Tajuk

Penulis
Pengenalan:
Amalan sains dan kejuruteraan yang diberi fokus:
Kemahiran abad ke-21/ nilai/ sikap saintifik yang diberi fokus:
Ringkasan aktiviti:
Senarai alat dan bahan: ​(Nyatakan bilangan bagi setiap item untuk satu kumpulan berempat)
Masa:
Perancangan PdP

PERINGKAT 1: HASIL DIHARAPKAN (Identify Desired Results)

Hasil Pembelajaran

Sains Subjek B ​(optional)

Tahun/ Tingkatan:
Standard Kandungan: Tahun/ Tingkatan:
Standard Pembelajaran: Standard Kandungan:
Standard Pembelajaran:

Subjek C ​(optional) Subjek D ​(optional)

Tahun/ Tingkatan: Tahun/ Tingkatan:
Standard Kandungan: Standard Kandungan:
Standard Pembelajaran: Standard Pembelajaran:

Understanding Essential Question

● What are the ‘big ideas’?
● What enduring understandings about them
are desired?
● What misconceptions are predicted?
Students will understand that…
1.
2.
What provocative questions will foster inquiry,
understanding (as opposed to recall), and
transfer of learning?
Note​: Essential questions are non-judgmental,
open-ended, meaningful, purposeful, provoking,
spark high-order thinking, lead to additional
questions, require supports and justification,
towards transferable ideas

1.
2.

● What key knowledge, skills, attitude, value and ethics will students acquire as a result of this
unit?

Note​: Contoh kemahiran seperti amalan sains/ kejuruteraan, kemahiran proses sains,
kemahiran berfikir aras tinggi, deep learning competencies (6C), kemahiran abad ke-21 dan
sebagainya.

● What should they eventually be able to do as a result of such knowledge and skills?
 Note​: Understanding is revealed when students autonomously make sense of and transfer their
learning (i.e. the ability to effectively use content knowledge and skills) through authentic
performance. The ability to explain, apply, analysis, evaluate, and create (see Bloom’s
Taxonomy) can serve as indicators of understanding/ transferring learning.

Pengetahuan Kemahiran
Students will know… Students will be able to…
1. 1.
2. 2.

PERINGKAT 2: BUKTI PENTAKSIRAN (Determine Assessment Evidence)

Performance Task
● Through what ​authentic​ performance tasks
will students learn/apply/improve 21st
century skills or deep learning
competencies ​and​ demonstrate the desired
results in Stage 1?
● By what criteria will students’
performances and products be judged?
(with assessment rubrics in mind)
Other Evidence (What other evidence needs
to be collected in light of Stage 1 Desired
Results?)
● Through what other evidence (e.g. quizzes,
tests, academic prompts, observations,
work samples, journals) will students
demonstrate achivement of the desired
results in Stage 1?
● What will students reflect upon and
self-assess their learning?

Note: Assess both ​process​ and ​product ​of students’ learning.

PERINGKAT 3: PELAN PEMBELAJARAN (Plan Learning Experiences)

Aktiviti Pembelajaran

What learning experiences will enable students to learn/ apply/ improve 21st century skills or deep
learning competencies, and demonstrate the desired results?

Plan lesson with assessment in mind.

Engage
The teacher or a curriculum task accesses the learners’ prior knowledge and helps them become
engaged in a new concept through the use of short activities that promote curiosity and elicit prior
knowledge. The activity should make connections between past and present learning experiences,
expose prior conceptions, and organize students’ thinking toward the learning outcomes of current
activities.

Explore
Exploration experiences provide students with a common base of activities within which current
concepts (i.e., misconceptions), processes, and skills are identified and conceptual change is
facilitated. Learners may complete lab activities that help them use prior knowledge to generate
new ideas, explore questions and possibilities, and design and conduct a preliminary investigation.

Explain
Asking students to demonstrate their own understanding of the implications of a scientific idea by
developing their own explanations of phenomena, whether based on observations they have made
or models they have developed, engages them in an essential part of the process by which
conceptual change can occur.

Note: ​The products of science are explanations​. The goal of science ​is to construct explanations
for the causes of phenomena. Students are expected to construct their own explanations, as well as
apply standard explanations they learn about from their teachers or reading. An explanation
becomes accepted when it has multiple lines of empirical evidence.

Elaborate
Teachers challenge and extend students’ conceptual understanding and skills. Through new
experiences, the students develop deeper and broader understanding, more information, and
adequate skills. Students apply their understanding of the concept by conducting additional
activities.

Evaluate
The evaluation phase ​encourages students to assess their understanding and abilities and provides
opportunities for teachers to evaluate student progress toward achieving the educational objectives.
Note: Assessment is a continuous activity, not something to be dealt with only at the end of a unit
of study.

Are the learning events in Stage 3 aligned with Stage 1 goals and Stage 2 assessments?

Soalan penilaian dan refleksi:

Lampiran:

PowerPoint slide dan video (jika ada):

Panduan Untuk Fasilitator/ Guru:

Rujukan: