HMEF5083 INSTRUCTIONAL TECHNOLOGY

1.0 SCIENCE DAILY LESSON PLAN

Date: 14 / 09 / 2021
Time: 10.30 – 11.30 am
Class: 3 Valluvar
Enrolment: 30 pupils
Learning Theme : Mixing Things
Learning Objective : Some materials can dissolve in water and some cannot.
Learning Outcome : At the end of the lesson Students will able:

 Are able to recognize that some materials can dissolve in water.

 record their observations in a table
Time required : 60 minutes
Strategy : Discussion, Group activity
Hypothesis : The materials dissolve when it can disappear in to a solvent.
Science Process skills:
 Observing
 Classifying
 Communicating

Manipulative Skills:
 Clean science apparatus

Thinking Skills:
 Grouping and Classifying
 Making Conclusion
 Attributing

Scientific Attitudes and Value:

 Being systematic
 Being cooperative
 Daring to try

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Learning aids and materials:

 Beaker
 Spoon
 Salt
 Sugar
 mustard
 curry powder
 sand
 milk powder

Phase Contents Teaching & Learning Remarks

(Time) Activities
Set The salt in the video 1. Teacher plays an animation video entitled SPS:
Induction disappeared because it “Lazy donkey”. Observing,
(5 minutes) was dissolved in the Classifying
river. 2. Teacher ask question
 What happened to the salt? Teaching aids :
 Where did salt go? Video clip,
laptop,
3. Then, teacher helps the pupils to tell that in projector, LCD
today’s lessons they going to investigate
whether all materials dissolve in water.
Eliciting Material that dissolved 1. Teacher divided pupils into four groups and
Ideas in the water will form a asks the group leader to come forward to
(25minutes) new physical feature collect all the materials.
known as solution. SPS:
- Sugar 2. Teacher distributes group worksheets and Observing,
- Salt instructs the pupils to do an experiment Classifying,
- Milk powder carefully. Communicating
.
3. Teacher ask pupils to fill up the beaker up to
half with water and add one tea spoon of
curry powder and stir it with spoon until Value:

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they can see the results. Daring to try,
cooperative,
4. Pupils require observing and recording their Being
findings on a table that provided. systematic

5. Repeat step 3 and 4 with other materials

such as:
Material that did not  Salt
dissolved in the water  Sugar Teaching aids :
will either sink or float  mustard power point
in the water.  sand presentation
- Curry powder
 milk powder
- Sand
- Mustard
6. Pupils check their observation by :
 tasting the solutions
 filtering the solutions
 Changing of the solutions.

7. Teacher ask question:

 Can you name materials that dissolved in
water?
 Can you name materials that do not
dissolved in water?

Materials that do not

dissolve in water can 8. Pupils from each group come forward and

be separate by using a write their findings on a whiteboard and

filter paper. read all together.

9. Teacher shows and explain to the pupils :

 The characteristics of materials that dissolve
in water.
 Materials that do not dissolve in the water
can be identified by using filter paper.
Restructurig Solution of salt and 1. Teacher asks pupils to prepare two types of SPS: Observing

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Ideas Mustard. solution. and Making
(15 minutes) 2. Teacher provides guidelines in how to fold a conclusions
Solution of sugar and filter paper. Then, asks the pupils to fold the
curry powder. filter paper. Then the pupils are asked to
place the filter paper in the funnel.
3. Teacher then asks the pupils to pour the
Solution of sand and solution of salt into the funnel that contain
milk powder. filter paper. TS: Attributing
4. Teacher then asks them to observe the filter
paper after all the solution has been filter.
Material that dissolved 5. Repeat the step 2, 3 and 4 with other
in the water will leave solutions. Values:
nothing behind the 6. Then, teacher explain to the pupils that Dare to try,
filter paper. material that did not dissolved in the water Being
will left waster or traces on the filter paper. cooperative,
Material that does not 7. Pupils do a conclusion by refer to the Being
dissolved in the water hypothesis. systematic.
will leave waste or
traces on the filter
paper
Application Some materials can SPS: Observing
(10 minutes) dissolve in water and 1. Pupils require answering questions based on TS: Attributing,
some cannot. today’s lesson. Grouping and
Classifying.
2. Pupils are grouping materials in the Teaching aids:
worksheets that provided. Powerpoint
Material that does not quiz,
dissolve in water can worksheets.
be separated by using Value:
filter paper Dare to try
TS: Attributing
Reflection Recalled back today’s 1. Teacher test pupils IQ regarding today’s
(5 minutes) Lesson lesson. MS : Clean
2. Teacher asks pupils to summarize today’s science
lesson. apparatus

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Question:
How we can detect
material that does not
dissolved in the water?
INSTRUCTIONAL TECHNOLOGY
3. Teacher asks the pupils to help her to wash
the beakers and clear the waste. Teaching aids :
4. Teacher encourage the pupils to try this Colour cards
experiment in their home by using different
materials to identified that some materials
can dissolve in water and some cannot.
5. Teacher requires students to search internet
to get more information related to the topic
in web resources below and print out all the
sample of experiments that they could find
through this website.

 http://pinterest.com/jeanoram/experi
ments-for-kids-science-fun
 URL: NBD4070.1bestarinet.

Reflection :
___________________________________________________________________________
___________________________________________________________________________

2.0 THE TARGET AUDIENCE

The target audience is a Year 3Valluvar at Java Lane National Primary School at
Seremban. They are nine years old. Learners in this age group learn basic skills in conducting
science experiment. All my students in year 3 Valluvar were excited when comes to
experiment that involved hand-on activities. There are no significant learning disabilities
which prevent student from understanding the required materials.

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3.0 APPLICATION OF GAGNE’S INSTRUCTIONAL DESIGN THEORY
Robert Gagne created a list of nine events of instruction that need to occur to help
increases student learning in classroom (Kelly, M. 2000). This report looks at these nine
events and how it can be implement them in science lesson plan above. Gagne’s Instructional
design theory has three major elements such as taxonomy of learning outcomes, internal and
external conditions and nine events of instruction.

3.1 TAXANOMY OF LEARNING OUTCOMES

Gagne (1985) has categorized the outcomes of learning into the five major groups such as
intellectual skills, cognitive strategies, verbal information, attitudes and motor skills. Gagne
states that it is important to know what kind of outcomes comprise the objectives of a unit of
instruction, because different strategies are essential to promote mastery of various outcomes.
In order to develop this lesson plan above, the teacher also concerned about five kinds of
capabilities of learners in class year 3Valluvar.

3.1.1 Verbal Information

It refers to organized bodies of knowledge that we acquired. For example, students
stating the definition of mixing things in science lesson above. In this lesson, teacher
expected students to be able to recall this knowledge on mixing things at the end of
lesson.

3.1.2 Cognitive Strategies

This element describes about a manner in which students guide their attending,
learning, remembering, and thinking to accomplish a task. For example, the teacher used
to adopting a strategy of asking oneself questions and play a video in set induction
section which enables the students to think and remember to the content.

3.1.3 Intellectual Skills

The lesson plan permits the students to carry out symbol-based procedures such as
draw attention to important of video clip into mixing things lesson. Intellectual has some
subcategories such as discrimination, concrete concept, defined concepts and rules and so
on (Stollings,L. 2007). By using the discrimination in this lesson plan, the
teacher can identify students’ capability to distinguish objects or features of
mixing things. Colors, shapes, sizes are examples of discriminations on things to be

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experimented. And, concrete concepts used to make sure that students have capability to
identify classes of concrete objects, features or events.

After that, the teacher wants students to defined Concepts of mixing things. This
is the capability of using definitions to classify things. For  example, classifying
things that “dissolve in water” and “do not dissolve in water” by using a definition.
Besides, teacher used rules to conduct experiment to ensure that students have
capability to apply a procedure to solve a problem . Then, higher order rules also
being concern in resulting learner’s critical and creative thinking skills in a problem
solving situation.

3.1.4 Motor skills

Human beings also learn some motor skills such as to ride a bike, to print letters or to
draw a straight line (Stollings, L. 2007). These are the most obvious kinds of human
capabilities to observe. In this science lesson, students were given physical task by group
and also individual to make sure that they really understand the topic.

3.1.5 Attitudes

This category is often called as “affective domain”. The effect of an

attitude is to amplify an individual’s positive or negative reactions toward some person,
thing or situations (Clendaniel, D.W. 2003). The teacher wants to observe how the
student’s attitude in her science lesson does affect pupils’ choices. For instance, if a group
of student chooses to use test other things that dissolve in water rather than what is
provided by the teacher, it is their attitudes.

3.2. CONDITIONS OF LEARNING

Gagne puts forward that learning requires the presence of some conditions (Meral
Aksu, 2010). He calls these conditions as learning condition. These conditions should be
provided so that learning can take place. He examines learning conditions in two main
categories;

3.2.1 Internal Condition

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These are previously students learned internal states. These conditions are factual
information regarding mixing things, intellectual skills and strategies to use it. Factual states
can either be presented or recalled from prior learning. Intellectual skills are recalled from
prior learning. Strategies are either cued or self-activated from prior practice (Khadjooi, K.,
Rostami, K. & Ishaq, S. 2011).

3.2.2 External Condition

External conditions are the conditions arranged by the science teacher to support
internal conditions. External conditions are mainly about the presentation and arrangement of
the materials that dissolve in water and do not dissolve in water in table form. Gagne’s put
external conditions, into three aspects such as contiguity, repetition and reinforcement.

3.3 USING 9 STEPS IN SCIENCE LESSON PLAN ON GAGNE’S EVENTS OF

INSTRUCTION

The events of instruction are designed to make it possible for the learner to
proceed form “where he is” at the beginning of a lesson to the achievement of the capability
identified as the lesson’s objectives (Meral Aksu, 2010). These events of instruction are to aid
the learning process. The events of instruction are external to the learner but they aim to
support the internal process of learning. The events listed below can change their order in a
course. By no means, all of these events are provided for this science lesson above.

3.3.1 Gain attention

In order for any learning to take place, the teacher must first capture the
attention of the student. An animation video entitled “Lazy donkey” that accompanied
by sound effects or music startles the senses with auditory or visual stimuli of year 3
students. An even better way to capture students’ attention, the science teacher started
the lesson with a thought-provoking question regarding mixing things’ topic.
Curiosity motivates students to learn more.

3.3.2 Informing learners of objectives

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In this science lesson, students should encounter a list of learning objectives.
This initiates the internal process of expectancy and helps motivate the learner to
complete the lesson. Typically, learning objectives in above lesson are presented
whereby the teacher helps the pupils to tell that in today’s lessons they are going to
investigate whether all materials dissolve in water or not.

3.3.3 Stimulate recall of prior learning

Associating new information with prior knowledge about sugar, milk powder,
curry powder and salt that used in daily life which can facilitate the learning process.
It is easier for students to encode and store information in long-term memory when
there are links to personal experience and knowledge. A simple way to stimulate
recall is to ask questions about previous experiences, an understanding of previous
concepts, or a body of content. For example, after the students knew that salt dissolve
in water by watching video clip, than they did experiment using different materials
and grouped the things

3.3.4 Present the content

This event of instruction is where the new content is actually presented to the
students. Gagné says that “organization is the hallmark of effective instructional
materials.” Organizing your lesson to make the content flow can help students
understand and learn (Wei, 2012). Content should be chunked and organized
meaningfully, and typically is explained and then demonstrated. The science teacher
gives students step-by-step in how to do the experiment accordingly.

3.3.5 Provide "learning guidance"

To help learners encode information for long-term storage, additional

guidance should be provided along with the presentation of new content. The science
teacher conducted the conversation by asking leading questions that guide the year
three student to discovering and revealing the desired information about mixing
things. Another guidance strategies that used by the teacher is provides guidelines in
how to fold a filter paper in restructuring ideas’ section.

3.3.6 Elicit performance (practice)

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In this event of instruction, the year three student is required to practice the
new skill on mixing things’ topic. For example, teacher asks pupils to prepare two
types of solution do investigate that materials that do not dissolve in the water can be
identified by using filter paper. Students were required to actively participate in the
experiment and observation and record the findings. The assign meaningful
worksheets and activities by teacher; give clear and concise instructions incorporate
group work when doing experiment.

3.3.7 Provide feedback

As students practice new behavior it is important to provide specific and

immediate feedback of their performance. The teacher continuously provides
constructive feedback relating to students’ experiment and discussion about the
dissolving materials. Immediate feedback on learner’s performance will help to
correcting errors and improve their findings.

3.3.8 Assess performance

Upon completing this unit, students have given the opportunity to complete
the worksheets. For example, in application’ step, the year three pupils were required
answering questions based on today’s lesson and grouping materials in the worksheets
that provided. It’s a kind of formative assessment. This assessment should be
completed without the ability to receive additional coaching, feedback, or hints. A
commonly accepted level of mastery is 80% to 90% correct.

3.3.9 Enhance retention and transfer

Students were provided with two web resources to find more information about
dissolve materials’ experiment and view teacher’s URL FROG bestarinet and
download all the notes regarding this lesson to be use as references. Besides, science
teacher also suggests students to test this experiment using different material at home.
It’s a hidden curriculum whereby students applying what they learned in real-life
situation (home).

4.0 DISCUSSION

At the end of set induction lesson, students will be able to tell that in today’s lessons
they’re going to investigate whether all materials dissolve in water by watching cartoon video
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clip. And, in the second eliciting ideas, the pupils successfully did an experiment carefully in
groups and they could record their findings on a table that provided. In the third section of
restructuring ideas, the students did an experiment again to recognize that materials which did
not dissolved in the water will leave waster or traces on the filter paper and make conclusion
by refer to the hypothesis. At the end of application level, the students could answer
questions asked by teacher and completed the worksheet based on today’s lesson. Finally at
the end of reflection, almost all the student could easily summarized the lesson regarding
mixing things. In short, the learning outcomes had been successfully achieved by the
students.

5.0 CONCLUSION

Applying Gagne's nine-step model into science lesson plan is the single best way to
ensure an effective learning process in the classroom. To conclude, Gagné’s nine events of
instruction really provide a framework for planning and delivering instruction. It works
across types of learning outcomes. The manner in which the events of lesson are
implemented by the science teacher may vary greatly. In a given learning situation, some
events may be shortened or lengthened based on the students’ needs, nature of the class and
time availability. However, to ensure effective teaching and learning process, as a teacher we
encourage incorporating all events to help support a well-designed lesson plan.

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