cara buat rph

Membina RPH sains

JABATAN SAINSINSTITUT PENDIDIKAN GURU

KAMPUS SULTAN MIZANBESUT TERENGGANU

Format umum 5 Fasa Needham Contoh RPH bahasa inggeris dan melayu

1.0 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

2.0 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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