Membina RPH sains

JABATAN SAINS INSTITUT PENDIDIKAN GURU KAMPUS SULTAN MIZAN BESUT TERENGGANU

RANCANGAN PELAJARAN HARIAN SAINS

Format umum 5 Fasa Needham Contoh RPH bahasa inggeris dan melayu

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Membina RPH sains 1.0 Proses Pengajaran & Pembelajaran

Proses pengajaran dan sistem pengajaran terdapat mesej ( isi pelajaran ) yang ingin disampaikan. Ada juga mesej yang berupa arahan kepada pelajar, soalansoalan tentang isi pelajaran, maklum balas daripada pelajar dan lain-lain maklumat seperti yang terkandung dalam rajah 1

Rajah 1 : Proses pengajaran dan sistem pengajaran Bina Media/Rancang pengajaran Perkara/ Isi Pelajaran Analisis pelajar Matlamat Analisis pengajaran Objektif Tentukan unit pelajaran Cari bahan berkaitan Strategi pengajaran Pilih/baiki/bina bahan Ujian criteria Nilai bahan

Tentukan kurikulum Kurikulum

Rancang Pengajaran Topik & Sub topik Analisis pelajar : Kelas, tahun, tahap kognitif, & gaya VAK Strategi -Model ? Teknik? -Pengurusan hasil pelajar ? -Kaedah- kelas, individu, kumpulan, pasangan

Laksana pengajaran Dapatkan perhatian Nyatakan objektif Mengingat semula Buat persembahan Beri panduan/bantuan Uji prestasi/soal Dapatkan tindak balas Nilai prestasi Buat aktiviti pengayaan pemulihan

Proses Pembelajara

Susun sukatan pelajaran Tahunan, Mingguan, Harian

Pelajar

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Membina RPH sains 2.0 Format umum

( darjah 1 dan 4 pengajaran dalam bahasa melayu, darjah 2,3,5 dan 6 dalam bahasa inggeris ).

Rajah 2 Format Umum Rancangan Pelajaran Harian Class / kelas: Theme /tema: L. Area /bidang pembelajaran: Topic / Tajuk : Learning Objective / Objektif Pembelajaran: Leaning Outcomes / Hasil Pembelajaran: At the end of the lesson, pupils should be able to / di akhir pengajaran dan pembelajaran pelajar dapat : 1. 2. 3.

Time: 70 minutes SPS: MS: SA & NV: TS : LR : Pre-requisite knowledge / Pengetahuan sedia ada: Students should already know, 1. 2. Teaching & Learning Method / Kaedah Pengajaran dan pembelajarn :

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Membina RPH sains Step/ Phase (time) Fasa Pengajaran ( masa ) Orientation/ Orientasi (5 mins) Menjurus kepada tajuk dan isi pelajaran hari itu Contents Isi Kandungan Teaching and Learnig Activities Aktiviti Pengajaran dan Pembelajaran Remarks Catatan

Attracting attention, interests and motivating pupils

Video and film show, demonstration, problem solving, something unusual, analogy, story telling, task, question

SPS: LR: picture 1,2 & CD TS :

Eliciting ideas/ Pencetusan Idea (10 mins)

Small group discussion, concept mapping and Identifying pupils` prior presentation, POE, IAI, post box. idea. Discuss science vocabulary Intuitive guesses To realize the existence of alternative ideas , ideas needs to be improved, to be developed or to be replaced with scientific ideas. i. Explanation and exchanging ideas. Role play Field trip Construct coding system Small group discussion, concept mapping and presentation, POE Video and film show, demonstration, problem solving Small group discussion ii. Exposure to and presentation. conflict ideas. Discussion, reading, and teachers input. iii. Development of Experiment, project and new ideas. demonstration. Test the validity of the iv. Evaluation. new ideas. Application of ideas in Writing of individuals new situations. report on the project work.

SPS: LR: picture 1,2 & CD TS : (loc 1 @ 2 @ 3)

Restructuring Ideas / Penstrukturan Idea (40 mins) Step 1 Step 2 Step 3

SPS: LR: picture 1,2 & CD TS : (Objective 1) (Objective 2) (Objective 3)

Application of ideas/ Aplikasi idea (10 minutes ) Reflection / Refleksi (5 mins)

Worksheet 2 , 3 & 4. (Objective 1,2 & 3) Poem (Objective 1,2 & 3)

To accommodate ones idea to the scientific ideas.

Cognitive link Writing of individuals report on the project 14

Membina RPH sains Step/ Phase (time) Fasa Pengajaran ( masa ) Contents Isi Kandungan Teaching and Learnig Activities Aktiviti Pengajaran dan Pembelajaran work, group discussion, personal notes. Summary, repetition of key point, correcting assignment, suggestion of further activity Social link Create a sence of achiement Positive reinforcement SPS Science Process Skill / Kemahiran Proses Sains MS Manipulative Skill / Kemahiran manipulatif SA Scientific Attitude / sikap saintifik NV Nobel Value / nilai murni TS Thinking Skill / kemahiran berfikir T - Teacher HW Home work LR & TR Teaching and Learning Resources / sumber pengajaran Remarks Catatan

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Membina RPH sains NEEDHAM`S TEACHING PHASE & CIRTERIA Orientation 1. Is the topic clearly introduced? 2. Does it arause the students` interest ? 3. Does it promote thinking skil ?

Eliciting of ideas 1. What is the techniques used ? 2. Are the techniques used successfully ? 3. Do the activities or questions relate to the students previous knowledge ?

Restructuring of Ideas 1. Are the activities interesting ? 2. Are the students thinking? 3. Is the experience meaningful ? why ? 4. Is the class control effective ?

Application of Ideas 1. What sort of problem reflective thinking ? 2. Is the students idea applicable

Reflection 1. Do the questions promote reflective thinking ? 2. Do the main ideas highlighted? 3. Are the students motivated ?

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Membina RPH sains 3.0 Contoh Rancangan Pelajaran Harian

Contoh rancangan pelajaran harian adalah seperti berikut :

Tahun Masa Bilangan pelajar Tema Tajuk

: :

4 Bestari (kelas cemerlang) 60 minit 30 orang

Menyiasat Alam Bahan Bahan Yang Mengalirkan Arus Elektrik

Bidang Pembelajaran (LA) Objektif Umum(LO) Hasil Pembelajaran(LOT) pembelajaran murid dapat: i. ii.

: : :

1.1

Sifat Bahan

Memahami sifat bahan Di akhir pengajaran dan

Menyatakan komponen satu litar lengkap semasa simulasi. Mengenalpasti 10 jenis bahan yang boleh mengalirkan arus elektrik semasa perbincangan dan eksperimen.

iii.

Menyatakan peranan penebat kepada wayar elektrik semasa pengaliran arus elektrik semasa bersoal jawab.

Pendekatan Pengajaran dan Pembelajaran Strategi Pengetahuan Sedia Ada : Litar menyambungkan litar umum. Kemahiran Proses Sains : Nilai Murni : Sumber Pengajaran : : lengkap :

Konstruktivisme Aktiviti `Hands-on` alatradas dan cara

,symbol,

Memerhati, Mengelas & Membuat Inferens Rasional & Kerjasama Alat Radas Menyambungkan litar

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Membina RPH sains Fasa Pengajaran Set Induksi /Orientasi (5 minit) Isi Kandungan Membina litar elektrik Aktiviti P&P Jenis Aktiviti : Simulasi 1. Guru memberi gambar bateri, mentol, dan suis digantungkan kepada murid untuk menghasilkan satu litar . 2. Murid berpegang tangan untuk menunjukkan satu litar elektrik lengkap. (Murid telah ada pengetahuan membina litar elektrik.) Soalan : Adakah mentol akan menyala? Mengapa? Catatan BBM: Gambar mentol, bateri, dan suis Kemahiran Proses Sains: Memerhati Kemahiran Berfikir: Membuat gambaran mental Nilai Murni: Bekerjasama, minat, sifat ingin tahu tentang alam sekeliling Pelbagai Kecerdasan: Visual dan pergerakan kinestatik

3. Murid yang memakai gambar suis Tahap Kognitif: melepaskan tangan Pengetahuan

Soalan: Adakah mentol akan menyala sekarang? Mengapa? Apakah komponen satu litar lengkap? Pencetusan Idea 5 minit Mengenal pasti objek yang boleh mengalir arus elektrik dan tidak boleh mengalirkan arus elektrik Jenis Aktiviti : Mengelas Soalan Adakah murid-murid membawa objek yang diminta? 1. Murid meletakkan objek-objek yang dibawa di atas meja. BBM: Bahan yang sedia ada dan dibawa oleh murid: Sudu plastik, limau, kunci, sapu tangan, pembaris kayu, gelas, pemadam, syling satu sen, surat khabar, lidi pensil, air kopi,

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Membina RPH sains Soalan Daripada pengetahuan kamu, kelaskan objek mengikut kebolehan mengalirkan arus elektrik. 2. Murid mengelas objek kepada boleh mengalirkan arus elektrik dan tidak boleh mengalirkan arus elektrik dalam lembaran yang disediakan. gelang getah, klip kertas, dan paku Kemahiran Proses Sains: Mengelas Kemahiran Berfikir: menghubungkait dan meramal Nilai Murni: Sistematik dan berfikir secara rasional Tahap Kognitif: Pengetahuan, pemahaman 1. Rujuk Lampiran 1

Pengstruktur an idea

Menyam bungkan litar

Jenis aktiviti : `Hands-on

(Bahagian 1) Menguji objek yang boleh 15 minit mengalir arus elektrik

Pelajar cuba sambungkan litar dan alat radas yang diberikan oleh guru. Arahan Guru meminta murid menguji objek yang dikelaskan tadi dan merekodkan pemerhatian. 1. Murid menguji objek yang telah dikelaskan dengan menggunakan litar elektrik. 2. Murid merekodkan hasil dapatan mengikut kreativiti kumpulan masingmasing.

BBM: bateri, wayar, mentol, suis, kad manila, dan marker

Kemahiran Proses Sains: Memerhati, inferens, mengelas, eksperimen, dan komunikasi Kemahiran Berfikir: membanding dan membeza, serta mengumpul Nilai Murni: Jujur dalam merekod, sabar dalam menjalani sesuatu perkara, kritis dan analitis, serta kerjasama

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Membina RPH sains

Pelbagai Kecerdasan: verbal, visual, dan pergerakan kinestatik Tahap Kognitif: Pengetahuan Kemahiran Proses Sains: komunikasi Nilai Murni: Berani, yakin dan berdikari Pelbagai Kecerdasan: interpersonal Rujuk Lampiran 2

Laporan hasil dapatan (Bahagian 2) murid

Pengstruk turan idea

15 minit

Jenis aktiviti : Pembentangan 1. Wakil daripada setiap kumpulan melaporkan hasil dapatan. 2. Murid membuat perbandingan jawapan dengan ramalan yang telah dibuat. 3. Guru membuat perbandingan hasil dapatan antara kumpulan. ( Cara merekod yang paling sesuai adalah jadual) 4. Guru bersama pelajar membuat rumusan awal tentang eksperimen Jenis aktiviti : Perbincangan 1. Guru membimbing murid menyenaraikan jenis bahan berdasarkan objek yang telah dikelaskan. 2. Murid mengenalpasti bahan yang boleh mengalirkan arus elektrik.

10 minit Aplikasi idea

Besi dan keluli boleh mengalirkan arus elektrik. Plastik, kain, getah, kayu, kaca tidak boleh mengalirkan arus elektrik. *air limau dan lidi pensil (karbon) boleh

BBM: mentol, bateri, dan suis Kemahiran Proses Sains: komunikasi Kemahiran Berfikir: menilai dan membuat kesimpulan Nilai Murni: Berfikir secara rasional, berhatihati semasa

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Membina RPH sains mengalirkan arus elektrik. *air paip adalah konduktor elektrik yang lemah *plastik boleh mengelakka n daripada renjatan elektrik kerana tidak boleh mengalirkan arus elektrik Refleksi 5 minit Peneguhan Jenis aktiviti : Nyanyian 1. Murid menyanyi lagu . (Adaptasi lagu Satu Dua Tiga Empat oleh Ariswatan) 1. Guru menunjukkan 10 objek satu persatu kepada murid untuk dikelaskan kepada yang boleh mengalirkan arus elektrik dan tidak boleh mengalirkan arus elektrik. 2. Murid mengangkat kad warna (merahtidak, hijau ya) Lampiran 3 Soalan 1. Apa akan berlaku jika kita memegang suis dengan tangan yang basah? 2. Mengapa wayar elektrik disalut dengan bahan plastik? mengendalikan alatan elektrik Tahap Kognitif: aplikasi dan penilaian

Refleksi 5 minit

BBM : botol plastik, majalah, sudu besi, straw, dawai, kertas, cermin, pembaris keluli, klip rambut besi, dan rod besi.

Lampiran 1 Contoh ramalan murid sebelum eksperimen. 21

Membina RPH sains Objek yang boleh mengalirkan arus elektrik dan tidak boleh mengalirkan arus elektrik Boleh mengalirkan arus elektrik Kunci Syiling satu sen Klip kertas Paku Tidak boleh mengalirkan arus elektrik Sudu plastik Sapu tangan *Air limau *Lid pensil Pemadam Surat khabar

Lampiran 2 Hasil Dapatan Murid Contoh 1 Boleh mengalirkan arus elektrik Kunci Syiling satu sen Klip kertas Paku *Air limau *Lid pensil

Tidak boleh mengalirkan arus elektrik Sudu plastik Sapu tangan Pemadam Surat khabar

Lampiran 3: Lagu (Adaptasi lagu satu dua tiga- Ariswatan) Kunci, klip kertas dan paku Objek yang boleh mengalirkan arus elektrik Pemadam, pembaris kayu, Tidak boleh mengalirkan arus elektrik Ingat wahai kawan-kawan Sifat bahan juga mempengaruhinya Apa yang dipelajari bahan besi dan keluli Boleh mengalirkan arus elektrik Ingat janganlah lupa Setiap bahan ada cirinya Pastikan kita mengetahui Bahan yang boleh mengalirkan arus elektrik 22

Membina RPH sains LESSON PLAN CLASS : 5 Ibnu Qayyum THEME : Investigating Force and Energy L.AREA : 11. Energy TOPIC : 11.1 The various uses and sources of energy LEARNING OBJECTIVE: At the end of the lesson, students should be able to :1. 2. 3. 4. State the sources of energy State the various of energy List the Uses of energy Give examples where and when energy is used. : 70 minutes

TIME REQUIRED

Science Process Skills(SPS) : Observing Making decision Manipulative Skills(MS) : Thinking Skills(TS) : Comparing and contrasting Analysing Classifying Identifying Scientific Attitudes (SA) and Noble Values(NV) : Interested and inquisitive about the environment Appreciative Caring Learning aids and material/Learning Resource(LR) Handouts(sources of energy picture) Video presentation Slide presentation Worksheet Pre-requisite knowledge: Students should already know, The types and name of energy

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Membina RPH sains Step/Phase Content Teaching and Learning Activities Teacher asks the pupils to remember the main point from the video Remarks

Orientation (5 minutes)

Video presentation: Sources of energy

TS : Analysing Observing Identifying

Remind the pupils Teacher asks the to pay the attention questions based on the during multimedia video presentation presentation Teacher tell the pupils that todays lesson is about energy. Step 1 : Teacher divides pupils into 4 group consist of 5. Every group is given the piece of paper. Step 2 : Pupils discuss in group and conclude that energy is needed:
a) by living things to carry out life processes such as moving, breathing and growing, b) To move, boil, melt or bounce non-living thing

LR : Video presentation Hand out

Eliciting ideas (20 minutes)

Instruct pupils to do discussion regarding the energy Once time up, ask the pupils to do present the outcome each group.

SPS: Observing TS : Comparing LR: Handout

Objective 1 Objective 2 Objective 3

Step 3 : Pupils gather information and give examples where and when energy is used

Restructuring The sources of ideas energy (30 minutes) The various types of energy

Pupils gather information about sources of energy, e.g. a) sun, b) food, c) wind, d) fuel,

SPS: Observing

TS: Classifying,

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Membina RPH sains The usage of energy

e) waterfall f) ocean ,seas g) dry cell/ battery. Pupils discuss that the sun is the main source of energy.

Identifying Comparing

LR: Objective 3 Objective 4

Pupils do the experiment about the energy. Teachers ask the pupils what is the sources of energy. At this time the teacher will provides the pupils with the explanation the energy, sources or energy, types of energy and usage of energy

Application of The demand of ideas energy (10 minutes) Various of energy Transformation of energy

Teacher gives student worksheet and need to complete in class Teacher led discussion in explanation every question

TS: Classifying, identifying Comparing

LR : Worksheet Objective 1 Objective 2

Reflection (5 minutes)

Recall what the energy and the usages of them

Randomly, teacher asks students to summarize todays lesson. Teacher ending the lesson by video presentation uses of efficiency energy to save our environment

Values: Inquisitive about their environment, caring and appreciative

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Teachings Aids

Standard 5

Chapter 11

USES OF ENERGY
ENERGY
LIVING THING
To Carry out life process: Breathing Reproduction Growth Excretion

Energy the various uses and sources of energy

NON LIVING THING

To function or operate: Moving Heating Generating electricity Producing Sound

mohd hassan zakaria

Energy
SOURCES OF ENERGY 1. Sun i) ii) TYPES OR FORM OF ENERGY Light Heat Energy

Sources or Energy

2. Waterfalls and dams 3. Oceans and seas (tidals waves) 4. Winds 5. Batteries 6. Fuel
7. Food

Electrical energy

i) ii)

Chemicl energy Heat energy

CLOSURE
Energy is the ability to do work Energy is needed
by living thing to carry out life processes by non-living things to make them useable

Energy cannot be created or destroyed but It can be converted or transform into other form

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Excercise1 Energy is important for living thing to carry out life processes such as:1.___________________ 2.___________________ 3.___________________ 4.___________________

Energy is important for non- living thing to function or operate:1.___________________ 2.___________________ 3.___________________ 4.___________________

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Membina RPH sains

Excercise 2 Names the sources of energy based on picture

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Membina RPH sains Date Class Enrolment Learning Theme Learning Area Learning Outcomes : 27 April 2011 : 2 Bestari : 30 students : Learning About The World Around Us : Mixing Things : At the end of the lesson students will be able to: 1. recognize 3 of 4 materials that can dissolve in water 2. recognize 3 of 4 materials that cant dissolve in water 3. record the observation in the table from the test doing Time Required Strategy : 60 minutes : Inquiry deductive Experiment

Science Process : Observing Predicting classifying

Thinking Skills : Relating Generating Idea Analyzing

Manipulative Skills: Handling of apparatus Storing of apparatus Cleaning of apparatus

Scientific Attitudes and Values: Cooperation Careful Systematic 30

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Learning aids and materials: A glass of water Sugar Cocoa powder Salt Curry powder Coffee powder Flour Sand Pepper Beakers Filter funnel Filter paper Spatula Slide power point LCD Laptop Worksheets

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Membina RPH sains Steps/phase (time) Mixing things-some Orientation ( 5 minutes ) materials can dissolve in water and some cannot Teacher demonstrate to students by mixing the cocoa powder in the water and stir it SPS: Observing Predicting Teacher shows some cocoa powder added in a glass of water and then stirs by spoon. TS: Analyzing Relating 1. Can you see the clear water now? 2. What happens to the water? 3. Can you name this process? Teacher tells the students that todays lesson is about mixing things and they will be learning about some materials can dissolve in water and some cannot. Dissolve materials when put it in water, its physical look will disappeared Cannot dissolve materials that still in its existing look even put it in water. Teacher asks questions regarding the demonstration: Teaching aids: A glass of water Sugar Spoon Contents Teaching and Learning activities Remarks

Eliciting Idea (10 minutes)

Teacher asks students to define mixing according to their own ideas or understanding Teacher gives the actual definition of mixing. Teacher shows the slide of the materials that can and cannot dissolve in water.

SPS classifying predicting

TS Generating Idea

The list of materials that can dissolve in water : 32 Teaching aid:

Membina RPH sains a) salt b) sugar c) coffee powder d) cocoa powder slide power point LCD/laptop

The list of materials that cannot dissolve in water : a) bean b) marbles c) red beans d) sand Restructuring ideas (30 minutes) - We can only taste edible materials that dissolve in water. We taste to check the presence that material in water. In a group 1. Teacher gives some material for students to check either materials are dissolving or cant dissolve in water. They also need to taste the solution materials and filter to separate - We can separate the materials that cannot dissolve in water by using a filter material that cannot dissolve in water 2. Teacher gives an explanation how to do the test. 3. Student make a test and record the observation result in table 1 ,2 4. From the result, students analyze the result 5. Teacher and student Conclusion of the activity discuss the conclusion Values: Cooperation Teaching aids: Refer: Appendix A SPS Observation Classifying TS Analyzing MS Handling of apparatus Storing of apparatus Cleaning of apparatus

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Membina RPH sains Careful Systematic

Application Idea (10 minutes)

Appendix B: Reinforcement activity Materials that can be dissolve and cant dissolve in water

Teacher asks the students to state the materials that can dissolve and also cant dissolve in water by doing a reinforcement activity in handout ( appendix B )

SPS: Classifying

Reflection ( 5 minutes )

Recall about materials can Teacher asks students to dissolve water or cant dissolve water. summarize todays lesson

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APPENDIX A

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APPENDIX B

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a) Find and circle 6 material has be given. SUGAR. SALT, COFFEE, FLOUR, PEPPER,SAND.

E F N A I X G K D U

K R E W R E P P E P

R H E S M A Y H Z A

L U F S I S G T J P

Y G F L A J Z U Q W

E A O D O L E U S K

D R C Y G U T B T C

N F K A B O R W M F

A C T W N L T C Z K

S F O M E D C I H U

b) Write the material can dissolve. . c) Write the material cannot dissolve. .

d) Give another material can dissolve and cannot dissolve.

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