Template Perancangan PdP

PERINGKAT 1: Hasil diharapkan (Desired result)

Hasil Pembelajaran

Sains Subjek B (optional)

Standard Kandungan: Standard Kandungan:
Standard Pembelajaran: Standard Pembelajaran:

Subjek C (optional) Subjek D (optional)

Standard Kandungan: Standard Kandungan:
Standard Pembelajaran: Standard Pembelajaran:

Big Idea / Enduring Understanding Essential Question

What are the big ideas? What provocative questions will foster inquiry,
What enduring understandings about them are understanding, and transfer of learning?
desired?
(Rujukan tambahan: http://bit.do/eKbfd ) 1.
2.
Students will understand that… 3.

Pengetahuan Kemahiran
What key knowledge will students acquire as a What key skills will students acquire as a result
result of this lesson? of this lesson?

Students will know… Students will be able to…

PERINGKAT 2: BUKTI PENTAKSIRAN (Assessment Evidence)

Performance Task (How will we know if Evidence (What will we accept as evidence of
students have achieved the desired results?) student understanding and their ability to
use (transfer) their learning in new
 Apakah tugasan pembelajaran yang boleh situations?)
menunjukkan pencapaian pelajar dalam SK
dan SP? Pengumpulan bukti:
 Apakah kriteria yang digunakan untuk  Proses
mentaksir pencapaian tugasan  Produk
pembelajaran yang pelajar tunjuk atau
hasilkan? Merangkumi:
 Pengetahuan
 Kemahiran
 Kompetensi 6C, Kemahiran Abad Ke-21

Bukti Lain:
 Bukti lain (kuiz, ujian, pemerhatian,
jurnal) menunjukkan pencapaian pelajar.
 Kaedah pelajar melakukan refleksi
terhadap pembelajaran mereka.
 PERINGKAT 3: PELAN PEMBELAJARAN
Aktiviti Pembelajaran (Berdasarkan Model Instruksi 5E)

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?