PANDUAN PRAKTIKUM PISMP &DPLI (MINOR) 2013

SCIENCE

Jabatan Sains INSTITUT PENDIDIKAN GURU KAMPUS DATO’ RAZALI ISMAIL KUALA TERENGGANU TERENGGANU

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PRACTICUM GUIDELINES for School Science Subject

Compiled by Dr. Yeoh Poh Choo Science Department

Institut Perguruan Persekutuan Pulau Pinang

FORMAT:

Content of Record Book 3 How to Write a Reflective Journal 4 Yearly Scheme of Work 5 Weekly Scheme of Work 5 Daily Lesson Plan 5

NOTES: Needham’s 5-Phase Constructivism Model 6-7 Criteria for a good lesson plan 8 Characteristics of lesson learning outcomes 8 The three essential ingredients of a learning outcome statement 8

SAMPLE LESSON PLANS:

Magnets (Year 3) 9 Animals (Year 3) 12

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Content of Record Book

Science Syllabus

Teaching time table

Yearly scheme of work

Weekly scheme of work

Daily lesson plan and worksheets

Tests marks

Other related/relevant materials Content of Portfolio (a paper file or ring file)

Materials / documents related to the following aspects (PR2 form)

o Interpersonal and intrapersonal o Evaluation (test, students’ homework) o Co-curriculum involved o Other roles in the school

Materials/ documents/ letters received from the school authority

Journal writing

At least one journal in a week (refer to the reflection of the daily lesson plan)

Keep in the portfolio or in a book

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How to write a reflective Journal?

Choose a focus, case, event, teaching and learning problem, co-curriculum or other fields that needed attention.

Elaborate the focus, case or problem o Explain the case or what happen o Source of the focus/case/problem choosen o Steps taken by the school authority

As a teacher, what is your perception/ idea related to the case

Suggestions on the steps needed to overcome the problems

What actions to be taken Journal writing

(A) Evaluation and analysis of teaching (strengths and weaknesses) (i) objective (ii) presentation (iii) planning

(B) Strategies to overcome problems encountered (C) Changes on students

(D) Matters that you would like to discuss with your

supervisors (teacher or lecturer)

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YEARLY SCHEME OF WORK

Semester: ___________ Year: ____________ Subject: ______________________

Weeks / Dates Topic Remarks

1 5.1.09 – 9.9.09

2 12.1.09 – 16.1.09

WEEKLY SCHEME OF WORK

Week: ___________ Date: _____________ - ______________

Day/Date Time/Class Subject/ Topic Learning Objectives/ Learning Outcomes

Remarks

DAILY LESSON PLAN

Date: Time: Class: No. of Pupils: Subject: Topic: Learning Objectives: Learning Outcomes: Pre-requisites Knowledge: Scientific Skills Thinking Skills: Scientific Attitudes and Noble values: Teaching and Learning Resources:

Phase/ Time Content Teaching and Learning Activities/ Scientific Skills

Remarks

Orientation (....mins)

Eliciting Ideas (...mins)

Restructuring Ideas (......mins)

Application of Ideas (...mins)

Reflection (....mins)

Self-reflection:

Teacher’s feedback: Lecturer’s feedback:

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NEEDHAM 5 PHASE MODEL OF CONSTRUCTIVISM

Phase Aim Method

Orientation Pupils are given the opportunity to develop a sense of purpose and motivation for learning the topic

Laboratory practical work/activity solving problem, demonstration, films or video presentation, newspaper articles

Eliciting ideas Pupils make their current ideas on the lesson clear. This can be achieved by a variety of activities, such as group discussion, designing posters or writing. Teacher probes the students prior knowledge by asking questions

Practical in the laboratory, discussion in small groups, concept map, report

Restructuring ideas

Restructuring of ideas ; this is the heart of constructivist lesson sequence. It consists of a number of stages, including:

Clarification and exchange of ideas during which pupils’ meanings and language may be sharpened up by contrast with others, and possibly conflicting, points of view held by other students or contributed by the student Construction of new ideas in the light of the above discussions and demonstrations. Students here can see that there are a variety of ways and interpreting phenomena or evidence. Evaluation of the new ideas either experimentally or by thinking through their implications. Students should try to figure out the best ways of testing the alternative ideas. Students may at this stage feel dissatisfied with their existing conceptions.

Discussion in small groups or whole class, make a report Discussion, reading, teacher’s input, practical work, project, experiment, demonstration

Application of ideas

Application of Ideas, where pupils are given the opportunity to use their developed ideas in a variety of situations, both familiar and novel

application in similar situations such as in daily life, solving problems, writing reports of projects etc

Reflection Students are invited to reflect on how their ideas have changed by drawing comparisons between their thinking at the start of the lesson sequence, and their thinking at the end.

Writing of reflective journals, self-reflection, group discussion of outcomes of lesson etc

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NEEDHAM’S FIVE-PHASE CONSTRUCTIVISM MODEL

PHASE AIM EXAMPLE OF ACTIVITY

SET INDUCTION

Orientation Attracting pupils’ attention and interests.

Motivating pupils

Demonstration of discrepant events;

Posing of problem for thinking

DEVELOPMENT

Eliciting Ideas Identifying pupils’ prior ideas

Concept mapping;

Question and answer session to stimulate thinking

Restructuring of Ideas

Further developing or modifying prior ideas by comparing with scientific ideas;

Investigating by using scientific skills

Hands-on and minds-on activities;

Activities using science process skills;

Communicating in groups;

Obtaining new experience of the world and technology through suitable learning resources

Application of Ideas

Application of ideas in new situations

New problem-solving;

Invention;

Projects

CLOSURE

Reflection Aware of how prior ideas have changed

Reflective questioning;

Helping pupils in self-evaluation on the change of ideas and process

skills achieved

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CRITERIA FOR A GOOD LESSON PLAN In developing a good lesson plan, four criteria (Kizlik, 2004) need to be considered.

1. The expected learning outcomes should specify what the pupils will actually do (or be expected to do) that are observable to the teacher. (appropriate learning objectives and learning outcomes)

2. Adequate and relevant resources (including time). 3. Effective instructional strategies for the level of intended pupils learning. 4. Motivating activities which contribute directly and effectively to the lesson

objectives, including fair and accurate evaluation of pupils’ understanding of concepts or mastery of skills.

(Source: Yap,K.C.; Toh,K.A.; Goh, N.K.; Bak,H.K. (eds) (2004). Teaching primary science. Singapore: Pearson Prentice Hall.) Other points:

1. Content encourages inquiry approaches or investigations and working scientifically.

2. Teaching approaches/strategies, resources and assessment should lead to the achievement of learning outcomes.

3. Assessment strategies are authentic and encourage deep learning. CHARACTERISTICS OF LESSON LEARNING OUTCOMES Lesson learning outcomes:

1. are clear statements of the essential knowledge, skills and attitudes that a learner is expected to demonstrate upon completion of the lesson.

2. describe learning that is meaningful and significant. 3. describe learning that is transferable to other learning contexts. 4. are verifiable. They are performance based and allow learners to demonstrate

their achievement of any given learning outcome in different ways. 5. identify indicators that will verify the learning. 6. identify the conditions under which the learning outcome is to be

demonstrated. 7. include criteria required to be met and indicate level of achievement 8. incorporate the appropriate domains of learning and their individual

taxonomies. THE THREE ESSENTIAL INGREDIENTS OF A LEARNING OUTCOME STATEMENT An effective learning outcome statement has three major components:

1. An action word that calls upon the learner to demonstrate or perform something;

2. A learning statement that specifies what the learner is to demonstrate; and 3. A broad statement of the criterion for acceptable performance

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Sample Lesson Plan

(Needham 5-Phase Constructivism Model)

Date: 18 April 2009 Time: 7.45 – 8.45 am Class: Year 3 Melur Number of pupils: 35 Subject: Science Topic: Magnets Learning Objectives: At the end of the lesson the pupils will be able to

learn that magnets attract some materials. Learning Outcomes: Pupils: 1. demonstrate that magnetic materials such as iron and steel

are materials that can be attracted to magnet. 2. record their findings in a table. 3. state at least five names of objects that are attracted to

magnet. Pre-requisite knowledge: Students have seen magnets and know that magnets can

attract some objects. Scientific skills: Observing, classifying, predicting, making inferences,

defining operationally and experimenting Manipulative skills : Handle apparatus correctly and safely Thinking skills: Comparing and contrasting, generating ideas Scientific attitudes and noble values: Having an interest and curiosity towards the environment Being honest and accurate in recording and validating data. Teaching and learning resources: Picture of a bird’s nest, magnet bar, paper clip, needle, iron

wire, copper wire, ice-cream stick, marble, plastic ruler, zinc, aluminium, manila card, brass screw.

Phase / time

Content Teaching and learning activities / Remarks Scientific

skills

Orientation (10 mins)

There are some materials which are attracted to magnet while others are not. Material that sticks behind the picture of a bird which fell did not attract to the magnet

Two students are asked to go to the front of the class, each student holding a picture of a bird’s nest. While the teacher holds a picture of a bird near each of the two pictures of the nest, teacher asks: Can the bird enter the nest if I let go the picture of the bird? Teacher releases both pictures of the bird and students are required to observe. Teacher asks: Why did one picture of the bird fall?Students make inferences and are given the opportunity to check the pictures of the bird and nest.

There is a magnet behind both pictures of the nest. There is a piece of iron stuck behind a picture of the bird and a piece of aluminium behind the other picture of the bird. Observing Making inferences

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Phase / time Content Teaching and learning activities / Remarks Scientific

skills

Eliciting ideas

(10 mins)

There are materials attracted to magnet while some are not.

Students are divided into groups of five and given the worksheet A and objects listed in the worksheet A. Students are required to discuss whether the objects given can be attracted to the magnet and then state their answers in the column prediction and reasons.

Worksheet A Observing and predicting

Restructuring

of ideas (20 mins)

Magnetic materials are materials that can be attracted to the magnet such as iron and steel. Example of magnetic materials: Iron nail, needle, etc

Each group is given a piece of magnet and is required to validate their predictions. Their results are recorded in the column observation in worksheet A. Teacher and students discuss the findings of the experiment followed by forming the concept of magnet materials. Students answer the questions in the worksheet B.

Worksheet A Values: honest in recording data Experimenting and classifying Defining operationally Worksheet B

Application

of ideas (15 mins)

Objects that are made of iron or steel can be attracted to magnet

In each group, students are required to identify objects in the classroom that are made of iron.

Students decide the method on how to test the objects Experimenting

Reflection (5 mins)

Magnetic materials such as iron and steel are materials that can be attracted to magnet.

Teacher guides the students to reflect on what they have learned by using a concept map

Worksheet C

Self-reflection:

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Worksheet A

Place a checkmark () for the objects that are attracted to the magnet.

Object Prediction Reasons Observation

Paper clip

Needle

Copper wire

Iron wire

Ice-cream stick

Marble

Plastic ruler

Zinc

Brass screw

Aluminium

Worksheet B

Fill in the blanks with suitable answers.

1. ____________________ is the metal that can be attracted to magnet. 2. Material that can be attracted to magnet is called ___________________.

3. Name five objects of magnetic materials and non-magnetic materials.

Number Magnetic materials Non-magnetic materials

1

2

3

4

5

4. State five metals that are non-magnetic materials

(a) ________________________________ (b) ________________________________ (c) ________________________________ (d) ________________________________ (e) ________________________________

Worksheet C

_____________

_____________

_____________

_____________

_____________

Magnetic materials

Non-Magnetic materials

Consists of

Example Example

Materials

_____________

_____________

_____________

_____________

_____________

___

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Sample Lesson Plan

(Needham 5-Phase Constructivism Model)

Date: 7 January 2009 Time: 8.45 am – 9.45 am Class: Year 3 Number of pupils: 35 Subject: Science Topic: Animals

Learning Objective: At the end of the lesson the students will be able to learn to recognize the external features of different kinds of animals.

Learning Outcomes: Pupils:

1. identify the external features of animals when the pictures of the animals are shown.

2. record the external features of animals in a table. 3. explain the similarities and differences between animals

based on the table.

Pre-requisite knowledge: Students knew the name of different types of animals and knew the food they eat.

Scientific skills: Observing and classifying

Thinking skills: Comparing, generating ideas

Scientific attitudes and noble values: Having an interest and inquisitive about the environment Being kind hearted and caring

Teaching and learning resources: Cassette player, lyrics of the song on manila card, picture cards, word cards, pictures of animals on manila card, worksheet A and B and chart of conundrum.

Phase / time Contents Teaching and learning activities Remarks/ Scientific skills

Orientation

(5 mins)

Little Monkey

Little monkey little monkey Jumping up and down Going up and down the tree Chattering all the way *One leg two legs hanging from the branch Carrying bananas hanging upside down Little monkey little monkey Swing to and fro Swinging fast from tree to tree Eating all the way One pluck two plucks hanging on the branch Eating bananas hanging upside down Feel so happy chattering All day long (Repeat*)

1. Teacher tells the students to sit on

the mat in front of the class and sing a song Little Monkey.

2. Teacher guides the students to sing

the song and perform some actions. 3. Teacher informs the students that

today’s lesson is about animals.

Cassette player Lyrics of the song on manila card.

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Phase / time Contents Teaching and learning activities Remarks/ Scientific skills

Eliciting Ideas

(15 mins)

Answer: eagle, bird, chicken and etc. Answer: bird, chicken, eagle and etc. Answer: fish, turtle, lizard and etc. Answer: tiger, elephant, cat, dog, squirrel and etc.

1. Teacher shows the picture cards

and word cards of external features of animals such as claws, tail, beak, feathers, wings, scales and fur to the pupils.

2. Teacher guides the pupils to identify the external features of the animals.

3. Students pronounce the words while the teacher shows the word cards.

4. Teacher asks the students: Which animal has claws?

Which animal has beak? Which animal has scales? Which animal has fur?

Picture cards and word cards Observing Classifying

Restructuring

Ideas (20 mins)

Similarities: Eagle, hen, bird have beak Differences: The fish has scales while the bird has feathers.

1. Teacher asks the students to return

to their sit and divide the students into five groups.

2. Students identify and record the

external features of animals in a table.

3. Teacher guides the pupils to explain

the similarities and differences between the animals based on the table.

Comparing Worksheet A Generating ideas Values: Having an interest and inquisitive about the environment; Being kind hearted and caring

Application of

ideas (15 mins)

Answer: Monkey and tiger have fur. Bird, eagle and chicken have claws. Bird has feathers. Fish has scales.

1. Teacher shows a manila card showing different kinds of animals such as bird, fish, monkey and tiger on the blackboard.

2.Students are required to discuss in

groups and group the animals according to similarities of external features of animals.

3. Students record their answers in

Worksheet B.

Manila card with pictures of animals. Worksheet B

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Phase / time Contents Teaching and learning activities Remarks/ Scientific skills

Reflection (5 mins)

External features: claws, tail, beak, feathers, wings, scales and fur Conundrum

1. Teacher asks the students to state

the external features of animals. 2. Teacher shows the chart of

conundrum and guides the students to guess the name of an animal.

Chart of conundrum

Picture Cards and Word cards

Pictures of animals on manila card

Worksheet A

It has a long body. It walking with its neck touches the sky. It has big eyes with beautiful lashes. What is this animal?

Answer: Giraffe

Tail

Fur

Claws

Beak

Feathers

Wings

Scales

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Tick (√) the animals which have the external features below.

External features

Animals

Fur Scales Beak Claws Feathers Horn Tail Wings Legs

Eagle

Fish

Hen

Bird

Cow

Tiger

Monkey

Crocodile

Deer

Elephant

Worksheet B

1. Name the animals that have fur. 2. Name the animals that have claws.

3. Name the animals that have feathers. 4. Name the animals that have

wings.

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