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    Template Perancangan Modul

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    nurul najwa
    This document provides a lesson plan template for conducting science activities. It includes 3 sections for planning the lesson: (1) identifying the desired learning outcomes, (2) determining how student learning will be assessed, and (3) planning the learning experiences. The template guides the user to consider the essential understandings, questions, knowledge, and skills students will develop. It also prompts the incorporation of 21st century skills and assessment of both the learning process and products. A variety of teaching strategies are outlined to engage students in exploring concepts and constructing their own explanations before evaluating their understanding.

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    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd

    Template Perancangan Modul

    Uploaded by

    nurul najwa
    54 views3 pages
    This document provides a lesson plan template for conducting science activities. It includes 3 sections for planning the lesson: (1) identifying the desired learning outcomes, (2) determining how student learning will be assessed, and (3) planning the learning experiences. The template guides the user to consider the essential understandings, questions, knowledge, and skills students will develop. It also prompts the incorporation of 21st century skills and assessment of both the learning process and products. A variety of teaching strategies are outlined to engage students in exploring concepts and constructing their own explanations before evaluating their understanding.

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    This document provides a lesson plan template for conducting science activities. It includes 3 sections for planning the lesson: (1) identifying the desired learning outcomes, (2) determining how student learning will be assessed, and (3) planning the learning experiences. The template guides the user to consider the essential understandings, questions, knowledge, and skills students will develop. It also prompts the incorporation of 21st century skills and assessment of both the learning process and products. A variety of teaching strategies are outlined to engage students in exploring concepts and constructing their own explanations before evaluating their understanding.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    54 views3 pages

    Template Perancangan Modul

    Uploaded by

    nurul najwa
    This document provides a lesson plan template for conducting science activities. It includes 3 sections for planning the lesson: (1) identifying the desired learning outcomes, (2) determining how student learning will be assessed, and (3) planning the learning experiences. The template guides the user to consider the essential understandings, questions, knowledge, and skills students will develop. It also prompts the incorporation of 21st century skills and assessment of both the learning process and products. A variety of teaching strategies are outlined to engage students in exploring concepts and constructing their own explanations before evaluating their understanding.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 3

    Tajuk

    Penulis
    Pengenalan:
    Amalan sains dan kejuruteraan yang diberi fokus:
    Kemahiran abad ke-21/ nilai/ sikap saintifik yang diberi fokus:
    Ringkasan aktiviti:
    Senarai alat dan bahan: ​(Nyatakan bilangan bagi setiap item untuk satu kumpulan berempat)
    Masa:
    Perancangan PdP

    PERINGKAT 1: HASIL DIHARAPKAN (Identify Desired Results)


    Hasil Pembelajaran

    Sains Subjek B ​(optional)


    Tahun/ Tingkatan:
    Standard Kandungan: Tahun/ Tingkatan:
    Standard Pembelajaran: Standard Kandungan:
    Standard Pembelajaran:

    Subjek C ​(optional) Subjek D ​(optional)


    Tahun/ Tingkatan: Tahun/ Tingkatan:
    Standard Kandungan: Standard Kandungan:
    Standard Pembelajaran: Standard Pembelajaran:

    Understanding Essential Question


    ● What are the ‘big ideas’? What provocative questions will foster inquiry,
    ● What enduring understandings about them understanding (as opposed to recall), and
    are desired? transfer of learning?
    ● What misconceptions are predicted?
    Note​: Essential questions are non-judgmental,
    open-ended, meaningful, purposeful, provoking,
    Students will understand that… spark high-order thinking, lead to additional
    1. questions, require supports and justification,
    2. towards transferable ideas

    1.
    2.

    ● What key knowledge, skills, attitude, value and ethics will students acquire as a result of this
    unit?

    Note​: Contoh kemahiran seperti amalan sains/ kejuruteraan, kemahiran proses sains,
    kemahiran berfikir aras tinggi, deep learning competencies (6C), kemahiran abad ke-21 dan
    sebagainya.

    ● What should they eventually be able to do as a result of such knowledge and skills?
    Note​: Understanding is revealed when students autonomously make sense of and transfer their
    learning (i.e. the ability to effectively use content knowledge and skills) through authentic
    performance. The ability to explain, apply, analysis, evaluate, and create (see Bloom’s
    Taxonomy) can serve as indicators of understanding/ transferring learning.

    Pengetahuan Kemahiran
    Students will know… Students will be able to…
    1. 1.
    2. 2.

    PERINGKAT 2: BUKTI PENTAKSIRAN (Determine Assessment Evidence)


    Performance Task Other Evidence (What other evidence needs
    to be collected in light of Stage 1 Desired
    ● Through what ​authentic​ performance tasks Results?)
    will students learn/apply/improve 21st
    century skills or deep learning ● Through what other evidence (e.g. quizzes,
    competencies ​and​ demonstrate the desired tests, academic prompts, observations,
    results in Stage 1? work samples, journals) will students
    ● By what criteria will students’ demonstrate achivement of the desired
    performances and products be judged? results in Stage 1?
    (with assessment rubrics in mind) ● What will students reflect upon and
    self-assess their learning?

    Note: Assess both ​process​ and ​product ​of students’ learning.

    PERINGKAT 3: PELAN PEMBELAJARAN (Plan Learning Experiences)


    Aktiviti Pembelajaran

    What learning experiences will enable students to learn/ apply/ improve 21st century skills or deep
    learning competencies, and demonstrate the desired results?

    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?

    Soalan penilaian dan refleksi:

    Lampiran:

    PowerPoint slide dan video (jika ada):

    Panduan Untuk Fasilitator/ Guru:

    Rujukan:

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