Instructional Design Assignment: For Integration Science - Radiation and Us

INTEGRATED AND COMBINED SCIENCE
Instructional Design Assignment for Integration Science Radiation and Us

Submitted to Mr.Agus Fany Chandra Wijaya, M. Pd and Mrs.Rini Sholihat, M. Si as the lectures
of Integrated and Combine Science
Written by:
LidyaVelesia
0902271
SitiNurlaisma
0902171
INTERNATIONAL PROGRAM ON SCIENCE EDUCATION

FACULTY OF MATHEMATICS AND SCIENCE EDUCATION
INDONESIA UNIVERSITY OF EDUCATION
BANDUNG
2012
Topic
: Radiation and Us
Class
: 3rd Grade Junior High School
Subject
: Integrated Science
Process to Integration Approach : Interdiscplinary Approach
Content Design
:
o Basic Competency
:
Identify the electromagnetic spectrum.
Understand EM radiation as carrier of energy.
Comprehend the radiation phenomena in daily life.
o Sequence
:
Big Scheme of Topic
Time Allocation and Learning Material :

1 hour subject = 40 minutes inside the class
1 hour subject = 40 minutes outside the class (include consultation of project and
project preparation)
Time
Learning Material
Allocation
(subject hour)
Definition of Electromagnetic Spectrum.

Wavelength Ranges of rays, X-rays, Ultraviolet, Visible,
Spectrum Of
Electromagnetic
Infrared, Microwaves, and Radio Waves.

The Up to Date Gadget and Its effect: Smartphone
Definition of Frequency and Wavelength.
The Relationship Between Frequency, Wavelength and
Wave Speed.
EM Radiation Delivers Energy in Packet Called Photons.
EM Radiation As
Carrier Of
Energy
Radiation of Atomic Emission in Flame Test.
2
2
2
2
The Reflection, Absorption and Transmission of EM

Radiation.
Sounds in Animals
EM Radiation on
Us
Final Test
Prerequisite
Eyes As A Light Detector

Why Microwaves Can Bake The Food?
Geology, Medical and Telescope Appliances
Field Trip: Bosscha
Film Analysis: The Core
Photosynthesis Test Design and Report
Field Trip Report
Final Test
Total of Time Allocation
1st Meeting : Spectrum of Electromagnetic

Approach Scope
: Procedural
Model of Integration
:Fragmented Model
Learning Model
: Cooperative Learning
Instruction Method
: Lecturing, group sharing, and discussion.
Time Allocation
: 2 x 40
Chapter Material
:
Definition of electromagnetic spectrum.
2
2
2
2
4
2
24
Wavelength ranges of rays, X-rays, ultraviolet, visible, infrared, microwaves, and

radio waves.
Basic Competency :
Learning Objective :
Students are able to explain electromagnetic spectrums that consist of several
spectrums in daily life.

Students are able to identify each of wavelength ranges of electromagnetic
spectrumstheoretically.
Students are able to understand the application of electromagnetic spectrum in phone
application.
Indicator
:
Cognitive
Students are able to
Affective
Psychomotor
examine the definition of

electromagnetic spectrum
that relates to range of
electromagnetic rays.
explain the
electromagnetic spectrum
appreciate other
other politely.
infrared, visible,
present their own
ultraviolet, x-rays, and
thoughts clearly with
gamma rays.
respect each other.
electromagnetic
wavelength ranged from
103 to 10-12.
Learning Material
:
Definition of electromagnetic spectrum.
Students able to insert

the plot of
students opinion.
mention each of
electromagnetic
waves correctly based
communicate each
that consist of radio

frequency, microwaves,
on the theory
systematically.
have good body
language in
presenting results.
The electromagnetic spectrum is the range of all possible frequencies of

electromagnetic radiation. The electromagnetic spectrum of an object is the
characteristic distribution of electromagnetic radiation emitted or absorbed by that
particular object.
Electromagnetic spectrum consists of rays, X-rays, ultraviolet, visible, infrared,
microwaves, and radio waves.
Wavelength ranges of rays, X-rays, ultraviolet, visible, infrared, microwaves, and
radio waves.
Figure 1. The range of electromagnetic spectrum

Source:http://www.lbl.gov/MicroWorlds/ALSTool/EMSpec/EMSpec2.html
Main Learning Activity:
Teachers explain the definition of electromagnetic spectrum.
Teachers gain the reminder question before comes to the next explanation to examine
the students knowledge.
Teachers explain the type of electromagnetic spectrum in sequence.
Teachers ask the students to describe the picture related to wavelength ranges to build
their own thoughts.
Teachers give the main point of picture and allow the questions before the next
activity begin.
Teacher orders to have a seat in several groups that has been determined previously
that consist of 4-5 students.
Meanwhile other teacher is preparing the apparatus for plot inserted board and gives
it to each of groups, every group has different tasks.
Teachers checking the students activity of magnetic board that consist of type of
electromagnetic spectrum and its range and students must insert the electromagnetic
spectrum appropriate with their own thought (based on the picture).
Students discuss in group in front of the class to share their own thoughtand results in
honest and polite (have agreement before).

Students fulfil the worksheet and grouping report.
Meanwhile teachers examine students thoughts to avoid misconception.
Teachers ask students to conclude what they have learnt in the instruction.
Teachers collect their worksheet and grouping report.
Assessment :
Writing test
: Worksheet activity, grouping report, nest meeting assessment.
Performance test : Students presentation and magnetic board plot activity.
Media
:
PowerPoint, laptop, in focus, animation, pictures, board, magnetic board, textbook,
internet source.
2nd Meeting : Spectrum of Electromagnetic

Approach Scope
: Procedural
:Connected Model
Learning Model
: Cooperative learning
Instruction Method
: Role Playing
Time Allocation
: 2 x 40
Chapter Material
:
The up to date gadget and its effect: Smartphone
Basic Competency :
Students are able to describe the use of electromagnetic use in phones.
Students are able to apply the application of electromagnetic spectrum in phone
application.
Indicator
:
Cognitive
Affective
Psychomotor
appreciate other
describe the use of
students opinion.
electromagnetic use in
communicate each
phones.
other politely.
implement the routine uses
respect the students
of phones to avoid the
honestly in assess the
effects of the
presentation
Students are able to use
electromagnetic spectrum.
phones properly after

built confidence of
face their friends
with using their
property of
presentation.
have good body
language in
presenting results.
subject.
Learning Material :
General Application of Electromagnetic Spectrum
Mobile or cellular phones are now an integral part of modern telecommunications. In some
parts of the world, mobile phones are the most reliable or the only phones available. Given the
large number of mobile phone users, it is important to investigate, understand and monitor any
potential public health impact. Radiofrequency waves are electromagnetic fields, and unlike
ionizing radiation such as X-rays or gamma rays, can neither break chemical bonds nor cause
ionization in the human body.
Main Learning Activity: (Previous meeting, the students must make presentation of mobile
phones topics in different based on the random topics from the teachers)
Teachers using the agreement with the students in using the assessment format to
appraisement in scoring and what category that must be assess in their friends presentation.
Teacher explains the rules of the presentation each group has 15 minutes to describe their
presentation, sportively behaviour presentation, not allowed SARA, and allowed in using
property and short drama.
Meanwhile other teacher gives the assessment sheet in groups and conditioning students
seat.
Teachers sit down together with the students to have enjoyed condition of class.
Students start to have presentation @ 15 minutes per group.
Students fulfil the assessment sheets.
Meanwhile teachers examine students thoughts to avoid misconception.
Teachers collect their assessment sheets.
Assessment
:
Writing test
: Assessment sheets, individual task and individual project.
Performance test
: Students presentation.
Media
:
PowerPoint, laptop, in focus, animation, pictures, students properties, textbook, internet
source.
3rd Meeting : Spectrum of Electromagnetic

Approach Scope
: Procedural
: Fragmented Model
Learning Model
: Cooperative Leaning
Instruction Method
: Lecturing and experiment
Time Allocation
: 2 x 40
Chapter Material
:
The definition of frequency and wavelength.
The relationship between frequency, wavelength and wave speed.
Basic Competency
:
Learning Objective
:
Students are able to mention carefully the definition of frequency and wavelength.
Students are able to analysing the relationship between frequency, wavelength and
wave speed that relates to the velocity of light.

Students able to responsible for simple and advance devices.
Indicator
:
Cognitive
Affective
Psychomotor
Students able to
mention carefully the
appreciate other
present their results
definition of frequency that
students opinion
briefly in train to
related with the number of
individually and in
occurrences of a repeating
groups.
have good speaking.

event per unit time.

communicate each
have good and

polite body
mention carefully the

wavelength definition that
related with the distance
between the crests of
present their own
waves.
analysing the relationship
between frequency,
respect each other.

language in front of
people.
wavelength and wave

speed, when wavelength
other politely.
honestly.
and frequency of light are
responsible to simple
closely related. The higher
devices.
the frequency, the shorter

the wavelength (f = c)
Learning Material
:
The definition of frequency and wavelength.
Frequency is the number of occurrences of a repeating event per unit time. It is also
referred to as temporal frequency. For cyclical processes, such as rotation, oscillations,
or waves, frequency is defined as a number of cycles per unit time. Frequency is usually
denoted by a Latin letter f or by a Greek letter, in SI units, the unit of frequency is
the hertz (Hz), named after the German physicist Heinrich Hertz: 1 Hz means that an
event repeats once per second.
The relationship between frequency, wavelength and wave speed.
The wavelength and frequency of light are closely related. The higher the frequency, the
shorter the wavelength will be occurred. Because all light waves move through a vacuum
at the same speed, the number of wave crests passing by a given point in one second
depends on the wavelength. That frequency will be larger for a short-wavelength wave
than for a long-wavelength wave. The equation that relates wavelength and frequency for
electromagnetic waves is .=c where is the wavelength, is the frequency and c is the
speed of light.
Teachers explain the definition of frequency and wavelength.
Teachers gain the reminder question before comes to the next explanation to examine
the students knowledge.
Teacher orders to have a seat in several groups that has been determined previously
that consist of 4-5 students.
Meanwhile other teacher is preparing the apparatus for simple experiment and gives it
to each of groups.
Teachers checking the students activity of simple experiment that consist of ropes for
each groups. Student must shakes the ropes to make waves that there is independent
variable (minute) and dependent variable (shaking hands) and makes the students
thinks the relationship between waves propagation (through analysis their own picture
of waves) and frequency to prove that wavelength and frequency and correlated.
Students group must have 2 different cases of dependent variable of experiment.
Teachers check and examine the students works if there are any misconceptions.
Students discuss in group in front of the class to share their own thought and results in
Students present their results and hypotheses the relationship between wavelength and
frequency relates to wave speed.

Teachers examine students thoughts to avoid misconception.
Assessment :
Writing test
: Worksheet activity, grouping report, individual homework.
Performance test : Students presentation, rubric test, experiment and presentation.
Media
:
PowerPoint, laptop, in focus, animation, pictures, board, textbook, internet source,
experiment tools, worksheet.
4th Meeting : EM Radiation As Carrier Of Energy

Approach Scope
: Procedural
: Fragmented Model
Learning Model
Instruction Method
: Lecturing, discussion and experiment
Time Allocation
: 2 x 40
Chapter Material
:
EM radiation delivers energy in packet called photons.
Radiation of atomic emission in flame test.
Basic Competency
:
Students are able to comprehend about EM radiation that waves propagate through
non media.
Students are able to analyse the radiation production of a particular frequency by
atomic emission through experimentation.
Students are able to design the experiment to prove photosynthesis has also atomic
emission.
Students are able to preserve the advance devices in laboratory.
Students are encouraged to be an optimistic.
Indicator
:
Cognitive
Psychomotor
Students able to
explain the waves of
appreciate other
electromagnetic radiation
students opinion
briefly in train to
that propagates through
individually and in
non media.
groups.
have good speaking.

analysing the radiation

production in flame test as
the one example of energy
Affective
have good and
communicate each
polite body
other politely.
language in front of
people.
proven inside the
present their own
electromagnetic waves.
have confidence in
respect each other.

presenting their
production in flame test in
writing.
photosynthesis proven in
honestly.
correlatethe radiation
using green light energy to
design through
have production in plant

by design simple
responsible to simple
devices.
experiment.
Learning Material :
EM radiation delivers energy in packet called photons.
Radiation of atomic emission in flame test.
When an atom absorbs energy, its electrons can make transitions from lower energy
levelstohigherenergylevels.Theenergyabsorbedcouldbeintheformofheat(asin
flametests),orelectricalenergy,orelectromagneticradiation.However,whenelectrons
subsequentlyreturnfromhigherenergylevelstolowerenergylevels,energyisreleased
predominantlyintheformofelectromagneticradiation.
The spacing between energy levels in an atom determines the sizes of the transitions that
occur, and thus the energy and wavelengths of the collection of photons emitted.
Teachers explain the phenomenon relates to colour.
Teachers explain briefly the photon as radiation of delivering energy.
Teachers gain the reminder question before comes to the next explanation to examine the
students knowledge.
Teachers explain that every electromagnetic wave brings energy especially in visible
colour. Every colour represent the different energy that emitted by atoms.
Teacher orders to have a seat in several groups that has been determined previously that
consist of 4-5 students.
Meanwhile other teacher is preparing the apparatus for simple experiment and gives it to
each of groups.
Teacher counsels the students about the procedure of experiment and allows questions.
Teacher also reminds students to be careful of advance devices.
Teachers checking the students activity of simple experiment that consists of flame test
that have several compound. This activivity has looped platinum or nichrome wires, wash
bottle with distilled water, Bunsen burner, and the following solutions: LiCl (aq), NaCl
(aq), KCl (aq), CuCl2 (aq), BaCl2(aq), CaCl2 (aq). For each metal cation flame test
performed, obtain the wavelength of light corresponding to the observed flame colour
from the table below. Then using this wavelength, calculate the frequency and energy of
the photons emitted during the flame tests.
Teachers examine students activity to avoid any accident in laboratory.
Teachers check and examine the students works if there are any misconceptions.
Students discuss in group in front of the class to share their own thought and results in
Students present their results and hypotheses the relationship atomic emission and colour.
Assessment
:
Writing test
:
Worksheet activity, grouping report, individual project: students must have simple
experiment design to prove the photosynthesis atomic emission to produce product of
respiration.
Performance test
: Students presentation, rubric test, experiment and presentation.
Media
:
PowerPoint, laptop, in focus, animation, pictures, board, textbook, internet source,
experiment tools, worksheet.
5th Meeting : EM Radiation As Carrier Of Energy

Approach Scope
: Procedural
: Connected Model
Learning Model
: Direct Instruction
Instruction Method
: Lecturing and demonstration.
Time Allocation
: 2 x 40
Chapter Material
:
Reflection, absorption and transmission of EM radiation.
Sounds in animals.
Basic Competency
:
Students are able to mention the reflection, absorption and transmission.
Students are able to investigate the reflection, absorption and transmission.
Students are able to comprehend the sounds by animals.
Students able to have praise to God.
Indicator
:
Cognitive
Affective
Psychomotor
reflection, absorption,
appreciate other
follow the class
transmission as the interaction
students opinion
actively based on
with matter.
Students are able to analysing
individually.
their awareness to
Students are able to explain
the reflection, absorption and
transmission from daily life.

Students are able to executing
communicate each
other politely.
topics.
have confidence in
presenting opinion.
the destructive & constructive
appraising the God
interference in animal, pet,
by the speciality of
active in keep their
especially bats.
animals ability.
pets.
Learning Material :
Reflection, absorption and transmission of EM radiation.
In electromagnetic radiation, the way to know is to observe by interaction with matter.
There are three processes that take place with this radiation, such as reflection,
absorption, and transmission.
Sounds in animals.
There are some animals have refined the use of sound in specialized ways, dolphin use
electromagnetic waves from bio energy to communicate each other and to heal human
DNA. And bats to have navigation in the night to looking for food. Those animals using
interference waves to determine the location and to receive other signals. There are two
interference, constructive and destructive interference.

Teachers ask the students about their basic knowledge about waves.
Teachers ask the students hypothesis of phenomenon through simple example in
demonstration that represent transmission, reflection and absorption.
Teachers explain the reflection, absorption and transmission of EM radiation.
students knowledge.
Teachers give the short video about dolphin and bats.
Teachers give the students time to hypotheses how those animals can navigate.
students knowledge. Meanwhile students fulfil the worksheet and individual progress.
Assessment
:
Writing test
: Individual progress
Performance test
: Students active progress.
Media
:
PowerPoint, laptop, in focus, video, demonstration tools, board, textbook, internet source,
individual progress.
6th Meeting : EM Radiation on Us

Approach Scope
: Hierarchical
: Connected Model
Learning Model
Instruction Method
: lecturing and experiment.
Time Allocation
: 2 x 40
Chapter Material
:
Eye as light detector.
Basic Competency
:
Students are able to checking the visible light that passes into the eyes.
Students are able to estimate the cause of the disorder of eyes.
Students are able to analysing data of experiment.
Indicator
:
Cognitive
Students are able to checking
Affective
Psychomotor
the visible light that passes
appreciate other
follow the class
into the eyes by using
students opinion in
actively based on
flashlight that emitted into the
groups or
their awareness to
eyes.
individually.
topics.
interpreting the disorder of
communicate each
have confidence in
eyes that might be found in
other politely.
presenting opinion.
hypermyopi and colour
respects other
raise the big
blindness.
Students are able to analysing
stringent of others
question for the
by not laughing
video based on their
data of experiment that
other friends
broad knowledge
the students such as myopi,
related to eye disorder.
stringent.
and sharing between

members.
appraising the God

by the speciality of
animals ability.
Learning Material :
The light enters to the eyes through the lens.
There are rods and cones cells inside the eyes that sensitive with light. After the light is
enters to the eyes, energy that incoming light triggers complex changes in molecules
inside to initiate a reactions. When the people spend time outdoors under the sun, the
people should protect their eye with anti UV sunglassesthat can reflect harmful UV light.
Laser scalpels have created opportunities for precise microscopic eye surgery.
Teachers ask the students about their basic knowledge about eyes.
Teacher explains about the process of eye converts electromagnetic radiation to images
and colours.
Students are divided into several groups; each group consists of 4-5 persons.
Inside the group, every students should test each other about colour blindness, myopi and
hypermetropy.
Students should gain the data and analyse their disorder of eyes.
Every groups represents their data and analysis.
students knowledge.
Teacher gives video about laser scalpels have created opportunities for precise
microscopic eye surgery.
Teacher asked students to analyse the video in the same group.
Each of representatives of group represents their opinion.
Teacher explain about laser scalpels have created opportunities for precise microscopic
eye surgery.
Students collected the worksheet data and individual progress.
Teachers conclude the whole activity.
Assessment
:
Writing test
: Individual progress, worksheet and data gained,
Performance test
: Students active progress, presentation, and experiment.
Media
:
PowerPoint, laptop, in focus, video, board, textbook, internet source, individual progress.

Approach Scope
: Hierarchical
: Connected Model
Learning Model
: Jigsaw
Instruction Method
: lecturing and experiment.
Time Allocation
: 2 x 40
Chapter Material
:
Why microwaves can bake the food?
Basic Competency
:
Students are able to comprehend how the microwave oven works.
Students are able to create their own food independently.
Students are able makes agreement with others.
Students are able to analyse the difference of data.
Indicator
:
Cognitive
Students are able
to comprehend
how the
Affective
Students are able to create their
own food independently.

Students are able to cooperate
follow the class
each other to make their
their awareness to
experiment successful.
Students are able to have
topics.
microwave oven
works by
accelerating
absorbed.
respects and fair.

Students are able to shared their
properly.
own data in groups honestly.

Students are able to appreciate
other students opinion
individually.
use the apparatus
the microwaves
until they are
actively based on
agreement with others with
electron and
walls that scatter
Psychomotor
use the apparatus

carefully to keep
advance devices.
Learning Material :
Why microwave can bake the food?
The microwaves are guided into the main cavity of the oven, which is composed of
material that scatters microwaves and thus the wave energy remains inside the box until it
is absorbed by something.
Teacher gives question about why food can be baked in microwave?
Students divided into 4-5 persons in each group.
Meanwhile Teachers prepare the apparatus for each group.
Teacher give instructions to be careful before experimentation occur.
Teacher allows students to make their own agreement in range of temperature as
dependent variable and the time as independent variable, time occurred in 15 minutes.
During experiment occurs, teacher check students progress to avoid accident.
After experiment, each group analyse the relationship between temperature and heat in
microwave.
Teacher give students in these expert groups time to discuss the main points of their
themes to rehearse the presentations they will make to their jigsaw group.
Bring the students back into their original groups.
Teacher asks each student to present the results in group and fulfil worksheet.
In sequence from group to group, Teacher observes the process. If any group is having
trouble, the teacher should give attention.
After that, the teacher allows students to have question 10 minutes before quiz.
Students allow to have their food.
Assessment
:
Writing test
: data gained and worksheet, quiz.
Performance test
: Students active progress, and experiment.
Media
:
PowerPoint, laptop, in focus, microwaves, kitchen appliances, paper sheets.

Approach Scope
: Hierarchical
: Connected Model
Learning Model
Instruction Method
: lecturing and games
Time Allocation
: 2 x 40
Chapter Material
:
Geology, medical and telescope appliances
Basic Competency
:
Students are able to comprehend how the gamma rays uses in telescope.
Students are able to recognize the greenhouse effect.
Students are able to criticize the uses of x-rays and gamma rays on medical purposes.
Indicator
:
Cognitive
comprehend how all

wavelengths of
electromagnetic
Affective
Psychomotor
appreciate other students
follow the class
opinion individually.
actively based on
communicate each other
their awareness to
radiation, from radio

waves to gamma rays,
topics.
which can be detected
appraising the God by
express their feeling
by orbiting telescopes.
planting tree in school
about medical
area.
purposes objectively
recognize the impact of

greenhouse effect in
politely.
through writing
amount of UV light that
asking other
transmitted into the
students planting
earth.
tree in the school
criticize the medical
or non verbal
purposes of x-rays and
approach.
area by using verbal
gamma rays in their
individual tasks.
Learning Material :
Telescope (astronomy)
Stars of all wavelengths of electromagnetic radiation, from radio waves to gamma rays,
which can be detected by orbiting telescopes.
Green house effect (Geology)
A trace amount of the gas ozone in the earths upper atmosphere protects life by
absorbing much of the suns harmful ultraviolet radiation.
Medical Treatment
Gamma rays and x rays have many uses in medicine. Some types the medical diagnosis
involves giving a patient radioactive chemical that emit gamma rays and before diagnosis
there is x rays treatment to know the disease accurately.

Teacher gives question about how many galaxy that you know?
Teachers give first example the nearest galaxy and its distance. Teachers also explain how
the telescope works using gamma rays so that other galaxies can be observed.
students knowledge.
Teacher gives video about the greenhouse phenomena.
Teacher makes games and givesinstructions.
Teacher asks several students the first word to describe the video. After that the next
students must correlate previous word to be a sentence that relates to the topic.
During games, teachers also check students progress to avoid misconception.

Teacher asks students to conclude the whole activity.
Teacher also gives individual task that criticise the x-rays and gamma rays uses in
medical purposes.
Teachers collect individual progress.
Assessment
:
Writing test
: students individual task and individual progress.
Performance test
: Students activeness.
Media
:
PowerPoint, laptop, in focus, video, internet source, textbook, game properties.

Approach Scope
: Hierarchical
: Connected Model
Learning Model
: Group Investigation
Instruction Method
: Field Trip
Time Allocation
: 2 x 40
Chapter Material
:
Field Trip: Bosccha
Basic Competency
:
Students are able to examine the real telescope
Students are able to communicate with other people
Indicator
:
Cognitive
examine the
Affective
express their feeling
politely.
about field trip
waves to gamma rays,
optimistic with their
report.
which can be detected
dream.
Students are able to have
electromagnetic
radiation, from radio
by orbiting telescopes.
good relationship with

friends.
Psychomotor
Learning Material :
Telescope that will be explained by the guide.
The teachers guide the students in field trip.
Students collect the field trip report next meeting in group.
Assessment
:
Writing test
: Students; report.
Performance test
: Students activeness.
Media
:
Bus, laptop, and internet source.
through field trip

Approach Scope
: Hierarchical
Material Model
: Connected Model
Learning Model
:
Instruction Method
: Individual analysis
Time Allocation
: 2 x 40
Chapter Material
:
Film Analysis: The Core
Basic Competency
:
Students are able to analyse the film.
Students are able to analysing the real phenomenon that proven in the film.
Students are able to criticize the film based on the electromagnetic radiation facts.
Students are able to feel enjoyed in learning science.
Indicator
:
Cognitive
appreciate other students
follow the class
explains the
opinion individually.
actively based on
stops.
their awareness to
radiation that almost
Psychomotor
analyse the film that

electromagnetic
Affective
politely.
topics.
express their
organizing facts and
appraising the God by
opinion with proper
fiction phenomenon in
blessing everyday life.

Students are able to feel
body language.
the film.
comfort in learning
have remain neat
criticize the film based
science in semi-formal
until the class is
on the science facts
situation.
correlates to nowadays
activity.
over.
Students are
improve to
independence to
clean after watching
movie.
Learning Material :
Film: The Core
Basic knowledge: all about the electromagnetic chaos that indicates the movement of
earth almost stops.
Teacher gives question about based on your thought, what is the electromagnetic that we
have learnt?
Teachers give the rules in the semi-formal class. Students have a seat randomly (not
based on groups). The students also allowed to bring foods and drinks as long as the
students is clean after the watching done, allowed to talk by whispering and honestly talk
to teacher if the movie is boring.
Teachers turn on the movies and check the students activity to avoid any fight.
Teacher asks several students the first word to describe the movie.
students knowledge.
Teachers ask students to collect the individual worksheet.
Teacher asks students to conclude the whole activity.
Assessment
:
Writing test
: students individual task and individual progress.
Performance test
: Students activeness and behaviour.
Media
:
PowerPoint, laptop, in focus, movie, internet source.
FINAL TEST:
Final Test Prerequisite is use for following final test besides grouping report and individual
progress. There are:
Final Test Prerequisite
Photosynthesis Test Design and Report
Field Trip Report
Final Test
Scope
Weight (%)
Individual Project
40
Group Project
25
Individual Project
35
Weight total
100
After final prerequisite, the students allow to follow final test. The final test has weight to be
evaluated:
Evaluation of Students
Percentage of Students' Evaluation
Quiz
Field Trip report
Individual Project
Daily Activity
Final Test

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INTEGRATED AND COMBINED SCIENCE

Instructional Design Assignment for Integration Science Radiation and Us

INTERNATIONAL PROGRAM ON SCIENCE EDUCATION

Time Allocation and Learning Material :

Definition of Electromagnetic Spectrum.

Infrared, Microwaves, and Radio Waves.

Radiation of Atomic Emission in Flame Test.

The Reflection, Absorption and Transmission of EM

Eyes As A Light Detector

1st Meeting : Spectrum of Electromagnetic

Wavelength ranges of rays, X-rays, ultraviolet, visible, infrared, microwaves, and

spectrums in daily life.

examine the definition of

present their own

ultraviolet, x-rays, and

thoughts clearly with

respect each other.

Students able to insert

that consist of radio

Students are able to

The electromagnetic spectrum is the range of all possible frequencies of

Figure 1. The range of electromagnetic spectrum

honest and polite (have agreement before).

2nd Meeting : Spectrum of Electromagnetic

Students are able to

implement the routine uses

respect the students

of phones to avoid the

honestly in assess the

phones properly after

Students are able to

3rd Meeting : Spectrum of Electromagnetic

wave speed that relates to the velocity of light.

mention carefully the

present their results

definition of frequency that

related with the number of

have good speaking.

event per unit time.

have good and

mention carefully the

present their own

thoughts clearly with

respect each other.

present their results

wavelength and wave

and frequency of light are

closely related. The higher

the frequency, the shorter

frequency relates to wave speed.

4th Meeting : EM Radiation As Carrier Of Energy

explain the waves of

present their results

that propagates through

have good speaking.

analysing the radiation

have good and

proven inside the

present their own

thoughts clearly with

respect each other.

production in flame test in

present their results