46 Comprehension activity on Christmas Birthday invitation card designs Decoration for birthday invitation card
47 Benefits ● Pupils get the chance to learn English in a more interesting way. ● All pupils get the chance to learn and use ICT along the way. ● Pupils can show their creativity and ideas. ● Pupils learn the value of teamwork and guidance. Aspects to be Improved Aspect Improvement • Most pupils have limited knowledge of ICT skills. ● Collaborate with ICT teacher and RBT teacher to have ICT class prior before conducting the project. • Low English proficiency during the POL ● Provide guidance and speaking templates for weak pupils. ● Do some presentation of their work to make them feel comfortable in presenting. • Understanding the instructions given. ● Place pupils in groups with mixed proficiency pupils so they can help each other out. ● Use simple English to explain the projects to the weak pupils.
48 Project-Based Learning Plan 4 School SJK (C) Chee Vun Teacher Evone Thomas Year 4 Theme World of Knowledge Topic Module 6: Getting Around Title The Future Public Transportation Curriculum Content Main skill Complementary skill Content Standards: 3.2 Understand a variety of linear and non-linear print and digital texts by using appropriate reading strategies 4.2 Communicate basic information intelligibly for a range of purposes in print and digital media Learning Standards: 3.2.4 Recognize and use with little or no support key features of a simple monolingual dictionary 4.2.4 Describe people and objects using suitable statements Content Standards: 1.2 Understand meaning in a variety of familiar contexts 2.1 Communicate simple information intelligibly Learning Standards: 1.2.1 Understand with support the main idea of longer simple texts 2.1.1 Explain and give reasons for basic opinions Learning Objectives: By the end of the project, pupils will be able to: 1) talk about types of public transport. 2) talk about the advantages of public transport. 3) use a dictionary to find the meaning of words. 4) create simple texts using different media: non-linear or linear. 5) plan, produce and display their products. Cross-curricular Elements Science and Technology, Environmental Sustainability, Language and Values, Arts
49 Moral Value Be responsible. (We should take good care of our public transport and the environment.) Duration 13 – 30 June 2022 (3 weeks) Resources Get Smart Plus 4, Internet webpage Curriculum Questions Essential Question How do people travel from one place to another? Unit Question Why public transportation is important? Content Questions 1. What is the meaning of public transportation? 2. What are the modes of public transportation in Malaysia? 3. What is the use of public transportation for people? 4. Why should we use public transport? 5. How does public transport help the economy? 6. Why is public transportation the better choice? 7. How can I make my future public transportation more attractive?
50 Project Timeline No. Date Activities 1 13 June – 15 June ● Teacher shows a YouTube video entitled ‘Public Transport in Malaysia’. ● In a group, pupils will make a poster about the advantages of public transport that they have learnt from the video. ● Pupils present their findings. ● Source: https://www.youtube.com/watch?v=W6SPqe_7XnI 2 16 June ● Teacher asks pupils to find the meaning of public transportation, its advantages, uniqueness, economy, and attractiveness. ● Pupils use a dictionary to find out the meaning and write it down in their English exercise book. 3 17 June ● Teacher shows an article entitle ‘The 6 most unique types of public transportation around the world”, from Coco Taxis to convert “World War II jeeps” by Britanny Chang. ● Source: https://www.businessinsider.com/most-unique-types-ofpublic-transportation-around-the-world-2019-7 ● Pupils answer a few comprehension questions in their English exercise book. 1) What is public transportation? 2) List three unique types of public transport around the world. 3) In your opinion, what are the advantages of public transportation and how can we look after it? 4 20 June – 22 June ● Pupils search for information about public transportation around the world and in Malaysia. ● Pupils make a scrapbook about public transportation around the world and in Malaysia. 5 23 June – 28 June ● Divide pupils into groups. Tell the pupils that they are going to design their own future public transport. Suggest special features that their transportation poses such as it can fly and using one tyre only. ● Pupils will present the blueprint of their future public transport. ● Teacher asks pupils to create a public transport model using recycle items such as toilet tissue rolls. 6 30 June ● Showcase the pupils’ ideal future public transportation. Do the presentation of learning to the audience. Pupils and the teacher will provide feedback to each other.
51 PBL Rubrics Listening Rubric Content Standards Learning Standards Learning Objectives Performance Standards Performance Level Descriptors 1.2 Understand meaning in a variety of familiar contexts Focus: Understand the main idea when listening to texts on familiar topics 1.2.1 Understand with support the main idea of longer simple texts Talk about types of public transport. 1 Can display minimal understanding of the main idea, specific information and details of longer simple texts, short simple narratives, longer questions and classroom instructions with a lot of support. 2 Can display some understanding of the main idea, specific information and details of longer simple texts, narratives, longer questions and classroom instructions with a lot of support. 3 Can display understanding of the main idea, specific information and details of longer simple texts, short simple narratives, longer questions and classroom instructions with support. 4 Can understand the main idea, specific information and details of simple texts and narratives, longer questions and classroom instructions with support by responding to given tasks at times. 5 Can understand the main idea, specific information and details of simple texts and narratives, longer questions and classroom instructions with support by responding to given tasks most of the time.
52 6 Can understand the main idea, specific information and details of simple texts and narratives, longer questions and classroom instructions with support by responding to given tasks easily. Speaking Rubric Content Standards Learning Standards Learning Objectives Performance Standards Performance Level Descriptors 2.1 Communicate simple information intelligibly Focus: Communicate simple information about themselves clearly 2.1.1 Explain and give reasons for basic opinions Talk about the advantages of public transport. 1 Can describe people and objects using fixed phrases with a lot of support. 2 Can describe people and objects using basic statements with a lot of support. 3 Can describe people and things using suitable statements adequately. 4 Can describe people and things clearly using suitable statements with very few relevant details. 5 Can describe people and things clearly using suitable statements with some relevant details. 6 Can describe people and things creatively using suitable statements.
53 Reading Rubric Content Standards Learning Standards Learning Objectives Performance Standards Performance Level Descriptors 3.2 Understand a variety of linear and non-linear print and digital texts by using appropriate reading strategies Focus: Use appropriate basic dictionary skills 3.2.4 Recognize and use with little or no support key features of a simple monolingual dictionary Use a dictionary to find the meaning of words. 1 Can guess the meaning of very few unfamiliar words from clues provided by title and topic as well as use a limited range of dictionary skills with a lot of support. 2 Can guess the meaning of some unfamiliar words from clues provided by title and topic as well as using limited range of dictionary skills with a lot of support. 3 Can guess the meaning of unfamiliar words from the clues provided by title and topic as well as use dictionary skills adequately. 4 Can guess the meaning of unfamiliar words from the clues provided by title and topic as well as use dictionary skills according to given tasks. 5 Can guess the meaning of unfamiliar words from the clues provided by title and topic as well as use dictionary skills according to given tasks with ease. 6 Can guess the meaning of unfamiliar words from the clues provided by title and topic as well as use dictionary skills effectively.
54 Writing Rubric Content Standards Learning Standards Learning Objectives Performance Standards Performance Level Descriptors 4.2 Communicate basic information intelligibly for a range of purposes in print and digital media Focus: Describe people and things clearly 4.2.4 Describe people and objects using suitable statements Create simple texts using different media: nonlinear or linear. Plan, produce and display their products. 1 Can communicate basic and personal information as well as describe people and objects using fixed phrases with a lot of support. 2 Can communicate basic and personal information as well as describe people and objects using basic statements with a lot of support. 3 Can communicate basic and personal information as well as describe people and objects using suitable statements adequately. 4 Can communicate basic and personal information as well as describe people and objects using suitable statements with very few relevant details. 5 Can communicate basic and personal information as well as describe people and objects using suitable statements with some relevant details. 6 Can demonstrate excellent ability to plan, produce and display creative works using a variety of media
55 Text from the Year 4 Get Smart Plus 4 student’s book Page 59
56 Page 62
57 Page 65
58 Artifacts Poster Blueprint
59 Scrapbooks Models
60 Benefits ● It gives teachers the opportunity to build stronger relationships with the pupils as their hands-on learning facilitators. ● Pupils learn how to solve problems that are important to them more effectively. ● Pupils apply creative thinking skills to innovate new product designs and possibilities for projects. ● Pupils find their voice, boost self-confidence and learn to take pride in their work. ● When working on a project, pupils learn to manage obstacles more effectively, often learning from failure and making adjustments until they’re satisfied with their work. Aspects to be Improved Aspect Improvement ● Some pupils lack interest in designing the project. ● Sit down and talk to them to find out their interest and hidden talents. ● Guide and help them to figure out the problem and set personal goals. ● Pupils produce projects that are well below their capabilities. ● Need to establish a culture of quality work from the start. ● Pupils start a project, work diligently on it for a day or two, and then never return to it again. ● Need to follow through on their progress as they might get distracted and lose interest. ● Try to stay organized and aware of where pupils are at in the process.
61 Project-Based Learning Plan 5 School SK Pekan Lahad Datu Teachers Frisca Marcellina Dolusin, Adrian Parinas Year 4 Theme World of Knowledge Topic Module 5 Eating Right Title Healthy food Curriculum Content Main skill Complementary skill Content Standards: 1.2 Understand meaning in a variety of familiar contexts 2.1 Communicate simple information intelligibly Learning Standards: 1.2.1 Understand with support the main idea of longer simple texts 2.1.1 Explain and give reasons for basic opinions Content Standards: 3.2 Understand a variety of linear and non-linear print and digital texts by using appropriate reading strategies 4.2 Communicate basic information intelligibly for a range of purposes in print and digital media Learning Standards: 3.2.4 Recognize and use with little or no support key features of a simple monolingual dictionary 4.2.4 Describe people and objects using suitable statements Learning Objectives: By the end of the project, pupils will be able to: 1) talk about a healthy menu for a meal. 2) use a dictionary to find the meaning of words. 3) create simple texts using different media: non-linear or linear. Cross-curricular Elements Science, Arts Moral Values self-reliant, responsible Duration 8 – 26 August 2022 (3 weeks) Resources Get Smart Plus 4, YouTube, Google Image, Google Curriculum Questions Essential Question What kind of food is healthy? Unit Question Why is healthy food important? Content Questions 1. What is the meaning of healthy food? 2. What kinds of food are healthy?
62 3. Which food should we eat the most / the least? 4. Why should we eat healthy food? 5. How does healthy food help the body? 6. Why is healthy food is the better choice? Project Timeline No. Date Activities 1 8 August • Pupils watch a YouTube video entitled “Healthy plate”. • Pupils talk about food that can be eaten regularly. • Pupils talk about junk food. 2 9 August • Based on the vocabulary list from the Textbook, find the meaning of the words using a dictionary. - healthy - nutrition - serving - balance - grains - moderation - vegetables - meal 3 10 August • Read the article “Healthy diet facts for kids”. Then, answer these questions in the exercise book. 1. What is a healthy diet? 2. List down all the food groups in the food pyramid. 3. In your opinion, why do you need a healthy diet? Source: https://kids.kiddle.co/Healthy_diet 4 11 August • Making a food pyramid Step 1: Pupils get into groups. Step 2: Search for pictures of food on the internet. Step 3: Each group will be provided with a pyramid. Step 4: Using the pictures they have and based on previous knowledge, pupils recreate the food pyramid by pasting the food onto the pyramid. 5 15 August – 18 August Step 5: Using the food pyramid that they have done, individually create a healthy menu for breakfast, lunch and dinner. Step 6: The menu should be in the form of a scrapbook. Step 7: Pupils should describe the meal; i.e name of food, serving size, why did they choose the food. 6 22 August – 26 August • Present their work in the classroom.
63 PBL Rubrics Listening Rubric Content Standards Learning Standards Learning Objectives Performance Standards Performance Level Descriptors 1.2 Understand meaning in a variety of familiar contexts Focus: Understand the main idea when listening to texts on familiar topics 1.2.1 Understand with support the main idea of longer simple texts Talk about types of public transport. 1 Can display minimal understanding of the main idea, specific information and details of longer simple texts, short simple narratives, longer questions and classroom instructions with a lot of support. 2 Can display some understanding of the main idea, specific information and details of longer simple texts, narratives, longer questions and classroom instructions with a lot of support. 3 Can display understanding of the main idea, specific information and details of longer simple texts, short simple narratives, longer questions and classroom instructions with support. 4 Can understand the main idea, specific information and details of simple texts and narratives, longer questions and classroom instructions with support by responding to given tasks at times. 5 Can understand the main idea, specific information and details of simple texts and narratives, longer questions and classroom instructions with support by responding to given tasks most of the time.
64 6 Can understand the main idea, specific information and details of simple texts and narratives, longer questions and classroom instructions with support by responding to given tasks easily. Speaking Rubric Content Standards Learning Standards Learning Objectives Performance Standards Performance Level Descriptors 2.1 Communicate simple information intelligibly Focus: Communicate simple information about themselves clearly 2.1.1 Explain and give reasons for basic opinions Talk about the advantages of public transport. 1 Can describe people and objects using fixed phrases with a lot of support. 2 Can describe people and objects using basic statements with a lot of support. 3 Can describe people and things using suitable statements adequately. 4 Can describe people and things clearly using suitable statements with very few relevant details. 5 Can describe people and things clearly using suitable statements with some relevant details. 6 Can describe people and things creatively using suitable statements.
65 Reading Rubric Content Standards Learning Standards Learning Objectives Performance Standards Performance Level Descriptors 3.2 Understand a variety of linear and non-linear print and digital texts by using appropriate reading strategies Focus: Use appropriate basic dictionary skills 3.2.4 Recognize and use with little or no support key features of a simple monolingual dictionary Use dictionary to find the meaning of words. 1 Can guess meaning of very few unfamiliar words from clues provided by title and topic as well as use a limited range of dictionary skills with a lot of support. 2 Can guess meaning of some unfamiliar words from clues provided by title and topic as well as use limited range of dictionary skills with a lot of support. 3 Can guess the meaning of unfamiliar words from the clues provided by title and topic as well as use dictionary skills adequately. 4 Can guess the meaning of unfamiliar words from the clues provided by title and topic as well as use dictionary skills according to given tasks. 5 Can guess the meaning of unfamiliar words from the clues provided by title and topic as well as use dictionary skills according to given tasks with ease. 6 Can guess the meaning of unfamiliar words from the clues provided by title and topic as well as use dictionary skills effectively.
66 Writing Rubric Content Standards Learning Standards Learning Objectives Performance Standards Performance Level Descriptors 4.2 Communicate basic information intelligibly for a range of purposes in print and digital media Focus: Describe people and things clearly 4.2.4 Describe people and objects using suitable statements Create simple texts using different media: nonlinear or linear Plan, produce and display their products. 1 Can communicate basic and personal information as well as describe people and objects using fixed phrases with a lot of support. 2 Can communicate basic and personal information as well as describe people and objects using basic statements with a lot of support. 3 Can communicate basic and personal information as well as describe people and objects using suitable statements adequately. 4 Can communicate basic and personal information as well as describe people and objects using suitable statements with very few relevant details. 5 Can communicate basic and personal information as well as describe people and objects using suitable statements with some relevant details. 6 Can demonstrate excellent ability to plan, produce and display creative works using a variety of media
67 Process of Learning
68 Artifacts
69 Benefits ● Pupils show more interest during the teaching and learning process ● Hands-on activity aids pupils to understand the topic. Pupils can name healthy food and give their opinion on the benefits of healthy food. ● Presenting their own work boosts pupils' confidence. Aspects to be Improved Aspect Improvement • Pupils that have low proficiency in English. • Teacher spent more time with the lowproficiency pupils to help in completing the task. • Some pupils tend to talk more and work less during group work. • Teacher made frequent rounds to monitor pupils during group work. • There was a delay in between presentations of the pupils because some were too shy • Teacher asked pupils to practice to build their confidence and gave rewards to those who finished first to motivate pupils.
70 Project-Based Learning Plan 6 School SJK (C) Yuk Choi, Lahad Datu Teachers Ho Chi Wah, Leslie Michael Chang, Loveley Midik Year 5 Theme World of Knowledge Topic Unit 3: Wildlife Title Let’s Build a Wildlife Park Curriculum Content Main skill Complementary skill Content Standard: 2.1 Communicate simple information intelligibly Learning Standard: 2.1.5 Describe people, places and objects using suitable statements Content Standard: 4.3 Communicate with appropriate language form and style for a range of purposes in print and digital media Learning Standard: 4.3.3 Produce a plan or draft of one or two paragraphs for a familiar topic and modify this appropriately in response to feedback Learning Objectives: By the end of the project, pupils will be able to: 1. talk about the wildlife in the park. 2. write sentences about wildlife and the park. Cross-curricular Elements Science and Technology, Environmental Sustainability, Language and Values Moral Value Love the animals Duration 1 - 19 August 2022 (3 weeks) Resources English Plus 1, Internet webpage Curriculum Questions Essential Question Why do we need to look after nature? Unit Question How can we help wildlife to live safely? Content Questions 1. What wildlife do you know? 2. Does it live in the water, or on the land? 3. Does it live in our country or a foreign country? 4. What kind of animal is called wildlife? 5. What wildlife do you know is in danger? 6. Why is wildlife important to humans and nature? 7. What are the problems faced by wildlife? 8. How can we help to protect wildlife?
71 Project Timeline No. Date Activities 1 1 August – 3 August ● Teacher asks, “Why do we need to look after nature?” Share the Padlet link. Pupils provide feedback and opinions in the Padlet. ● Teacher asks, “How many animals can you name?” Teacher writes ‘wildlife’ on the board and asks pupils to identify the animals that might fall under the ‘wildlife’ category. ● Pupils refer to textbook page 32 Activity 1. Teacher explains that pupils will listen to audio and decide which animal is correct for each conversation. ● Pupils read through the animal names in the box in Activity 4. Pupils play the ‘Creature close-ups’ game. Teacher says the animal names and decide which picture matches the animal mentioned by the teacher. 2 4 August – 5 August ● Pupils refer to textbook page 34, entitled, ‘The ugliest animal? Blobfish, we love you!’. Teacher asks pupils if it’s all right to call animals ugly and asks them to share their thoughts on the adjective ‘ugly’. E.g.: “Can we call people ugly? Why is it not okay?” ● Play the audio of the text. Pupils read the text. Write ‘True’ or ‘False’ for the statements in activity 2. ● Use a dictionary to check the meaning of the words, which are beautiful, common, dull, colourful and rare. ● Ask the pupils, “Do you know the names of any animals in danger?” “Which animals do you think are ugly and beautiful?” 3 8 August – 9 August ● Conduct a virtual field trip to a wildlife park, zoo or aquarium by using Internet resources. Show the live cams about the wildlife. ● Pupils give feedback about the virtual field trip. Teacher asks, “What wildlife are you interested to know more about?” “What do you wish to know?”, “Why are you interested in the animal?” ● Resource page for virtual field trips: https://www.georgiaaquarium.org/ https://sdzsafaripark.org/ 4 10 August – 12 August ● Pupils search for information about one of the wildlife that they are interested in. In their notebooks, summarise the information such as scientific name, size, habitat, physical appearance, diet and so on. ● Present their findings in front of the class. 5 13 August – 15 August ● Divide pupils into groups. Tell the pupils that they are going to design their own wildlife park/safari park/zoo/aquarium. Discuss what wildlife they like to include in the park. ● Create a brochure about the park. Teacher may show examples of the brochure. Suggest types of activities in the safari park: tram ride safari, cart safari, and night safari. Write some descriptions of the park.
72 6 16 August – 19 August ● Showcase the pupils’ ideal wildlife park. The artifacts can be dioramas, PowerPoint, posters, scrapbooks, animation, Lego build, Minecraft, and so on. Conduct a gallery walk. Do the presentation of learning to the audience. Pupils and the teacher will provide feedback to each other. PBL Rubrics Speaking Rubric Content Standards Learning Standards Learning Objectives Performance Standards Performance Level Descriptors 2.1 Communicate simple information intelligibly 2.1.5 Describe people, places and objects using suitable statements Talk about the wildlife in the park. 1 Can describe animals and places using fixed phrases with a lot of support. 2 Can describe animals and places using basic statements with a lot of support. 3 Can describe animals and places using suitable statements adequately. 4 Can describe animals and places clearly using suitable statements with very few relevant details. 5 Can describe animals and places clearly using suitable statements with some relevant details. 6 Can describe animals and places creatively using suitable statements. Can display an exemplary model of language use and guide others.
73 Writing Rubric Content Standards Learning Standards Learning Objectives Performance Standards Performance Level Descriptors 4.3 Communicate with appropriate language form and style for a range of purposes in print and digital media 4.3.3 Produce a plan or draft of one or two paragraphs for a familiar topic and modify this appropriatel y in response to feedback Write sentences about wildlife and the wildlife park. 1 Can display minimal ability to produce and modify a plan or draft of one paragraph in response to feedback. 2 Can produce and modify a plan or draft of one paragraph in response to feedback with a lot of support. 3 Can produce and modify a plan or draft of one or two paragraphs in response to feedback. 4 Can produce and modify a plan or draft of one or two paragraphs in response to feedback with very few relevant details 5 Can produce and modify a plan or draft of one or two paragraphs in response to feedback with some relevant details. 6 Can produce and modify a plan or draft of one or two paragraphs in response to feedback with a variety of relevant details. Can display an exemplary model of language use and guide others.
74 Text from the Year 5 English Plus 1 student’s book Page 32
75 Page 33
76 Page 34 \
77 Presentation of Learning Gallery work
78 Artifacts Poster Scrapbook
79 Diorama
80 Benefits • Teachers and pupils enjoy themselves during the learning process. • All pupils are given equal chances to take part in the PBL. • Pupils can expand their communication outside the classroom by using social media or apps. • The overall performance of classroom-based assessment (PBD) has increased. • Parents show their support for their children’s learning. Aspects to be Improved Aspect Improvement • Some pupils faced problems understanding the instructions. • Use simple English to explain the projects to the weak pupils. • Explain the projects in small chunks so that the pupils do not feel overwhelmed. • Not enough time in doing the artifacts during the lesson time. • Guide pupils to produce the artifacts after school hours. • Guide pupils to work and collaborate with each other to increase their efficiency. • Low English proficiency during the POL • Provide guidance and speaking templates for weak pupils. Ask a good speaker in the group to mentor the weak pupils. Conduct rehearsal among themselves first before presenting in front of teachers and classmates.
81 Project-Based Learning Plan 7 School SJK (C) Siew Ching, Lahad Datu Teachers Fung Moi Ken, Voo Xin Jie, Sim Lee Sin Year 5 Theme World of Knowledge Topic Unit 3: Wildlife Title Let’s Build a Wildlife Park Curriculum Content Main skill Complementary skill Content Standard: 2.1 Communicate simple information intelligibly Learning Standard: 2.1.5 Describe people, places and objects using suitable statements Content Standard: 4.3 Communicate with appropriate language form and style for a range of purposes in print and digital media Learning Standard: 4.3.3 Produce a plan or draft of one or two paragraphs for a familiar topic and modify this appropriately in response to feedback Learning Objectives: By the end of the project, pupils will be able to: 1. talk about the wildlife in the park. 2. write sentences about wildlife and the park. Cross-curricular Elements Science and Technology, Environmental Sustainability, Language and Values Moral Value Love the animals Duration 13 June 2022 – 1 July 2022 (3 weeks) Resources English Plus 1, Internet webpage Curriculum Questions Essential Question Why do we need to look after nature? Unit Question How can we help wildlife to live safely? Content Questions 1. What wildlife do you know? 2. Does it live in the water, or on the land? 3. Does it live in our country or a foreign country? 4. What kind of animal is called wildlife? 5. What wildlife do you know is in danger? 6. Why is wildlife important to humans and nature? 7. What are the problems faced by wildlife? 8. How can we help to protect wildlife?
82 Project Timeline No. Date Activities 1 13 June ● Teacher asks, “Why do we need to look after nature?” Share the Padlet link. Pupils provide feedback and opinions in the Padlet. ● Teacher asks, “How many animals can you name?” Teacher writes ‘wildlife’ on the board and asks pupils to identify the animals that might fall under the ‘wildlife’ category. ● Pupils refer to textbook page 32 Activity 1. Teacher explains that pupils will listen to audio and decide which animal is correct for each conversation. ● Pupils read through the animal names in the box in Activity 4. Pupils play the ‘Creature close-ups’ game. Teacher says the animal names and decides which picture matches the animal mentioned by the teacher. 2 17 June ● Pupils refer to textbook page 34, entitled, ‘The ugliest animal? Blobfish, we love you!’. Teacher asks pupils if it’s all right to call animals ugly and asks them to share their thoughts on the adjective ‘ugly’. E.g.: “Can we call people ugly? Why is it not okay?” ● Play the audio of the text. Pupils read the text. Write ‘True’ or ‘False’ for the statements in activity 2. ● Use a dictionary to check the meaning of the words, which are beautiful, common, dull, colourful and rare. ● Ask the pupils, “Do you know the names of any animals in danger?” “Which animals do you think are ugly and beautiful?” 3 20 June ● Conduct a virtual field trip to a wildlife park, zoo or aquarium by using Internet resources. Show the live cams about the wildlife. ● Pupils give feedback about the virtual field trip. Teacher asks, “What wildlife are you interested to know more about?” “What do you wish to know?”, “Why are you interested in the animal?” ● Resource page for virtual field trips: https://www.georgiaaquarium.org/ https://sdzsafaripark.org/ 4 21-23 June ● Pupils search for information about one of the wildlife that they are interested in. In their notebooks, summarise the information such as scientific name, size, habitat, physical appearance, diet and so on. ● Present their findings in front of the class.
83 5 24 – 30 June ● Divide pupils into groups. Tell the pupils that they are going to design their own wildlife park/safari park/zoo/aquarium. Discuss what wildlife they like to include in the park. ● Create a brochure about the park. Teacher may show examples of the brochure. Suggest types of activities in the safari park: tram ride safari, cart safari, and night safari. Write some descriptions of the park. 6 1 July ● Showcase the pupils’ ideal wildlife park. The artifacts can be dioramas, PowerPoint, posters, scrapbooks, animation, Lego build, Minecraft, and so on. Conduct a gallery walk in the class. Do the presentation of learning to the audience. Pupils and the teacher will provide feedback to each other. SJK (C) Siew Ching English PBL Gallery Walk Venue: Meeting Room Date: 13-14 July 2022 Time Wednesday (13.7.2022) Thursday (14.7.2022) 7:00 – 7:15 1 Tekun 7:15 – 7:30 2 Setia 7:30 – 7:45 2 Ikhlas 7:45 – 8:00 2 Tekun 8:00 – 8:15 6 Ikhlas 8:15 – 8:30 3 Ikhlas 8:30 – 8:45 5 Setia 5 Ikhlas 8:45 – 9:00 6 Tekun 3 Tekun 9:00 – 9:15 3 Setia 10:30 – 10:45 4 Ikhlas 10:45 – 11:00 4 Tekun 6 Setia 11:00 – 11:15 1 Ikhlas 4 Setia 11:15 – 11:30 1 Setia 5 Tekun
84 PBL Rubrics Speaking Rubric Content Standards Learning Standards Learning Objectives Performance Standards Performance Level Descriptors 2.1 Communicate simple information intelligibly 2.1.5 Describe people, places and objects using suitable statements Talk about the wildlife in the park. 1 Can describe animals and places using fixed phrases with a lot of support. 2 Can describe animals and places using basic statements with a lot of support. 3 Can describe animals and places using suitable statements adequately. 4 Can describe animals and places clearly using suitable statements with very few relevant details. 5 Can describe animals and places clearly using suitable statements with some relevant details. 6 Can describe animals and places creatively using suitable statements. Can display an exemplary model of language use and guide others.
85 Writing Rubric Content Standards Learning Standards Learning Objectives Performance Standards Performance Level Descriptors 4.3 Communicate with appropriate language form and style for a range of purposes in print and digital media 4.3.3 Produce a plan or draft of one or two paragraphs for a familiar topic and modify this appropriately in response to feedback Write sentences about wildlife and the wildlife park. 1 Can display minimal ability to produce and modify a plan or draft of one paragraph in response to feedback. 2 Can produce and modify a plan or draft of one paragraph in response to feedback with a lot of support. 3 Can produce and modify a plan or draft of one or two paragraphs in response to feedback. 4 Can produce and modify a plan or draft of one or two paragraphs in response to feedback with very few relevant details 5 Can produce and modify a plan or draft of one or two paragraphs in response to feedback with some relevant details. 6 Can produce and modify a plan or draft of one or two paragraphs in response to feedback with a variety of relevant details. Can display an exemplary model of language use and guide others.
86 Text from the Year 5 English Plus 1 student’s book Page 32
87 Page 33
88 Page 34 \
89 Presentation of Learning Process
90 Artifacts Poster Scrapbook Brochure
91 Diorama
92 Benefits ● More engagement of pupils is seen during the teaching and learning processes. Pupils pay more attention and answer questions eagerly. ● Pupils show more interest in learning. They tell teachers that the activities are fun and look forward to more activities. ● Pupils are able to communicate and collaborate better with peers and teachers. They are less shy and less reluctant to present in front of the class. Aspects to be Improved Aspect Improvement ● Some pupils focus more on drawing and crafting instead of reading and writing. ● Teacher reminds the pupils and provides more guidance from time to time. ● There are some “passengers” that barely contribute to the group. ● Teacher or group leader may assign a specific task to each member so everyone plays the role. ● Low English proficiency of pupils ● Teacher identifies the weaker pupils or groups and hence gives more support for their products and presentation.
93 Project-Based Learning Plan 8 School Sekolah Kebangsaan Payang Teacher Bibiana Anthony Mayoh Year 5 Theme World of Knowledge Topic Unit 1: Towns and Cities Title 7 best places to visit in Lahad Datu Curriculum Content Main skill Complementary skill Content Standard: 2.1 Communicate simple information intelligibly. Learning Standard: 2.1.5 Describe people, places and objects using suitable statements. Content Standard: 4.2 Communicate basic information intelligibly for a range of purposes in print and digital media. Learning Standard: 4.2.4 Describe people, places and objects using suitable statements. Learning Objectives: By the end of the project, pupils will be able to: 1. talk about 7 best places in Lahad Datu. 2. describe the best places in Lahad Datu. Cross-curricular Elements Environment Sustainability, Language and Value Moral Values Cooperation, Love the nature Duration 13 – 25 June 2022 (2 weeks) Resources SBELC document, Textbook, PBL compilation, Internet webpage and Facebook Curriculum Questions Essential Question How can we promote tourism in Malaysia? Unit Question How would you promote your local town as a tourist attraction? Content Questions 1. What is a tourist attraction? 2. What are the interesting places in your town? 3. What makes these places interesting? 4. What do the authorities do to promote these places? 5. What activities can you do if you are a nature lover? 6. Where can you go if you are a food lover? 7. If you were a district officer, how would you promote your town to be a tourist attraction?
94 Project Timeline No. Date Activities 1 13 June - 14 June • Divides pupils into groups. • Teacher gives the essential and unit questions to pupils. • Teacher tells the pupils that they are going to do a PBL project as a group (describe the best places in Lahad Datu). • Teacher explains what is PBL and what pupils need to prepare what they have to do. 2 15 June - 19 June • Pupils start searching for information about the best place to visit, eatery, views, recreational parks and so on. • Pupils discuss in their group how to get the information needed. (They may refer to the books and brochures in the school library, website, Facebook, etc.) • Pupils also learn to divide the tasks among themselves. • https://www.sabahtourism.com • FB: Lahad Datu Info 3 20 June – 23 June • Pupils are given ample time to choose and produce their final products. (PowerPoint, scrapbook, posters brochure, lapbook, etc.) • Pupils complete the task given and finalize their project. 4 24 June • Pupils rehearse for the Presentation of Learning. 5 25 June • Pupils do the presentation of Learning to the audience (teachers). • Teacher and pupils give feedback.
95 PBL Rubrics Speaking rubric Content Standards Learning Standards Learning Objectives Performance Standards Performance Level Descriptors 2.1 Communicate simple information intelligibly 2.1.5 Describe people, places and objects using suitable statements Talk about the 7 best places in Lahad Datu. 1 Can describe places using fixed phrases with a lot of support. 2 Can describe places using basic statements with a lot of support. 3 Can describe places using statements adequately. 4 Can describe places clearly using suitable statements with very few relevant details. 5 Can describe places clearly using suitable statements with some relevant details. 6 Can describe places creatively using suitable statements. Can display an exemplary model of language use and guide others.