PRACTICUM GUIDELINES

FOR KPLI

SCIENCE

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Department Of Science
INSTITUT PENDIDIKAN GURU KAMPUS DATO RAZALI ISMAIL KUALA TERENGGANU TERENGGANU

PRACTICUM GUIDELINES for School Science Subject

FORMAT:
Content of Record Book How to Write a Reflective Journal Yearly Scheme of Work Weekly Scheme of Work Daily Lesson Plan 3 4 5 5 5 6-7 8 8 8

NOTES:
Needhams 5-Phase Constructivism Model Compiled Criteria for a good lesson plan by Dr. Yeoh Poh Choo Characteristics of lesson learning outcomes Science Department The three essential ingredients of a learning Institut Perguruan Persekutuan Pulau Pinang outcome statement

SAMPLE LESSON PLANS:

Magnets (Year 3) Animals (Year 3) 9 12

Content of Record Book Science Syllabus Teaching time table Yearly scheme of work Weekly scheme of work Daily lesson plan and worksheets Tests marks Other related/relevant materials

Content of Portfolio (a paper file or ring file) Materials / documents related to the following aspects (PR2 form) o Interpersonal and intrapersonal o Evaluation (test, students homework) o Co-curriculum involved o Other roles in the school Materials/ documents/ letters received from the school authority Journal writing At least one journal in a week (refer to the reflection of the daily lesson plan) Keep in the portfolio or in a book
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How to write a reflective Journal? Choose a focus, case, event, teaching and learning problem, co-curriculum or other fields that needed attention. Elaborate the focus, case or problem o Explain the case or what happen o Source of the focus/case/problem choosen o Steps taken by the school authority As a teacher, what is your perception/ idea related to the case Suggestions on the steps needed to overcome the problems What actions to be taken Journal writing (A) Evaluation and analysis of teaching (strengths and weaknesses) (i) objective (ii) presentation (iii) planning (B) Strategies to overcome problems encountered (C) Changes on students (D) Matters that you would like to discuss with your supervisors (teacher or lecturer)
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YEARLY SCHEME OF WORK

Semester: ___________ Year: ____________ Subject: ______________________ Weeks / Dates 1 5.1.09 9.9.09 2 12.1.09 16.1.09 Topic Remarks

WEEKLY SCHEME OF WORK

Week: ___________ Date: _____________ - ______________ Day/Date Time/Class Subject/ Topic Learning Objectives/ Learning Outcomes Remarks

DAILY LESSON PLAN

Date: Time: Class: No. of Pupils: Subject: Topic: Learning Objectives: Learning Outcomes: Pre-requisites Knowledge: Scientific Skills Thinking Skills: Scientific Attitudes and Noble values: Teaching and Learning Resources: Phase/ Time Orientation (....mins) Eliciting Ideas (...mins) Restructuring Ideas (......mins) Application of Ideas (...mins) Reflection (....mins) Self-reflection: Teachers feedback: Lecturers feedback: Content Teaching and Learning Activities/ Scientific Skills Remarks

NEEDHAM 5 PHASE MODEL OF CONSTRUCTIVISM

Phase Orientation

Aim Method Pupils are given the opportunity to Laboratory practical develop a sense of purpose and work/activity solving motivation for learning the topic problem, demonstration, films or video presentation, newspaper articles Pupils make their current ideas on Practical in the laboratory, the lesson clear. This can be discussion in small groups, achieved by a variety of activities, concept map, report such as group discussion, designing posters or writing. Teacher probes the students prior knowledge by asking questions Restructuring of ideas ; this is the heart of constructivist lesson sequence. It consists of a number of stages, including: Clarification and exchange of ideas during which pupils meanings and language may be sharpened up by contrast with others, and possibly conflicting, points of view held by other students or contributed by the student Construction of new ideas in the light of the above discussions and demonstrations. Students here can see that there are a variety of ways and interpreting phenomena or evidence. Evaluation of the new ideas either experimentally or by thinking through their implications. Students should try to figure out the best ways of testing the alternative ideas. Students may at this stage feel dissatisfied with their existing conceptions. Application of Ideas, where pupils are given the opportunity to use their developed ideas in a variety of situations, both familiar and novel Students are invited to reflect on how their ideas have changed by drawing comparisons between their thinking at the start of the lesson sequence, and their thinking at the end.

Eliciting ideas

Restructuring ideas

Discussion in small groups or whole class, make a report

Discussion, reading, teachers input, practical work, project, experiment, demonstration

Application of ideas

Reflection

application in similar situations such as in daily life, solving problems, writing reports of projects etc Writing of reflective journals, self-reflection, group discussion of outcomes of lesson etc

NEEDHAMS FIVE-PHASE CONSTRUCTIVISM MODEL PHASE AIM EXAMPLE OF ACTIVITY SET INDUCTION Orientation Attracting pupils attention and interests. Motivating pupils Demonstration of discrepant events; Posing of problem for thinking

DEVELOPMENT Eliciting Ideas Identifying pupils prior ideas Concept mapping; Question and answer session to stimulate thinking

Restructuring of Ideas

Further developing or modifying prior ideas by comparing with scientific ideas; Investigating by using scientific skills

Hands-on and mindson activities; Activities using science process skills; Communicating in groups; Obtaining new experience of the world and technology through suitable learning resources New problemsolving; Invention; Projects

Application of Application of ideas in Ideas new situations

CLOSURE Reflection Aware of how prior ideas Reflective have changed questioning; Helping pupils in selfevaluation on the change of ideas and process skills achieved
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CRITERIA FOR A GOOD LESSON PLAN In developing a good lesson plan, four criteria (Kizlik, 2004) need to be considered. 1. The expected learning outcomes should specify what the pupils will actually do (or be expected to do) that are observable to the teacher. (appropriate learning objectives and learning outcomes) 2. Adequate and relevant resources (including time). 3. Effective instructional strategies for the level of intended pupils learning. 4. Motivating activities which contribute directly and effectively to the lesson objectives, including fair and accurate evaluation of pupils understanding of concepts or mastery of skills. (Source: Yap,K.C.; Toh,K.A.; Goh, N.K.; Bak,H.K. (eds) (2004). Teaching primary science. Singapore: Pearson Prentice Hall.) Other points: 1. Content encourages inquiry approaches or investigations and working scientifically. 2. Teaching approaches/strategies, resources and assessment should lead to the achievement of learning outcomes. 3. Assessment strategies are authentic and encourage deep learning. CHARACTERISTICS OF LESSON LEARNING OUTCOMES Lesson learning outcomes: 1. are clear statements of the essential knowledge, skills and attitudes that a learner is expected to demonstrate upon completion of the lesson. 2. describe learning that is meaningful and significant. 3. describe learning that is transferable to other learning contexts. 4. are verifiable. They are performance based and allow learners to demonstrate their achievement of any given learning outcome in different ways. 5. identify indicators that will verify the learning. 6. identify the conditions under which the learning outcome is to be demonstrated. 7. include criteria required to be met and indicate level of achievement 8. incorporate the appropriate domains of learning and their individual taxonomies. THE THREE STATEMENT ESSENTIAL INGREDIENTS OF A LEARNING OUTCOME

An effective learning outcome statement has three major components: 1. An action word that calls upon the learner to demonstrate or perform something; 2. A learning statement that specifies what the learner is to demonstrate; and 3. A broad statement of the criterion for acceptable performance

Sample Lesson Plan (Needham 5-Phase Constructivism Model) Date: Time: Class: Number of pupils: Subject: Topic: Learning Objectives: 18 April 2009 7.45 8.45 am Year 3 Melur 35 Science Magnets At the end of the lesson the pupils will be able to learn that magnets attract some materials. Pupils: 1. demonstrate that magnetic materials such as iron and steel are materials that can be attracted to magnet. 2. record their findings in a table. 3. state at least five names of objects that are attracted to magnet. Students have seen magnets and know that magnets can attract some objects. Observing, classifying, predicting, making defining operationally and experimenting Handle apparatus correctly and safely Comparing and contrasting, generating ideas Having an interest and curiosity towards the environment Being honest and accurate in recording and validating data. Picture of a birds nest, magnet bar, paper clip, needle, iron wire, copper wire, ice-cream stick, marble, plastic ruler, zinc, aluminium, manila card, brass screw. Teaching and learning activities / Remarks Scientific skills There is a magnet behind both pictures of the nest. There is a piece of iron stuck behind a picture of the bird and a piece of aluminium behind the other picture of the bird. Observing Material that sticks behind the picture of a bird which fell did not attract to the magnet Teacher asks: Why did one picture of the bird fall?Students make inferences and are given the opportunity to check the pictures of the bird and nest. inferences,

Learning Outcomes:

Pre-requisite knowledge:

Scientific skills:

Manipulative skills : Thinking skills: Scientific attitudes and noble values:

Teaching and learning resources:

Phase / time

Content

Orientation (10 mins)

There are some materials which are attracted to magnet while others are not.

Two students are asked to go to the front of the class, each student holding a picture of a birds nest. While the teacher holds a picture of a bird near each of the two pictures of the nest, teacher asks: Can the bird enter the nest if I let go the picture of the bird? Teacher releases both pictures of the bird and students are required to observe.

Making inferences

Phase / time

Content

Teaching and learning activities /

Remarks Scientific skills Worksheet A

Eliciting ideas (10 mins)

There are materials attracted to magnet while some are not.

Students are divided into groups of five and given the worksheet A and objects listed in the worksheet A.

Observing and predicting Students are required to discuss whether the objects given can be attracted to the magnet and then state their answers in the column prediction and reasons.

Restructuring of ideas (20 mins)

Magnetic materials are materials that can be attracted to the magnet such as iron and steel. Example of magnetic materials: Iron nail, needle, etc

Each group is given a piece of magnet and is required to validate their predictions. Their results are recorded in the column observation in worksheet A.

Worksheet A

Values: honest in recording data Experimenting and classifying

Teacher and students discuss the findings of the experiment followed by forming the concept of magnet materials.

Defining operationally Students answer the questions in the worksheet B. Worksheet B Application of ideas (15 mins) Objects that are made of iron or steel can be attracted to magnet In each group, students are required to identify objects in the classroom that are made of iron. Students decide the method on how to test the objects Experimenting Worksheet C

Reflection (5 mins)

Magnetic materials such as iron and steel are materials that can be attracted to magnet.

Teacher guides the students to reflect on what they have learned by using a concept map

Self-reflection:

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Worksheet A
Place a checkmark () for the objects that are attracted to the magnet. Object Paper clip Needle Copper wire Iron wire Ice-cream stick Marble Plastic ruler Zinc Brass screw Aluminium Prediction Reasons Observation

Worksheet B
Fill in the blanks with suitable answers. 1. ____________________ is the metal that can be attracted to magnet. 2. Material that can be attracted to magnet is called ___________________. 3. Name five objects of magnetic materials and non-magnetic materials. Number 1 2 3 4 5 Magnetic materials Non-magnetic materials

4. State five metals that are non-magnetic materials (a) ________________________________ (b) ________________________________ (c) ________________________________ (d) ________________________________ (e) ________________________________ Worksheet C Materials
Consists of

Magnetic materials
Example

Non-Magnetic materials
Example

_____________ _____________ _____________ _____________ _____________

_____________ _____________ _____________ _____________ _____________ ___ 11

Sample Lesson Plan (Needham 5-Phase Constructivism Model) Date: Time: Class: Number of pupils: Subject: Topic: Learning Objective: Learning Outcomes: 7 January 2009 8.45 am 9.45 am Year 3 35 Science Animals At the end of the lesson the students will be able to learn to recognize the external features of different kinds of animals. Pupils: 1. identify the external features of animals when the pictures of the animals are shown. 2. record the external features of animals in a table. 3. explain the similarities and differences between animals based on the table. Pre-requisite knowledge: Scientific skills: Thinking skills: Scientific attitudes and noble values: Teaching and learning resources: Students knew the name of different types of animals and knew the food they eat. Observing and classifying Comparing, generating ideas Having an interest and inquisitive about the environment Being kind hearted and caring Cassette player, lyrics of the song on manila card, picture cards, word cards, pictures of animals on manila card, worksheet A and B and chart of conundrum. Teaching and learning activities 1. Teacher tells the students to sit on the mat in front of the class and sing a song Little Monkey. 2. Teacher guides the students to sing the song and perform some actions. 3. Teacher informs the students that todays lesson is about animals. Remarks/ Scientific skills Cassette player Lyrics of the song on manila card.

Phase / time Orientation (5 mins)

Contents Little Monkey Little monkey little monkey Jumping up and down Going up and down the tree Chattering all the way *One leg two legs hanging from the branch Carrying bananas hanging upside down Little monkey little monkey Swing to and fro Swinging fast from tree to tree Eating all the way One pluck two plucks hanging on the branch Eating bananas hanging upside down Feel so happy chattering All day long (Repeat*)

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Phase / time Eliciting Ideas (15 mins)

Contents

Teaching and learning activities 1. Teacher shows the picture cards and word cards of external features of animals such as claws, tail, beak, feathers, wings, scales and fur to the pupils. 2. Teacher guides the pupils to identify the external features of the animals. 3. Students pronounce the words while the teacher shows the word cards.

Remarks/ Scientific skills Picture cards and word cards Observing

Answer: eagle, bird, chicken and etc. Answer: bird, chicken, eagle and etc. Answer: fish, turtle, lizard and etc. Answer: tiger, elephant, cat, dog, squirrel and etc.

4. Teacher asks the students: Which animal has claws?

Classifying

Which animal has beak?

Which animal has scales?

Which animal has fur?

Restructuring Ideas (20 mins)

1. Teacher asks the students to return to their sit and divide the students into five groups. 2. Students identify and record the external features of animals in a table. Similarities: Eagle, hen, bird have beak Differences: The fish has scales while the bird has feathers.

Comparing

Worksheet A Generating ideas Values: Having an interest and inquisitive about the environment; Being kind hearted and caring Manila card with pictures of animals.

3. Teacher guides the pupils to explain the similarities and differences between the animals based on the table. 1. Teacher shows a manila card showing different kinds of animals such as bird, fish, monkey and tiger on the blackboard. 2.Students are required to discuss in groups and group the animals according to similarities of external features of animals. 3. Students record their answers in Worksheet B.

Application of ideas (15 mins)

Answer: Monkey and tiger have fur. Bird, eagle and chicken have claws. Bird has feathers. Fish has scales.

Worksheet B

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Phase / time Reflection (5 mins)

Contents External features: claws, tail, beak, feathers, wings, scales and fur Conundrum It has a long body. It walking with its neck touches the sky. It has big eyes with beautiful lashes. What is this animal? Answer: Giraffe

Teaching and learning activities 1. Teacher asks the students to state the external features of animals. 2. Teacher shows the chart of conundrum and guides the students to guess the name of an animal.

Remarks/ Scientific skills

Chart of conundrum

Picture Cards and Word cards

Claws

Tail

Feathers

Fur

Scales

Beak

Wings

Pictures of animals on manila card

Worksheet A

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Tick () the animals which have the external features below.

External features Animals

Fur

Scales

Beak

Claws

Feathers

Horn

Tail

Wings

Legs

Eagle Fish Hen Bird Cow Tiger Monkey Crocodile Deer Elephant Worksheet B 1. Name the animals that have fur. 2. Name the animals that have claws.

3.

Name the animals that have feathers. wings.

4. Name the animals that have

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