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JABATAN SAINSINSTITUT PENDIDIKAN GURU
KAMPUS SULTAN MIZANBESUT TERENGGANU
Format umum 5 Fasa Needham Contoh RPH bahasa inggeris dan melayu
Proses Pengajaran & Pembelajaran
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RANCANGAN PELAJARAN
HARIAN SAINS
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Proses pengajaran dan sistem pengajaran terdapat mesej ( isi pelajaran ) yang
ingin disampaikan. Ada juga mesej yang berupa arahan kepada pelajar, soalan-
soalan tentang isi pelajaran, maklum balas daripada pelajar dan lain-lain
maklumat seperti yang terkandung dalam rajah 1
Rajah 1 : Proses pengajaran dan sistem pengajaran
1.0 Format umum
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Tentukan kurikulum
Bina Media/Rancang pengajaran
Rancang Pengajaran
Laksana pengajaran
Proses Pembelajara
Kurikulum
Susun sukatan pelajaran – Tahunan, Mingguan, Harian
Tentukan unit pelajaran
Perkara/ Isi Pelajaran
Analisis pelajar
Matlamat
Analisis pengajaran
Objektif
Strategi pengajaran
Pilih/baiki/bina bahan
Topik & Sub topik
Analisis pelajar : Kelas, tahun, tahap kognitif, & gaya VAK
Strategi-Model ? Teknik?-Pengurusan hasil pelajar ?-Kaedah- kelas, individu, kumpulan, pasangan
Dapatkan perhatianNyatakan objektif
Mengingat semulaBuat persembahan
Beri panduan/bantuan
Uji prestasi/soalDapatkan tindak balas
Nilai prestasi
Buat aktiviti pengayaan pemulihan
Pelajar
Cari bahan berkaitan
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( darjah 1 dan 4 pengajaran dalam bahasa melayu, darjah 2,3,5 dan 6 dalam
bahasa inggeris ).
Rajah 2 Format Umum Rancangan Pelajaran Harian
Class / kelas:
Theme /tema:
L. Area /bidang pembelajaran:
Topic / Tajuk :
Learning Objective / Objektif Pembelajaran:
Leaning Outcomes / Hasil Pembelajaran:
At the end of the lesson, pupils should be able to / di akhir pengajaran dan pembelajaran
pelajar dapat :
1.2.3.
Time: 70 minutes
SPS:
MS:
SA & NV:
TS :
LR :
Pre-requisite knowledge / Pengetahuan sedia ada: Students should already know,1.2.
Teaching & Learning Method / Kaedah Pengajaran dan pembelajarn :
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Step/ Phase(time) Fasa
Pengajaran ( masa )
ContentsIsi Kandungan
Teaching and Learnig Activities
Aktiviti Pengajaran dan Pembelajaran
RemarksCatatan
Orientation/ Orientasi (5 mins)
Attracting attention, interests and motivating pupils
Menjurus kepada tajuk dan isi pelajaran hari itu
Video and film show, demonstration, problem solving, something unusual, analogy, story telling, task, question
SPS: LR: picture 1,2 & CDTS :
Eliciting ideas/ Pencetusan Idea(10 mins)
Identifying pupils` prior idea.
Small group discussion, concept mapping and presentation, POE, IAI, post box.Discuss science vocabulary Intuitive guesses
SPS: LR: picture 1,2 & CDTS : (loc 1 @ 2 @ 3)
Restructuring Ideas /Penstrukturan Idea(40 mins)Step 1Step 2Step 3
To realize the existence of alternative ideas , ideas needs to be improved, to be developed or to be replaced with scientific ideas.i. Explanation and exchanging ideas.
ii. Exposure to conflict ideas.
iii. Development of new ideas.
iv. Evaluation.
Role playField tripConstruct coding systemSmall group discussion, concept mapping and presentation, POEVideo and film show, demonstration, problem solvingSmall group discussion and presentation.Discussion, reading, and teacher’s input.Experiment, project and demonstration.Test the validity of the new ideas.
SPS: LR: picture 1,2 & CDTS : (Objective 1)(Objective 2)(Objective 3)
Application of ideas/Aplikasi idea(10 minutes )
– Application of ideas in new situations.
Writing of individual’s report on the project work.
Worksheet 2 , 3 & 4.(Objective 1,2 & 3)
Reflection /Refleksi(5 mins)
To accommodate ones idea to the scientific ideas.
Cognitive link Writing of individual’s report on the project
Poem(Objective 1,2 & 3)
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Step/ Phase(time) Fasa
Pengajaran ( masa )
ContentsIsi Kandungan
Teaching and Learnig Activities
Aktiviti Pengajaran dan Pembelajaran
RemarksCatatan
work, group discussion, personal notes.Summary, repetition of key point, correcting assignment, suggestion of further activitySocial linkCreate a sence of achiementPositive reinforcement
SPS – Science Process Skill / Kemahiran Proses SainsMS – Manipulative Skill / Kemahiran manipulatifSA – Scientific Attitude / sikap saintifikNV – Nobel Value / nilai murniTS – Thinking Skill / kemahiran berfikirT - Teacher HW – Home workLR & TR – Teaching and Learning Resources / sumber pengajaran
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NEEDHAM`S TEACHING PHASE & CIRTERIA
Orientation
1. Is the topic clearly introduced?
2. Does it arause the students` interest ?
3. Does it promote thinking skil ?
Eliciting of ideas
1. What is the techniques used ?
2. Are the techniques used successfully ?
3. Do the activities or questions relate to the students previous knowledge ?
Restructuring of Ideas
1. Are the activities interesting ?
2. Are the students thinking?
3. Is the experience meaningful ? why ?
4. Is the class control effective ?
Application of Ideas
1. What sort of problem reflective thinking ?
2. Is the students idea applicable
Reflection
1. Do the questions promote reflective thinking ?
2. Do the main ideas highlighted?
3. Are the students motivated ?
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3.0 Contoh Rancangan Pelajaran Harian
Contoh rancangan pelajaran harian adalah seperti berikut :
Tahun : 4 Bestari (kelas cemerlang)
Masa : 60 minit
Bilangan pelajar 30 orang
Tema : Menyiasat Alam Bahan
Tajuk Bahan Yang Mengalirkan Arus
Elektrik
Bidang Pembelajaran (LA) : 1.1 Sifat Bahan
Objektif Umum(LO) : Memahami sifat bahan
Hasil Pembelajaran(LOT) : Di akhir pengajaran dan
pembelajaran murid dapat:
i. Menyatakan komponen satu litar lengkap semasa simulasi.
ii. Mengenalpasti 10 jenis bahan yang boleh mengalirkan arus elektrik
semasa perbincangan dan eksperimen.
iii. Menyatakan peranan penebat kepada wayar elektrik semasa
pengaliran arus elektrik semasa bersoal jawab.
Pendekatan Pengajaran dan Pembelajaran : Konstruktivisme
Strategi : Aktiviti `Hands-on`
Pengetahuan Sedia Ada : Litar lengkap ,symbol, alatradas dan cara menyambungkan litar umum.
Kemahiran Proses Sains : Memerhati, Mengelas & Membuat Inferens
Nilai Murni : : Rasional & Kerjasama
Sumber Pengajaran : Alat Radas Menyambungkan litar
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Fasa Pengajaran
Isi Kandungan
Aktiviti P&P Catatan
Set Induksi
/Orientasi(5 minit)
Membina litar elektrik
Jenis Aktiviti : Simulasi
1. Guru memberi gambar bateri, mentol, dan suis – digantungkan kepada murid untuk menghasilkan satu litar .
2. Murid berpegang tangan untuk menunjukkan satu litar elektrik lengkap.(Murid telah ada pengetahuan membina litar elektrik.)
Soalan : Adakah mentol akan menyala?Mengapa?
3. Murid yang memakai gambar suis melepaskan tangan
Soalan:Adakah mentol akan menyala sekarang?Mengapa?Apakah komponen satu litar lengkap?
BBM: Gambar mentol, bateri, dan suis
Kemahiran Proses Sains: Memerhati
Kemahiran Berfikir: Membuat gambaran mental
Nilai Murni:Bekerjasama, minat, sifat ingin tahu tentang alam sekeliling
Pelbagai Kecerdasan: Visual dan pergerakan kinestatik
Tahap Kognitif: Pengetahuan
Pencetusan Idea
5 minit
Mengenalpasti objek yang boleh mengalir arus elektrik dan tidak boleh mengalirkan arus elektrik
Jenis Aktiviti : MengelasSoalan Adakah murid-murid membawa objek yang diminta?
1. Murid meletakkan objek-objek yang dibawa di atas meja.
BBM: Bahan yang sedia ada dan dibawa oleh murid:Sudu plastik, limau, kunci, sapu tangan, pembaris kayu, gelas, pemadam, syling satu sen, surat khabar, lidi pensil, air kopi,
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SoalanDaripada pengetahuan kamu, kelaskan objek mengikut kebolehan mengalirkan arus elektrik.
2. Murid mengelas objek kepada boleh mengalirkan arus elektrik dan tidak boleh mengalirkan arus elektrik dalam lembaran yang disediakan.
gelang getah, klip kertas, dan paku
Kemahiran Proses Sains: MengelasKemahiran Berfikir: menghubungkait dan meramal
Nilai Murni:Sistematik dan berfikir secara rasionalTahap Kognitif: Pengetahuan, pemahaman
1. Rujuk Lampiran 1
Pengstrukturan idea
(Bahagian 1)
15 minit
Menyambungkan litar
Menguji objek yang boleh mengalir arus elektrik
Jenis aktiviti : `Hands-on
Pelajar cuba sambungkan litar dan alat radas yang diberikan oleh guru.
ArahanGuru meminta murid menguji objek yang dikelaskan tadi dan merekodkan pemerhatian.
1. Murid menguji objek yang telah dikelaskan dengan menggunakan litar elektrik.
2. Murid merekodkan hasil dapatan mengikut kreativiti kumpulan masing-masing.
BBM: bateri, wayar, mentol, suis, kad manila, dan marker
Kemahiran Proses Sains: Memerhati, inferens, mengelas, eksperimen, dan komunikasi
Kemahiran Berfikir: membanding dan membeza, serta mengumpul
Nilai Murni:Jujur dalam merekod, sabar dalam menjalani sesuatu perkara, kritis dan analitis, serta kerjasama
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Pelbagai Kecerdasan: verbal, visual, dan pergerakan kinestatik
Tahap Kognitif: Pengetahuan
Pengstrukturan idea
(Bahagian 2)
15 minit
Laporan hasil dapatan murid
Jenis aktiviti : Pembentangan
1. Wakil daripada setiap kumpulan melaporkan hasil dapatan.
2. Murid membuat perbandingan jawapan dengan ramalan yang telah dibuat.
3. Guru membuat perbandingan hasil dapatan antara kumpulan. ( Cara merekod yang paling sesuai adalah jadual)
4. Guru bersama pelajar membuat rumusan awal tentang eksperimen
Kemahiran Proses Sains: komunikasi
Nilai Murni:Berani, yakin dan berdikari
Pelbagai Kecerdasan: interpersonal
Rujuk Lampiran 2
10 minit
Aplikasi idea
Besi dan keluli boleh mengalirkan arus elektrik.Plastik, kain, getah, kayu, kaca tidak boleh mengalirkan arus elektrik.*air limau dan lidi pensil (karbon) boleh
Jenis aktiviti :
Perbincangan
1. Guru membimbing murid menyenaraikan jenis bahan berdasarkan objek yang telah dikelaskan.
2. Murid mengenalpasti bahan yang boleh mengalirkan arus elektrik.
BBM: mentol, bateri, dan suis
Kemahiran Proses Sains: komunikasi
Kemahiran Berfikir: menilai dan membuat kesimpulan
Nilai Murni:Berfikir secara rasional, berhati-hati semasa
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mengalirkan arus elektrik.
*air paip adalah konduktor elektrik yang lemah
*plastik boleh mengelakkan daripada renjatan elektrik kerana tidak boleh mengalirkan arus elektrik
Soalan1. Apa akan berlaku jika
kita memegang suis dengan tangan yang basah?
2. Mengapa wayar elektrik disalut dengan bahan plastik?
mengendalikan alatan elektrik
Tahap Kognitif: aplikasi dan penilaian
Refleksi
5 minit
Refleksi
5 minit
Peneguhan Jenis aktiviti : Nyanyian
1. Murid menyanyi lagu . (Adaptasi lagu Satu Dua Tiga Empat oleh Ariswatan)
Lampiran 3
1. Guru menunjukkan 10 objek satu persatu kepada murid untuk dikelaskan kepada yang boleh mengalirkan arus elektrik dan tidak boleh mengalirkan arus elektrik.
2. Murid mengangkat kad warna (merah- tidak, hijau – ya)
BBM : botol plastik, majalah, sudu besi, straw, dawai, kertas, cermin, pembaris keluli, klip rambut besi, dan rod besi.
Lampiran 1
Contoh ramalan murid sebelum eksperimen.
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Objek yang boleh mengalirkan arus elektrik dan tidak boleh mengalirkan arus
elektrik
Boleh mengalirkan arus elektrik Tidak boleh mengalirkan arus elektrik
KunciSyiling satu sen
Klip kertasPaku
Sudu plastikSapu tangan
*Air limau*Lid pensilPemadam
Surat khabar
Lampiran 2Hasil Dapatan Murid Contoh 1
Boleh mengalirkan arus elektrik Tidak boleh mengalirkan arus elektrik
KunciSyiling satu sen
Klip kertasPaku
*Air limau*Lid pensil
Sudu plastikSapu tangan
PemadamSurat khabar
Lampiran 3: Lagu (Adaptasi lagu satu dua tiga- Ariswatan)
Kunci, klip kertas dan paku
Objek yang boleh mengalirkan arus elektrik
Pemadam, pembaris kayu,
Tidak boleh mengalirkan arus elektrik
Ingat wahai kawan-kawan
Sifat bahan juga mempengaruhinya
Apa yang dipelajari bahan besi dan keluli
Boleh mengalirkan arus elektrik
Ingat janganlah lupa
Setiap bahan ada cirinya
Pastikan kita mengetahui
Bahan yang boleh mengalirkan arus elektrik
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LESSON PLAN CLASS : 5 Ibnu QayyumTHEME : Investigating Force and EnergyL.AREA : 11. EnergyTOPIC : 11.1 The various uses and sources of energy
LEARNING OBJECTIVE:
At the end of the lesson, students should be able to :-
1. State the sources of energy2. State the various of energy 3. List the Uses of energy4. Give examples where and when energy is used.
TIME REQUIRED : 70 minutes
Science Process Skills(SPS) : Observing Making decision
Manipulative Skills(MS) :Thinking Skills(TS) :
Comparing and contrasting Analysing Classifying Identifying
Scientific Attitudes (SA) and Noble Values(NV) : Interested and inquisitive about the environment Appreciative Caring
Learning aids and material/Learning Resource(LR) Handouts(sources of energy picture) Video presentation Slide presentation Worksheet
Pre-requisite knowledge: Students should already know,The types and name of energy
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Step/Phase Content Teaching and Learning Activities
Remarks
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Orientation(5 minutes)
Video presentation:Sources of energy
Remind the pupils to pay the attention during multimedia presentation
Teacher asks the pupils to remember the main point from the video
Teacher asks the questions based on the video presentation Teacher tell the pupils that today’s lesson is about energy.
TS : AnalysingObserving Identifying
LR : Video presentationHand out
Eliciting ideas(20 minutes)
Instruct pupils to do discussion regarding the energy
Once time up, ask the pupils to do present the outcome each group.
Step 1 :Teacher divides pupils into 4 group consist of 5. Every group is given the piece of paper.
Step 2 :Pupils discuss in group andconclude that energy isneeded:
a) by living things to carry out life processes such as moving, breathing and growing,
b) To move, boil, melt or bounce non-living thing
Step 3 :Pupils gather informationand give examples where and when energy is used
SPS:Observing
TS :Comparing
LR:Handout
Objective 1
Objective 2
Objective 3
Restructuring ideas(30 minutes)
The sources of energy
The various types of energy
The usage of energy
Pupils gather informationabout sources of energy,e.g.a) sun,b) food,c) wind,d) fuel,e) waterfallf) ocean ,seas
SPS:Observing
TS:Classifying, IdentifyingComparing
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g) dry cell/ battery.
Pupils discuss that the sunis the main source ofenergy.
Pupils do the experiment about the energy.
Teachers ask the pupils what is the sources of energy.At this time the teacher will provides the pupils with the explanation the energy, sources or energy, types of energy and usage of energy
LR:
Objective 3Objective 4
Application of ideas(10 minutes)
The demand of energy
Various of energyTransformation of energy
Teacher gives student worksheet and need to complete in class
Teacher led discussion in explanation every question
TS:Classifying, identifyingComparing
LR :Worksheet
Objective 1 Objective 2
Reflection(5 minutes)
Recall what the energy and the usages of them
Randomly, teacher asks students to summarize today’s lesson.
Teacher ending the lesson by video presentation uses of efficiency energy to save our environment
Values:Inquisitive about their environment, caring and appreciative
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Teachings Aids
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Excercise1
Energy is important for living thing to carry out life processes such as:-
1.___________________
2.___________________
3.___________________
4.___________________
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Energy is important for non- living thing to function or operate:-
1.___________________
2.___________________
3.___________________
4.___________________
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Excercise 2
Names the sources of energy based on picture
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Date : 27 April 2011
Class : 2 Bestari
Enrolment : 30 students
Learning Theme : Learning About The World Around Us
Learning Area : Mixing Things
Learning Outcomes : At the end of the lesson students will be able to:
1. recognize 3 of 4 materials that can dissolve in water
2. recognize 3 of 4 materials that can’t dissolve in water
3. record the observation in the table from the test doing
Time Required : 60 minutes
Strategy : Inquiry – deductive Experiment
Science Process :
Observing
Predicting
classifying
Thinking Skills :
Relating
Generating Idea
Analyzing
Manipulative Skills:
Handling of apparatus
Storing of apparatus
Cleaning of apparatus
Scientific Attitudes and Values:
Cooperation
Careful
Systematic
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Learning aids and materials:
A glass of water
Sugar
Cocoa powder
Salt
Curry powder
Coffee powder
Flour
Sand
Pepper
Beakers
Filter funnel
Filter paper
Spatula
Slide power point
LCD
Laptop
Worksheets
Steps/phase Contents Teaching and Learning activities Remarks
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(time)
Orientation
( 5 minutes )
Mixing things-some
materials can dissolve in
water and some cannot
1. Can you see the
clear water now?
2. What happens to
the water?
3. Can you name this
process?
Teacher demonstrate to students
by mixing the cocoa powder in the
water and stir it
Teacher shows some cocoa
powder added in a glass of water
and then stirs by spoon.
Teacher asks questions regarding
the demonstration:
Teacher tells the students that
today’s lesson is about mixing
things and they will be learning
about some materials can dissolve
in water and some cannot.
SPS:
Observing
Predicting
TS:
Analyzing
Relating
Teaching aids:
A glass of
water
Sugar
Spoon
Eliciting Idea
(10 minutes)
Dissolve – materials when
put it in water, it’s
physical look will
disappeared
Cannot dissolve –
materials that still in it’s
existing look even put it
in water.
The list of materials that
can dissolve in water :
a) salt
Teacher asks students to
define mixing according to
their own ideas or
understanding
Teacher gives the actual
definition of mixing.
Teacher shows the slide of
the materials that can and
cannot dissolve in water.
SPS
classifying
predicting
TS
Generating
Idea
Teaching aid:
slide power
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b) sugar
c) coffee powder
d) cocoa powder
The list of materials that
cannot dissolve in water :
a) bean
b) marbles
c) red beans
d) sand
point
LCD/laptop
Restructuring
ideas
(30 minutes)
- We can only taste
edible materials that
dissolve in water. We
taste to check the
presence that material
in water.
- We can separate the
materials that cannot
dissolve in water by
using a filter
Conclusion of the activity
In a group
1. Teacher gives some material for
students to check either
materials are dissolving or can’t
dissolve in water. They also
need to taste the solution
materials and filter to separate
material that cannot dissolve in
water
2. Teacher gives an explanation
how to do the test.
3. Student make a test and record
the observation result in table
1 ,2
4. From the result, students
analyze the result
5. Teacher and student
discuss the conclusion
SPS
Observation
Classifying
TS
Analyzing
MS
Handling of
apparatus
Storing of
apparatus
Cleaning of
apparatus
Teaching aids:
Refer:
Appendix A
Values:
Cooperation
Careful
Systematic
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Application
Idea
(10 minutes)
Appendix B:
Reinforcement activity
Materials that can be
dissolve and can’t
dissolve in water
Teacher asks the students to state
the materials that can dissolve and
also can’t dissolve in water by
doing a reinforcement activity in
handout ( appendix B )
SPS:
Classifying
Reflection
( 5 minutes )
Recall about materials can
dissolve water or can’t
dissolve water.
Teacher asks students to
summarize today’s lesson
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APPENDIX A
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a) Find and circle 6 material has be given.
SUGAR. SALT, COFFEE, FLOUR, PEPPER,SAND.
E K R L Y E D N A S
F R H U G A R F C F
N E E F F O C K T O
A W S S L D Y A W M
I R M I A O G B N E
X E A S J L U O L D
G P Y G Z E T R T C
K P H T U U B W C I
D E Z J Q S T M Z H
U P A P W K C F K U
b) Write the material can dissolve.
…………………………………………………………………………….
c) Write the material cannot dissolve.
…………………………………………………………………………….
d) Give another material can dissolve and cannot dissolve.
……………………………………………………………………………
……………………………………………………………………………
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APPENDIX B
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