (TP 1)
a) ______________________________________________________________
b) ______________________________________________________________
c) ______________________________________________________________
7. In your opinion, what is the most suitable method in preserving mango? Explain. (TP 5)
________________________________________________________________
________________________________________________________________
54
Appendix B2
POST TEST
[EXAMPLE 1: PRESERVATION METHODS]
TOPIC: FOOD PRESERVATION METHODS DATE: ..............................
NAME: ................................................................... CLASS: ............................
Answer all questions.
1. What is the meaning of food preservation?
________________________________________________________________
________________________________________________________________
2. Explain the preservation methods that can be used to preserve mango. (TP 2)
________________________________________________________________
________________________________________________________________
3. What is the cause of food spoilage?
________________________________________________________________
________________________________________________________________
4. What is the importance of the food preservation technology to human? (TP 4)
________________________________________________________________
________________________________________________________________
5. How to ensure the food products is well marketed?
________________________________________________________________
________________________________________________________________
55
6. State three characteristics of spoiled fruits. (TP 1)
a) ______________________________________________________________
b) ______________________________________________________________
c) ______________________________________________________________
7. In your opinion, what is the most suitable method in preserving mango? Explain. (TP 5)
________________________________________________________________
________________________________________________________________
56
Appendix C-2
WORKSHEET
TOPIC: FOOD PRESERVATION METHOD
GROUP:……………….. CLASS:………………………. DATE: ……………….
Name of Group Members:
1) 3) 5)
2) 4) 6)
Learning Objectives:
Pupils are able to:

 Carry out food preservation with proper procedure.
 Determine the quantity of materials used in the preservation process.
 Produce attractive product packaging, portable and unbreakable.
 Promote products via different types of media.
A. Fact-Finding
Based on problem scenario in the PowerPoint, identify facts about the method of food
preservation, packaging and marketing strategies.
57
B. Need to Know / Learning issues
Using the facts given, what are the issues that you need to know and how it enables you
to complete the tasks?
No. Issues that you need to know / Learning issues
C. Action Plan
Draft the action plan to overcome the identified learning issues, including the resources
and materials needed.
Materials/
Steps Action
Resource
58
D. Suggested solution
1. Through brainstorming activity, suggest a possible method and procedure for

preservation. Sketch using scale and label the best product packaging design.
Food Preservation Food Preservation Product Packaging

Method Procedure Design
2. a) Explain the advantages of the chosen preservation method.
Advantages Explanation
1 Eg: Taste Delicious, sweet and sour.
59
b) Explain the advantages of the selected product packaging.
Advantages Explanation
1 Eg: Design Attractive, colourful
E. Presentation
1. Produce products and packaging design using available materials.

2. Prepare a presentation (using ICT or other media) to describe the selected materials in
designing product packaging.
60
Appendix D-2
Assessment Form for Product and Presentation
TOPIC : PRESERVATION METHOD
Date: ........................ Group:………………….................
Selected The selected The selected The selected The selected

preservation procedure is most procedure is procedure is less procedure is not
procedure suitable and suitable and there suitable but can suitable and the
are attempts to product does not
creatively modified be creatively
creatively modify work effectively.
to be more to be more modified to be
effective. effective. more effective.
Scientific All group Most group Some group Most group

attitudes members are able members are able members are able members are not
to show clear to show clear to show clear able to show clear
understanding and understanding and understanding and understanding and
apply scientific apply scientific could not apply could not apply
attitudes in attitudes in scientific attitudes scientific attitudes
producing the producing the in producing the in producing the
product. product. product. product.
Final Product High quality of Good quality of Moderate quality Low quality of
products (taste, products (taste, of products (taste, products (taste,
texture and life texture and life texture and life texture and life
span) span) span) span)
Product Very attractive Attractive (design, Moderate Least attractive

packaging (design, portable, portable, types of attractive (design, (design, portable,
types of packaging packaging material portable, types of types of packaging
material and and packaging packaging material material and
packaging durability). and packaging packaging
durability). durability). durability).
Group members Group members Group members Group members

Usage of ICT are able to apply are able to apply are able to apply are not able to
optimum ICT skills moderate ICT minimum ICT skills apply ICT skills
during research skills during during research during research
and project research and and project and project
presentation. project presentation. presentation.
presentation.
61
Team Work Group members Group members Group members Group members
show very active show active show less active show no
participation. All participation. participation. A few participation. None
group members Some of the group of the group of the group
listen, share members listen, members listen, members give
knowledge and share knowledge share knowledge cooperation.
support efforts of and support efforts and support efforts
other members. of other members. of other members.
Total Score
62
Appendix E2
Peers and Self Evaluation Form
Topic : Food Preservation – Method Of Preservation
Date: .................... Name: ........................................ Group: ..........................

names of group
members)
4 3 2 1
………
………
………
Peer 1
……2
……3
……
Self
Peer
Peer
Category
 Very active  Active  Seldom  Less
participation participation participation participation
and able to and able to and generate and seldom
generate useful generate ideas in group generate ideas
Contribution
ideas frequently useful ideas in activity. in group

in group activity. group activity. activity.
 Show
 Show great  Show high cooperation  Show less
effort and able cooperation in group cooperation in
to display good and activity. group activity.
leadership commitment.
characteristics.
 Very active and  Active and able  Active and  Inactive and
Problem
Solving
able to solve to solve some able to solve have no effort

many problems problems in few problems to solve
in group. group. in group. problems in
group.
 Positive attitude  Positive attitude  Positive  Less positive

towards towards attitude attitude towards
implemented implemented towards implemented
Attitude
project and project and implemented project.

always often project but
encourage group encourage seldom
members. group encourage
members. group
members.
 Focus and  Focus and  Less focus  Not focus and

Focus on task
always carry out often carry out and often always depend
task task depend on on other group
independently. independently other group members.
members.
63
names of group
members)
4 3 2 1
………
………
………
Peer 1
……2
……3
……
Self
Peer
Peer
Category
 Always give full  Often give  Less  Least
Cooperation among
cooperation, cooperation, cooperation cooperation

listen to peer’s listen to peer’s and maintain among group
opinion and opinion and harmony members.
peers
maintain maintain among group

harmony among harmony members.
group members. among group
members.
Total score
64
Appendix F2
EXIT CARD
NAME :
clearly.
NAME :
clearly.
NAMA :
clearly.
65
REFERENCE
Panduan Pelaksanaan Sains, Teknologi, Kejuruteraan dan Matematik (STEM),

KPM 2016
Buku Teks Sains tahun 6, Dewan Bahasa dan Pustaka
Production of organic compost retrieved from URL

http://www.astroawani.com/berita-malaysia/penghasilan-baja-kompos-daripada-
sisa-makanan-di-rumah-63571
How to make organic compost at home. Retrieved from URL

https://www.youtube.com/watch?v=QUCqFkjRqfM
Production of organic compost retrieved from URL

https://www.youtube.com/watch?v=grk6cJtAxww
Cara-cara membuat baja organic. Retrieved from URL

http://lekiragro.blogspot.my/2012/02/cara-cara-membuat-baja-organik.html
Jenis-jenis baja kompos. Retrieved from URL

http://animhosnan.blogspot.my/2016/12/jenis-jenis-baja-kompos.html
Composting- Recycling of food wastes retrieved from URL

http://blog.townplan.gov.my/?p=4056
Cara ringkas membuat baja kompos. Retrieved from URL

http://zakifarmtemerloh.blogspot.my/2012/05/cara-ringkas-membuat-baja-
kompos.html
Cara pengawetan makanan. Retrieved from URL

https://www.slideshare.net/.../pengawetan-makanan-38060547
How to make mango ice-cream? Retrieved from URL

https://www.youtube.com/watch?v=7wnxVVXWLr0
How to preserve mango. Retrieved from URL

https://www.youtube.com/watch?v=lbTKdHl9Hfw
Mango jam preparation retrieved from URL

https://www.youtube.com/watch?v=Yt9jCnp86Qo
Preparation of mango juice. Retrieved from URL

https://www.youtube.com/watch?v=BNZ8Gvpl0mc
66
ACKNOWLEDGEMENT
PENASIHAT
En. Shazali bin Ahmad Pengarah
Bahagian Pembangunan Kurikulum
Datin Dr. Ng Soo Boon Timbalan Pengarah (STEM)
Dr. Mohamed bin Abu Bakar Timbalan Pengarah (Kemanusiaan)
EDITORIAL ADVISOR
Hj. Naza Idris bin Saadon Ketua Sektor Dasar & Penyelidikan
Dr. Rusilawati binti Othman Ketua Sektor Sains dan Matematik
Mahyudin bin Ahmad Ketua Sektor Pendidikan Teknik & Vokasional
Hj. Sofian Azmi bin Tajul Arus Ketua Sektor Inovasi & Teknologi
Mohamed Zaki bin Abd Ghani Ketua Sektor Pendidikan Islam
Mohd Faudzan bin Hamzah Ketua Sektor Sains Sosial
Paizah binti Zakaria Ketua Sektor Pendidikan Khas
Mohd Salim bin Taufix Rashidi Ketua Sektor Kesenian & Kesihatan
Hjh. Norashikin binti Hashim Ketua Sektor Prasekolah
WRITER
Zainon binti Abdul Majid Bahagian Pembangunan Kurikulum
Kamarul Azlan bin Ahmad Bahagian Pembangunan Kurikulum
Nuraini binti Abu Bakar Bahagian Pembangunan Kurikulum
Rozita Bt Abdul Rahman SK Seri Lanang

Mohd Azizi Bin Alias SK Sungai Kantan
Anuarsadat Bin Rashid SK Taman Nirwana
Asmahani Bt Mad Lias SK Sungai Kelambu
Norhafizah Bt Abdul Ghani SK Bandar Seri Putra
67

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SIRI BAHAN SUMBER

SAINS, TEKNOLOGI, ENGINEERING DAN MATEMATIK (BSTEM)

EDISI BAHASA INGGERIS

ISBN 976-967-420- XXX-X

Teaching and Learning Example 1:

E -1 Peer and Self Evaluation Form 32

Teaching and Learning Example 2:

Source: Department of National Unity and Integration

(Prime Minister Department)

Education in Malaysia is an on-going effort towards developing the

Source: Education Act 1996 (Act 550)

Assalamualaikum dan Salam Sejahtera.

Praise be to God, with His grace, Curriculum Development

SHAZALI BIN AHMAD

Table 1: BSTEM Series

BSTEM 2016 BSTEM 2017

Kimia Sains Sukan Asas Sains Komputer Sains Tambahan

Reka Bentuk dan Pembelajaran

BSTEM is developed to guide teachers in implementing meaningful learning through

Pupils investigate, probe into the problem and

Search and collect Pupils gather information from various sources in

Pupils plan and carry out the inquiry process

Pupils use mathematical & computational thinking to

Pupils strategize, draw up a solution plan and create

Pupils unfold the solution/ product with justifications

Improve the solution/ Pupils given opportunity to improve the solution/

Diagram 1: Basic Steps in STEM T&L for Pupils

1. Identify the STEM T&L strategy based on knowledge,

2. Prepare suitable scenario/ situation/problem for the above

4. Prepare materials (soft and hardcopy), tools and identify

6. Present a prelude to the

9. Give responses, feedbacks and evaluations on the

10. Administer Post Test.

11. Reflect on the T&L.

Diagram 2: General Steps in Preparing and Implementing STEM T&L

Pre T&L  Planning T&L

 Prepare stimulus materials like newspaper cutting, magazine,

 Prepare copies of Pre-Test and Post Test forms, A4 paper,

While T&L  Conduct Pre-Test for pupils.

 Give stimulus to pupils to identify the problem through

 Guide pupils to sketch and label the product.

Post T&L  Guide pupils to identify the materials required to produce a

While T&L  Guide and monitor pupils to produce organic fertilizer.

Semasa  Identify the equipment required to separate liquid organic

SESSION 3 (2 Period of T&L)

1. Identify the Problem

4. Identify Materials and Equipment

SESION 2 5. Produce Organic Fertilizer

6. Separate The Liquid Organic Fertilizer with Non- Degradable

8. Project Presentation and Q&A Session

Chart 1: Flow chart of pupils’ activity of producing organic fertilizer

/ Local and Global Community

21st Century Skills:

/ Creative and Innovative

/ Critical Thinking and Problem Solving

/ Communication and Collaboration

/ Information and Communication Technology Literacy

/ Life Skills and Career

/ Values and Ethics

The Integration of STEM:

Science: 1. Apply the knowledge of waste management.

Technology: Usage of technology;

Engineering: Create a mixture of ingredients to produce organic fertilizer.

Tools,  Raw material leftover such as;