Competency Map
Chapter 1 The Nature of Science
Students are able to explain the
importance of research
From the given problem, students
are able to make testable question
Define what is testable
question
Grade 5 Santa Laurensia Primary School
After define a problem, students create a scientific report to
find the solution of their problem by using either design
process or scientific method
Students are able to draw conclusions and Students are able to explain each step-in
support them by using evidence design process ini berdiri sendiri ya?
Students are able to collect data from
simple experiment using tools correctly
From article given, students are able to
Students are able to paraphrase a
differentiate plagiarism and
short article given honestly
paraphrasing ini kok aneh dari artikel
kmd membedakan?
Students are able to explain the Students are able to Students are able to find a
characteristics of valid and invalid identify valid and invalid valid source from a
source source problem then explain why
is it valid.
From the given problem, students Students are able to explain different
explain what is the first thing scientist types of investigation ini bisa
must do to find the solution masukan steps of design process,
steps of scientific method
 STAGE 1 - DESIRED RESULT
ESTABLISHED GOALS / STANDARDS TRANSFER
After choosing which types of investigations Students will independently use systematic ways (scientific method or design process to solve daily problems
that they have to use, finding valid source
MEANING
and paraphrase it, students find the solution
of their problem by using either design UNDERSTANDING ESSENTIAL QUESTIONS
process or scientific method then report it in  A valid source / reference must be based on  How can we know that a source is valid / invalid?
an organize way. the scientist’ agreement and also verified  How can we paraphrase a source?
After define a problem, students create a by other scientists  What is testable question?
scientific report to find the solution of their  Paraphrasing mean rewrite information  What is scientific method
problem by using either design process or from references by using our own words.  What is design process?
scientific method (emphasized on valid  Testable question is a question that requires  How to engineer use design process to create a
resources, paraphrase, …) an experiment to find the answer product?
 Design process is a systematic way to  How do we solve problems by using scientific method?
Competencies: pastikan dengan map sama create product  Why do we have to use scientific method or design
gak, yang mana yang benar, yang ini atau  Scientists use scientific method or design process to solve problems systematically?
map. process to solve problems systematically
1. Explain different types of investigation ACQUISITION
2. Choose proper types of investigation for COMPETENCY MAP
particular problem.
ATTACHED
3. Define what is testable question
4. Explain why valid resources are very
important
5. Explain Characteristics of a valid source
6. Identify and find valid source from the
given problem
7. Differentiate a plagiarism article and
paraphrase article
8. Paraphrase a short passage using their
own words honestly and correctly
9. Collect data from an observation
10. Draw a conclusion that is supported by
evidence
11. Students are able to explain every step-
in design process
STAGE 2 - EVIDENCE
EVALUATIVE CRITERIA ASSESSMENT EVIDENCE OTHER EVIDENCE
Rubric attached Assessment on Process QUIZ
Students create a scientific report from an TEST
investigation
 STAGE 3 – LEARNING PLAN
APPROACH IMPLEMENTATION
Meeting 1: ii belum saya cek, nanti setelah yang atas sudah kita sepakati saya akan cek
Competency: Explain how scientist investigate problems in many different ways

Engagement: Socratic questioning / video Synchronous Learning

Students will watch a video that shows a problem
Students will answer some questions from teacher about the video.
The questions are:
What was the video about? Was that a daily problem? How do you think scientist solve the
problem? What is the first step that scientists do to solve the problem?
At the end, students will answer how scientist can solve that problem and what is the first step
of the systematic way that scientist use? Ini kok di engagement?
Exploration and explanation Yang di explore itu apay a? Interactive learning Synchronous Learning
After students mention the first step of the scientific method, students will then answer what is Individual
the difference between scientific question and testable question. discussion
Students will explain what is the testable question
From the illustration in the video about the sliced apple turns brown, students will then answer
what is the second step after making the question (Do research)
Students will read a short passage from an article in power point presentation
Students create a testable question after reading the article. The expected testable question is
“Which types of liquids can prevent the sliced apple from oxidation process best?”
Students will then identify the variables which exist in that question
After that, students will be answering if they want to find the answer from the question they have
create, which type of investigation they have to use? (Model, sampling, surveys or experiment)
Students will then explain why it is not model, sampling or surveys. Why they have to do
experiment
Students will then answer the question in presentation “What is the systematic way to do
experiment properly?”
The answer is scientific method. Students will finally answer that the first step in scientific
method is asking questions.
Elaboration and evaluation: Discussion Synchronous Learning
From there students will be given some problems then they have to make the testable questions.
Meeting 2 Synchronous Learning
1. Identify valid and invalid sources
2. Make a paraphrasing
Engagement
Students will read the information in the textbook about how to identify valid and invalid
sources.
After that, students will be shown two different articles from different sources then answer
which one is valid and which one is invalid?
Exploration and explanation Interactive learning Synchronous Learning
Students and teacher will be discussing steps to find reliable or valid sources. Then Students will
complete the table in the worksheet
https://docs.google.com/document/d/1EeTqdyEw5PHAKCnX13KUz8bTV2RWmnvgTqpwljZX
Qrw/edit?usp=sharing
in this worksheet, students will be given an article, they have to complete the components that
must be fulfilled so that the source is considered as reliable source.
After this, students and teachers will be discussing about steps to make a good paraphrase.
Students and teacher will discuss how to paraphrase a particular article given
https://docs.google.com/document/d/1sTOk6ikpOhjP-VVwx--
nLhT5TsWjTuKrSXIblGER2bo/edit?usp=sharing

Elaboration
students will make a paraphrase from the short passage given Interactive learning Synchronous Learning
Individual
discussion
Evaluation
Teacher and students will be discussing the answer.
Meeting 3 Interactive learning Asynchronous Learning
Identify and find valid source from the given problem Individual Synchronous Learning
discussion
Engagement
Review previous lesson
Elaboration
Students will find a valid source for the given problem
Students voluntarily explain why the article they chose is valid.
Other students give comments.
Evaluation
Teacher will be discussing some articles
Meeting 4
1. Differentiate a plagiarism article and paraphrase article
2. Paraphrase a short passage using their own words honestly and correctly

Engagement:
Students will be watching a video about different types of plagiarism
Students will be watching a video about plagiarism in education
Students will explain what they have to do to avoid plagiarism in education
The expected answer is “doing paraphrasing”
Exploration:
Students will be given two articles: copy pasted articles with the one which has been
paraphrased.
Students will read and differentiate between the two articles
Students will voluntarily explain why
Students will paraphrase a short article in google docs.
Elaboration
Students will have to paraphrase a longer information from the textbook in page 13
Evaluation
Teacher recalls what students have learned that day then give a homework Textbook page 7 - 11
Meeting 5
Quiz 1 Individual task Asynchronous Learning
Meeting 6
1. Collect data from an observation
2. Draw a conclusion that is supported by evidence

Exploration and explanation

Students will be doing experiment with their teacher Students centred. Experiment Synchronous Learning
The experiment is about How does amount of salt affect the density of the water. Asynchronous Learning
Materials: eggs, transparent glass, water, salt, spoon
Meeting 7
Explanation
In this meeting, students will be voluntarily reporting the result about their previous experiment Interactive learning Synchronous Learning
Individual
After that they have to submit the report to google classroom discussion Asynchronous Learning
Students will answer questions in the textbook page 13-19 Asynchronous Learning
Evaluation
Teacher and students will be discussing the answer Synchronous Learning
Meeting 8
Students are able to explain every step-in design process
Engagement
Students will voluntarily explain why there is technologies Interactive learning
What is the technology for? Individual
How to create a technology? Is there a systematic way? discussion
Students will watch a video about technology
Exploration and explanation
Students and teachers will be discussing about every process in design process
 Students will be given a problem, then by using design process, they have to create a plan.
Evaluation
Students will be answering Textbook page 61 - 67
Meeting 9
Assessment
Students choose any problem. Students centred. Experiment Asynchronous Learning
They have to choose the types of investigation they have to use
Then they will choose which method they have to use in order to solve their problem (scientific
method or design process)
Meeting 10
Students continue to make the report from the previous activitiy Interactive learning Synchronous Learning
Meeting 11 Individual
discussion
Discuss text book page 21-31 Asynchronous Learning
Will be continue in the next meeting
Meeting 12
Continue discussion from the previous meeting Asynchronous Learning
Meeting 13
DAILY TEST

Science Coordinator Designer

Jeane Tjandra Budiagung Science Teacher