Intel® Teach Program

Thinking with Technology Course

Unit Plan
Click on any descriptive text, then type your own.

Unit Author
First and Last Name AHMAD FAIZ BIN MALEK SIFULAZAN
School District HANG TUAH JAYA
School Name SEKOLAH KEBANGSAAN AYER KEROH
School City, State MELAKA
Unit Overview
Unit Title
IBADAH
Unit Summary

Subject Area

Grade Level
STANDARD 1
Approximate Time Needed
One month (3 hours per week)
Unit Foundation
Habits of Learning Taxonomy
1. Pengetahuan – nyatakan pengertian, namakan, terangkan, labelkan.
2. Kefahaman - pilih, terangkan, tulis semula
3. Penggunaan – Melakukan amali perbuatan solat.
4. Analisis – Membezakan bilangan waktu, dan rakaat solat fardhu.
5. Sintesis – Melakukan amali soat fardhu.
6. Penilaian - Pilih kritik, berikan alasan, pembetulkan dan buktikan.

Targeted Content Standards and Benchmarks

Pengertian, Solat fardhu, Bacaan dalam solat, Amali solat.

Student Objectives/Learning Outcomes

1. Menyebut erti solat.

2. Menyatakan bilangan solat fardhu, rakaat, dan waktunya.
3. Memahami kefardhuan solat fardhu.
4. Displin dalam solat.

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Intel® Teach Program
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5. Menerangkan faedah menunaikan solat.

6. Membaca dan menerangkan dalil naqli berkenaan solat.
7. Membaca dan menghafaz lafaz niat dan bacaan dalam solat.
8. Memahami maksud niat dan bacaaan dalam solat.
9. Membaca dan menyusun rukun solat.

Curriculum-Framing Questions
Essential
Why do we make choices?
Question
 Apakah kepentingan solat?
Unit  Bagaimanakah menunakan solat dengan sempurna?
Questions

 Apakah kepentingan solat?

 Berapakah bilangan waktu solat?

Content
 Apakah dalil naqli berkenaan solat?
Questions
 Apakah lafaz dan bacaan dalam solat?

 Brapakah rukun solat?

Assessment Plan
Assessment Timeline

Before project work begins Students work on projects After project work is
and complete tasks completed

Purpose/ Tool/Instrument Purpose/ Tool/Instrument Purpose/ Tool/Instrumen

Method Method Method t
 To  Graphic  Project  Checklist  Portfol  Scoring
gauge Organiser Plan on planning io guide
students’  Checklist  Produ  Rubrics
needs with milestone ct
 Progre  journals
 Self ss checklist  Writte
 Brainstormi
assessment n journals
ng
and
 Forms 
reflection
 Infor  Learnin  Checklist
mal Questions g logs on expected
questioning  Inform behavior
al observation
by peers and Forms
teachers
 Progre
ss report

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Intel® Teach Program
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Assessment Summary

Pengajaran yang digunakan berdasarkan kuliah dan tunjuk cara. Guru meminta murid untuk
mengahafal bacaan dalam solat, melakukan perbuatan-perbuatan dalam solat.
Penilaian dilakukan melalui ujian amali.

Visual Ranking Elements (Complete this section if this tool will be used in the unit)

Visual Ranking Project Name (For the Visual Ranking workspace)

Healthy Diet
Project Description (For the Visual Ranking workspace)
From the processed food section of a local supermarket you visited recently, identify 15 items of food.
Use Visual Ranking to arrange the food from the most to the least healthy. Use the comment feature
for each item to explain your reasoning on why you ranked the item where you did. Later in this
project, your team will be assigned a role as a dietician to promote healthy diets by suggesting their
own menus and present in power point presentations to be presented during Annual Health Day. The
students will also prepare a pamphlet to show the relationships of healthy foods and healthy diets. To
encourage discussions among students, they will participate actively in their class blogs. Wider
dissemination of the information collected will be done in the web pages.
Prompt (For the Visual Ranking workspace)
Which food are the most healthy? Rank the food from the healthiest to the least healthy.
Sorting List (For the Visual Ranking workspace)
Burgers
Sushi
Mixed fruit salad
Roasted chicken
Fruit juice
Fried Spinach
French fries
Roti canai
Ice cream
Egg and mayonise Sandwich
Nasi lemak
Tosai
Lemonade
Pizza
Tempura

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Practice Ranking (For your future quick reference)

Teacher ID: soonyin@gmail.com Password:
Practice Team ID 1: Password:
Practice Team ID 2: Password:
Seeing Reason Elements (Complete this section if this tool will be used in the unit)
Seeing Reason Project Name (For the Seeing Reason workspace)
Healthy Diet: Effect of food on us

Project Description (For the Seeing Reason workspace)

In preparation for your study of Healthy Diet, research the relationships between food and health in general and
identify what happens if we take unhealthy food.

Research Question (For the Seeing Reason workspace)

What happens if we take unhealthy food?

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Intel® Teach Program
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Practice Map (For your future quick reference)

Practice Team ID: Password:

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Intel® Teach Program
Thinking with Technology Course

Showing Evidence Elements (Complete this section if this tool will be used in the unit)
Showing Evidence Project Name (For the Showing Evidence workspace)
Healthy Diet: What is in your food?
Project Description (For the Showing Evidence workspace)
Explain to students that they will take on the role of a dietician to evaluate the ingredients of nasi lemak.
Students will then investigate the claim that nasi lemak is not an unhealthy food. Students will have to research
on the various possible ingredients in nasi lemak. They will need to interview some nutritionists to further
investigate the nutrition values of the ingredients. The students will discuss and argue on whether Nasi lemak is
unhealthy to their health.

Prompt (For the Showing Evidence workspace)

Is Nasi Lemak an unhealthy food?

Practice Case (For your future quick reference)

Practice Team ID: Password:
Reviewing Team ID: Password:
Claims
Nasi lemak is not an unhealthy food
Evidence

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Unit Details
Prerequisite Skills
A unit on different classes of food should be studied prior to this unit

Prior experience with word processing and file management

Prior experience with web development software

Prior experience with Power Point presentation software

Previous cooperative learning and Internet use

Instructional Procedures
Description

Week 1 (3 hours)

Begin the lesson by asking the Essential Question: Why do we make choices? The teacher
uses questioning to access students’ prior knowledge and to monitor their understanding
of concepts. Students are encouraged to ask each other questions for clarification and to
challenge each other’s ideas. When brainstorming, students recall what they know about
the food they eat by generating terms and ideas related to food and then stretching what
they know by forming creative connection between prior knowledge and new possibilities.

The teacher uses graphic organizers to assess if students understand the concept and are
able to articulate and justify their answers. Students use graphic organizers as visual
representations of their thoughts. They use them to organize and interpret data

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Intel® Teach Program
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Show a short video clip (http://www.answers.com/topic/body-shape) on people of

different sizes and shapes. Pose the Unit Question:
(1) How does diet affect us?

(2) How to eat healthily?

Students are reminded to prepare a project plan based on the checklist given. They are
also required to update their learning logs throughout the project.

Students will search for more information on the unit questions to be discussed in the next
lesson. Findings and data are to be kept in their portfolios.

Students will also register for a class Blog to discuss on diets, food etc. which will be done
throughout the project.

Week 2 (3 hours)
Students are assigned groups to start on their projects (see Project Sheet for detailed
instructions)
Use the Visual Ranking Tool
Students are asked to visit a local supermarket. From the processed food section of the
supermarket, identify 15 items of food. Use Visual Ranking to arrange the food from the
most to the least healthy. Students will use the comment feature for each item to explain
your reasoning on why you ranked the item where you did. In a whole class activity,
student teams analyze the correlation numbers between their group’s list to those
generated by classmates and view their reasoning through the comments.

To further strengthening their understanding on healthy diets, discussions are made based on
the questions below:
 What is the food pyramid?

 What are the different types of diet?

 What is a healthy diet?

 What is a bad diet?

 What foods belong in a healthy diet?

 What are the effects of bad diet on us?

 What are the benefits of a healthy diet?

Students are reminded to check on their own progress based on checklist with milestone
given to review their progress, reflect, and adjust their work.
Week 3 (3 hours)
Use the Seeing Reason Elements Tool
Based on information collected from the previous week, working in groups of two,

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students will discuss the effects of unhealthy diet on humans. They will create relationships
between food and health in general and identify what happens if we take unhealthy food.

Students use the checklist to help ensure they have met all of the requirements of the
project.

Use the Showing Evidence Tool

With the knowledge obtained from their research, explain to them that they are to
investigate the factors that have a positive or negative effect on health. Have students use
the Internet to find evidence to support their views.
Students are asked to use the Showing Evidence Tool to analyse a food given to them.
Introduce students to the Showing Evidence Tool by exploring the Try the Tool demonstration space
together. To use the tool, students will take on the role of a dietician to evaluate the ingredients of
food given to them. Students will then make their own claims and investigate. Students will have to
research on the various possible ingredients in the food given. They will need to interview some
nutritionists to further investigate the nutrition values of the ingredients. The students will discuss
and argue on whether a food is healthy or unhealthy to their health.

After the students finish putting their information into Showing Evidence, have them review the
evidences given by another group. Instruct the students to make constructive comments and
corrections where needed to the claims and evidence, using the argumentation rubric as a guide.

Students self-assess to reflect on their learning. The teacher uses these self-assessments
to help teach and reinforce metacognitive strategies.

Week 4(3 hours)

Students will start to make preparations for the exhibition to be held on the hospital’s Annual Health
Day. They will prepare the following:

 Pamphlet (Healthy Food Healthy Diets)

 Power point presentation (information on healthy diets and healthy menus)

 Web page (students will sort, organize, and evaluate their findings, and
present the information on healthy diets, the food pyramid,effects of food
on humans)

 Blogs (discussions on diets, tried out as well as suggested recepies for

healthy diets)
On the Annual Health Day, students play the role of a dietician to promote menus
suggested by the students themselves.
Evaluation on the students’ products will be done by visitors to the exhibition using evaluation
given.

Revisit the Visual Ranking Tool

During this week, have groups re-evaluate their Visual Ranking lists on the order of
processed food by logging in with a second team ID. Using the comment boxes, direct

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students to explain how their thinking has changed by analyzing the errors,
misconceptions, or limited understanding found in the original ranking. Tell students to
compare their new lists with their original lists through the comparison button of the
Visual Ranking Tool; have them also compare with the other groups’ new lists in order to
analyze other perspectives. As an assessment exercise, have groups pair with another
group in which they had a low correlation. Explain that the two groups that are paired are
to try and achieve a higher correlation through discussion and presentation of their
research, rationale, and persuasive arguments.

Wrapping Up the Unit

Revisit the Essential Question, Why do we make choices? Have students respond to the questions
either verbally or in writing.

The teacher uses the scoring guide, rubrics to assess their portfolios, products and
learning logs.

Accommodations for Differentiated Instruction

Afford the student extra time for study

Reduce the amount of evidence required

Resource Preselect research materials for the student

Student
Provide support from a resource specialists

Arrange for additional support from common language speakers with greater English
proficiency

Nonnative Allow the student to present in language of their choice

English
Speaker Allow more time for the students to complete their work

Increase the amount of evidence required

All claims must be accompanied by by explanations

Gifted
Student Encourage broad and deep research

Materials and Resources Required For Unit

Printed Materials The Best Life Diet

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Supplies Paper, pens

Technology Printer, computer, DVD player

-Hardware
Desktop publishing, web page development software, Microsoft Word and
Technology Microsoft Power Point, email and Internet browser
-Software

http://kidshealth.org/kid/stay_healthy/food/pyramid.html
http://www.hsph.harvard.edu/nutritionsource/what-should-you-
eat/pyramid/
Internet Resources
http://www.helpguide.org/life/healthy_eating_diet.htm
http://www.intel.com/education/tools/index.htmn

Other Resources Supermarket, nutritionist, parents, peers and teacher.

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