SGDC 5043 CURRICULUM DESIGN AND DEVELOPMENT: THEORY AND PRACTISE

LECTURER : DR.NURULWAHIDA BINTI HJ AZID @ AZIZ

Multi Intelligences test report

Learning styles test report
Left/Right Brain test report

Prepared by:

LOGAMALAR A/P CHEGARAN

(823545)
 LESSON PLAN

Subject : Science

Class :6

Number of students : 25

Date/ Day : 06.12.2018/ Thursday

Duration : 10.45 am – 11.45 am (60 minutes).

Topic : Vertebrates

Learning Objectives : By the end of the lesson,pupils will be able to:-

1. List of 5 types of animals and state their characteristics.

Teaching and Learning Strategy

Phase
Teacher
1. Divide pupils into 5 home
groups of 5 students.
Phase 1 2. Each pupils in each home
group will get handout of the
Information lesson.
Gathering Example:Home group 1’s are
assigned mammal, 2’s are
( 10 minutes)
assigned bird,3’s are fish,4’s
are reptle and 5’s are
Amphibians.
3. Assign segments strategically
based upon ability.
Remarks
Pupils
1. Pupils read over their Handouts
segment at least twice and
become familiar with it.
(There is no need for them
to memorize it)
2. No discussion is expected
at this point.
3. Pupils interact with
handout by
highlighting,underlining
or circling important
points.
 Phase 2 1. Form expert groups by 1. Pupils from other home Experts
grouping all the 1’s groups with similar Sheets
Expert together,the 2’s together,the concepts get together in
Meetings 3’s together.4’s together and the expert groups to
5’s together. become an expert in their
( 20 minutes) respective fields.
2. Pupils in expert groups
give more examples of
types of vertebrates.
3. Pupils in expert groups
lead and participate by
sharing in various content
in many creative ways.
4. Pupils fill the Experts
Sheets.

1. Ask pupils return to their 1. Pupils return to their home Group

Phase 3 home groups. groups. meetings
2. Pupils present their
Team Report 2. Ask pupils expert in their own segments to their groups
segment to teach their group and discuss their topic.
( 20 minutes) members. (teach,explain,give
examples and ask
3. Teacher discourage students questions)
from reading the matter from
the paper.

 Give an individual quiz.  Pupils quickly come to https://

Phase 4 realize that these sessions www.propr
are not just fun and games ofs.com/
Evaluation but really count. quiz-
and school/
 Pupils receives
Recognition quizreport.
Certificates of
php?
( 10 minutes ) Achievement title=verteb
rates_4&si
d=1900467
78
 SGDC5063
CURRICULUM LEADERSHIP AND
MANAGEMENT

INDIVIDUAL QUIZ

LINK :

https://www.proprofs.com/quiz-school/quizreport.php?title=vertebrates_4&sid=190046778

PUPILS RECEIVES CERTIFICATE OF ACHIEVEMENT

EXAMPLE :
 SGDC5063
CURRICULUM LEADERSHIP AND MANAGEMENT

LECTURER :

PROF.DR ABDULL SUKOR SHAARI

ARTICLE REVIEW

Developing Curriculum Leadership in Schools: Hong Kong perspectives

Prepared by:

LOGAMALAR A/P CHEGARAN

(823545)
 RANCANGAN PENGAJARAN HARIAN

Matapelajaran : Sains

Kelas :6

Jumlah murid : 30

Tarikh/Hari : 05.12.2018/ Rabu

Masa : 9.15 pg – 10.15 pg (60 minit).

Topik : Pengurusan Bahan Buangan

Objektif pengajaran : Pada akhir pengajaran dan pembelajaran murid- murid dapat:

i. Menyatakan contoh bahan buangan.

ii. Menjelaskan mMENTelalui contoh pengurusan bahan buangan secara terancang.

Pengajaran dan pembelajaran PdPc

Langkah catatan
Guru Murid
1. Guru menayangkan sedutan 1. Murid menerangkan apa Sedutan
filem. yang mereka lihat dan filem
Phase 1 2. Guru membuat rumusan dan faham tentang sedutan
https://
mengaitkan jawapan murid filem tersebut.
Introduction www.youtu
dengan pembelajaran hari be.com/
( 5 minit) ini. watch?
v=qAEacG
pDgW0

1. Guru memulakan pengajaran 1. Melalui bantuan ‘Slide https://

Phase 2 dengan menunjukkan share’murid menerangkan www.slides
tayangan ‘Slide share’bertajuk pembuangan secara hare.net/
Presentations terancang pembuangan Juesukri/
Pengurusan Bahan Buangan
tidak terancang dan ppt-bahan-
( 20 minit) dan diikuti rumusan oleh kesannya terhadap alam buangan-
guru. sekitar seperti pencemaran t6-2
2. Guru mengukuhkan
 pemahaman murid
menerangkan definisi bahan
buangan dan contoh bahan
buangan seperti bahan
buangan domestik, bahan
bahan buangan organik,bahan
buangan kimia.
1. Guru meminta murid duduk
Phase 3 dalam kumpulan.
Guided 2. Murid diberikan satu
practise lembaran kerja yang
memerlukan murid mengisi
( 20 minutes) tempat kosong berdasarkan
apa yang telah mereka lihat
dan pelajari sebentar tadi.
3. Guru membiarkan murid
mencari penyelesaian
daripada perbincangan
kumpulan.
4. Guru memastikan murid
memahami bahan yang
diberikan.
5. Guru memantau setiap
kumpulan murid untuk
memastikan mereka mengikut
apa yang dikehendaki oleh
tugasan dan penglibatan
semua ahli kumpulan dalam
perbincangan.
Phase 4 1. Murid diberikan satu
lembaran kerja yang
Independent memerlukan murid mengisi
practice
tempat kosong berdasarkan
( 10 minutes ) apa yang telah mereka lihat
dan pelajari sebentar tadi.
udara, air dan penyakit.
1. Murid berpindah ke Lampiran 1
kumpulan masing-
masing yang telah
dibentuk oleh guru.
2. Murid membuat
tugasan, iaitu
membina satu peta
minda tentang apa
yang telah mereka
pelajari tadi
berdasarkan lembaran
kerja yang disediakan
oleh guru dalam
kumpulan.
(Murid diingatkan
bahawa kejayaan
kumpulan adalah
mengikut prestasi dan
kerjasama semua ahli
kumpulan ).
3. Ketua kumpulan
melaporkan hasil
tugasan peta minda.
4. Murid bersama guru
membuat rumusan
hasil kerja.
1. Murid mengisi Lampiran 2
lembaran kerja
berdasarkan apa yang
telah mereka dipelajari.
 Phase 5 1. Guru memberikan maklum 1. Murid menjawab soalan
balas tentang pembelajaran kuiz untuk menguji
Increasing hari ini. kefahaman mereka.
Motivation
2. Guru memberikan
( 5 minutes) penghargaan kepada
kumpulan yang berjaya dan
kumpulan yang berjaya
meningkatkan prestasi
mereka.
 LAMPIRAN 1

1. Berikan maksud bahan

………………………………………………………………………………………………
………………………………………………………………………………………………

BIL
JENIS BAHAN BUANGAN SUMBER BAHAN BUANGAN
.

1. Bahan buangan domestik

2. Bahan buangan kimia

3. Bahan buangan organik

PEMBUANGAN TERANCANG PEMBUANGAN TIDAK TERANCANG

CARA FAEDAH CARA KESANNYA

1. Gunakan tong 1. Pembuangan
sampah sampah merata-
rata
2. Tanam bahan 2. Membuang bahan
buangan organik buangan ke
dalam air
3. Ditempatkan di 3. Melepaskan
tempat pelupusan bahan buangan ke
 sampah udara
4. Pembakaran
sampah di
insinerator
5. Memasang
penapis di
corong kilang
6 Merawat bahan
buangan sebelum
dibuang
7. Kurangkan
penggunaan
bahan
LAMPIRAN 2

BAHAN BUANGAN

PEMBUANGAN TIDAK TERANCANG

CARA FAEDAH

1. Gunakan tong sampah

2. Tanam bahan buangan organik

3. Ditempatkan di tempat pelupusan sampah

4. Pembakaran sampah di insinerator

5. Memasang penapis di corong kilang

6. Merawat bahan buangan sebelum dibuang

7. Kurangkan penggunaan bahan

 PEMBUANGAN TIDAK TERANCANG

CARA KESANNYA

1. Pembuangan sampah merata-rata

2. Membuang bahan buangan ke dalam air

3. Melepaskan bahan buangan ke udara

SGDC 50034 MODELS OF INSTRUCTIONS

LECTURER :ASSOC.PROF.DR. MOHD IZAM BIN GHAZALI

CONCEPT ATTAINMENT MODEL

 Prepared by:

LOGAMALAR A/P CHEGARAN

(823545)
 LESSON PLAN

Subject : English

Class :4

Number of students : 25

Date/ Day : 06.12.2018/ Thursday

Duration : 10.45 pg – 11.45 pg (60 minute).

Topic : Adjectives

Learning Objectives : By the end of the lesson,pupils will be able to:-

1. know that a Adjectives describes people or things.

2. identify the difference between Adjectives and Adverb through visually represented in word.
 Teaching and Learning Strategy
Phase Remarks
Teacher Pupils

1. Teacher presents YES 1. Pupils compare the Yes No

Phase 1 examples and NO examples
on the board.
Presenting 2. Teacher instruct pupils to
Example form a hypotheses of the
concept.
( 10 minutes) 3. Teacher asks questions:
According to the ‘YES’
examples can you judge
today’s lesson topic?
concept in YES Tim was quick. Tom ran quickly.
examples and NO  Pat’s bird looks good. Pete’s bird sings well.
examples.
2. Pupils name the concept
that all the YES
examples fit under. 

Phase 2 1. Teacher will have both 2. After giving a silent Yes No

positive and negative minute to think about Tammy sweater is She cries laudly.
Analyzing examples written on hypotheses, allow beautiful.
hypotheses individual post-it notes and students to join in group Patricia is clever girl.
a Yes/No T-chart on the discussion and list the
(15 minutes) board. hypotheses on a different
2. Teacher will put a few area of the board.
examples under the correct
columns to start with.
3. Teacher ask questions
again.
E.g: Can you guess the
topic we are going to learn
today?
 1. After adding a few more 1. The students giving Teacher : What is the definition regarding your
Phase 3 sentences examples, the definition to their hypothesis?
hypothesis list can be edited hypotheses.
Closure and ultimately narrowed Teacher : Why do you choose the particular topic?
down to one.
( 20 minutes)
2. After agreeing upon a
definition from narrowing
down the hypotheses

Phase 4 1. Teacher appreciate the 1. Pupils apply knowledge

pupils on using their by other examples and
Application critical thinking skills to non-examples.
figure it out.
( 15 minutes )
2. Review with them that they
achieved the goal by using
YES and NO examples and
eliminating the hypotheses
that didn’t quite fit.
 YES NO

Tim was quick. Tom ran quickly.

Pat’s bird looks good. Pete’s bird sings well.

Tammy sweater is beautiful. She cries laudly.

Patricia is clever girl.

 SGDC 50034 MODELS OF INSTRUCTIONS

LECTURER :ASSOC.PROF.DR. MOHD IZAM BIN GHAZALI

THE INDUCTIVE MODEL

Prepared by:

LOGAMALAR A/P CHEGARAN

(823545)
 LESSON PLAN

Subject : Science

Class :4

Number of students : 35

Date/ Day : 06.12.2018/ Thursday

Duration : 9.15am – 10.15am (60 minutes).

Topic : Animals

Learning Objectives : By the end of the lesson,pupils will be able to:-

1. identify a variety of animal species

2. differentiate between carnivores, herbivores, and omnivores.
 Teaching and Learning Strategy
Phase Remarks
Teacher Pupils
Warm-up activity 1. Pupils answering questions Are these all animals alike?
1. Ask students to name the by teacher. (Students’ response:No)
animals present in their
surroundings. How they are different?
Introduction 2. Make a list of these animals on (Students’ response may be
board. Conduct a questioning include the size, color and
( 10 minutes) answering session. living habitat of animals)
3. Teacher explain animals can
be classified into three groups, Do they eat the same kind of food?
according to the kinds of food (Students’ response: No)
they eat.
Are the animals also different with
reference to their feeding habits?
(Students’ response: Yes)
1. Divide the class in groups. 1. Pupils think up and compare    Teacher observes pupils discussion
Phase 1 2. Now ask the groups to make a animals food they eat. in groups.
table showing at least six 2. Pupils sort out the
The Open-Ended different animals and their animals’ list into these
Phase feeding habitats i.e. the food three categories.
items they eat.
(10 minutes) 3. Introduce and define the terms
herbivore, carnivore and
omnivore.

Phase 2 1. Teacher asks questions to 1. Pupils provide insight into The teacher asks each group to present
students about what they the types of animals and the findings of the discussion
The convergent understand after list into these differences they understand
three categories. from the table.
Phase 2. Pupils learn about differentiate
between carnivores, herbivores,
( 15 minutes) and omnivores.

1. The group asked each group to 1. Pupils attach animal

attach animal pictures to their pictures to their food they
Phase 3 food they eat in the attached eat in a packed paper that
paper. has been given in groups.
2. Teachers provide each
(10 minutes) collection of animal pictures
and 3 empty labeled papers
(carnivores,herbivors and
omnivores)
 SGDC 50034 MODELS OF INSTRUCTIONS

LECTURER :ASSOC.PROF.DR. MOHD IZAM BIN GHAZALI

THE INTEGRATIVE MODEL

Prepared by:

LOGAMALAR A/P CHEGARAN

(823545)
 LESSON PLAN

Subject : English

Class : Form 1

Number of students : 30

Date/ Day : 06.12.2018/ Thursday

Duration : 9.15am – 10.15am (60 minutes).

Topic : Poem

Learning Objectives : By the end of the lesson,pupils will be able to:-

1. Identify the elements of a poem: form, rhyme scheme, author’s purpose, speaker and mood of the poem.

1. Identify author’s purpose in writing a poem.

 Teaching and Learning Strategy
Phase Remarks
Teacher Pupils
1. Teacher will introduce 4-5 poems to 1. Students with the same poems Handout with the
the class by sharing a summary of will be in groups together. following questions :
Phase 1. each. While in their groups, the
1. How are the words
Describe, 2. Teacher will ask students, “From my students will each read the
organized on the
Compare and summaries, choose a poem that poem aloud. page?
Search for sounds interesting to you.” 2. After students have each read 2. Do any words
Patterns 3. Teacher instruct students to break their poems. rhyme?
into groups based on what poems students will discuss and 3. What was the
( 15 minutes) they have chosen. respond to these questions poet’s purpose in
4. Teacher will pass out a handout with within their group. writing this piece?
4. Who is the speaker
the following questions. 3. After discussing both poems,
in the poem?
5. Next, the teacher will handout a students will return to their 5. What is the mood
second poem to groups. The teacher seats and be given a graphic of the poem?
will instruct students to do the above organizer to record the 6. What meaning
activity with the second poems. similarities and differences they does the poem
observed in the two poems. have for you?

1. Teacher will then ask students to 1. After student groups have     
Phase 2 share similarities and differences, by completed reading and
a raise of hands. discussing two poems, students
Explain
will be instructed to return back
Similarities
to their individual seats.
and
2. Students record the similarities
Differences
and differences on a graphic
(15 minutes) organizer worksheet.
 Phase 3 1. Teacher will now ask students a few 1. Students will be called on to
questions as listed below: answer the questions orally to
Hypothesize  “Students who read, Ghost the class, and can write down
Outcomes for House, what if the author had notes if they like.
Different written about a train station
Conditions instead of a house?
( 20 minutes)  How would this poem have
been different? Would the
lines/stanzas be different?
 Would the mood or meaning
change? What do you think?”
 “Students who read, We Wear
the Mask, what if the author
had used the metaphor of a
coat, instead of a mask?
 How would the poem have
been different? Would the
lines/stanzas be different?
 Would the mood or meaning
change? What do you think?”

Phase 4 1. Teacher guide the students to make 1. Students take out their student
generalizations about what they have journals and write their
studied. summaries about what they
Generalize to
2. Teacher ask students to share what have learned by reviewing their
Form Broad
they have learned with the class. graphic organizers and thinking
Relationships
back to their discussions in their
groups.
( 10 minutes ) 2. Students review their