KKOOLLEEKKSSII PPLLAANNEETT PPEEAA--PPLLEE SSIIRRII 3300 Designing a cross-curricular Deep Learning plan for Primary School in Science subject II Designing a cross-curricular Deep Learning plan for Primary School in Science subject II PREPARED BY: PISMP SAINS AMBILAN JUN 2022 CHIAM SUN MAY, PHD., AINON BT HADIM, TAN CHO CHIEW, LOW KEE SUN UNLEASHING DISCOVERY:
KKOOLLEEKKSSII PPLLAANNEETT PPEEAA--PPLLEE SSIIRRII 3300 UNLEASHING DISCOVERY: Designing a Cross-curricular Deep Learning Plan for Primary School in Science Subject II Designing a Cross-curricular Deep Learning Plan for Primary School in Science Subject II
INSTITUT PENDIDIKAN GURU KAMPUS KENT, PETI SURAT 2, 89207 TUARAN, SABAH. Hak Cipta © Institut Pendidikan Guru Kampus Kent 2023 Cetakan Pertama 2023 Hak cipta terpelihara. Tidak dibenarkan mengeluarkan atau ulang mana-mana bahagian kandungan, illustrasi dan jadual dalam kandungan buku ini dalam apa juga bentuk dan dengan apa juga sama ada secara elektronik, fotokopi mekanik, rakaman atau cara lain sebelum mendapat izin bertulis daripada Institut Pendidikan Guru Kampus Kent. Koleksi Planet Pea-ple Siri 30 UNLEASHING DISCOVERY: Designing a cross-curricular Deep Learning Plan for Primary School in Science Subject II eISBN: 978-967-0008-74-5 Book cover designer: Khairunnisa Binti Mohd Hafiz PISMP SAINS SK/SJKC Ambilan Jun 2022 CHIAM SUN MAY, PHD. AINON BT HADIM TAN CHO CHIEW LOW KEE SUN Editors & designers: Chiam Sun May, PHD. Ainon binti Hadim, Tan Cho Chiew, Low Kee Sun, PISMP Sains SK/SJKC Ambilan Jun 2022
We sincerely appreciate everyone whose unshakable commitment and diligent work helped create "Planet Pea-ple Series 30, UNLEASHING DISCOVERY: Designing a Cross-curricular Deep Learning Plan for Primary School in Science Subject II". This book is a source of important knowledge for educators everywhere, offering insights into cutting-edge deep learning plans for primary school science subjects. Our sincere appreciation goes out to Dr. Chiam Sun May, Mdm. Ainon Bt Hadim, Mr. Tan Cho Chiew, and Mdm. Low Kee Sun, who served as our excellent lecturer. This endeavor has been greatly shaped by all of the mentorships and constant support. We would like to express our gratitude to the committed teachers who contributed their knowledge and experience to the book's pages. We are incredibly appreciative of your advice and your incalculable efforts. Our warmest gratitude goes to our exceptional PISMP Intake June 2022 Science option batchmates for their dedication and passion in developing this educational masterpiece. Last but not least, our heartfelt thanks go to the entire Planet Pea-ple Series 30 Production Committee, whose united efforts, both direct and indirect, have resulted in this work. We have collaborated to produce a vital resource that will empower educators and change the future of education. Let us continue to champion the cause of education and encourage the next generation of learners as we celebrate the successful culmination of our efforts. Your devotion and commitment to pedagogical improvement are admirable, and we are grateful for your efforts. PREFACE i
Planet Pea-ple Series 30, Unleashing Discoveries: Designing a cross-curricular Deep Learning Plan for Primary School in Science Subject II" is a must-have resource for educators and students alike. In the field of science education, the addition of colorful infographics is a game changer. These visual aids give unrivaled clarity, assisting educators in presenting abstract scientific ideas with accuracy while helping students grasp complicated concepts with ease. This encourages increased participation and a deeper comprehension of the subject matter. This book is an example of creativity in an age when excellent teaching methods are critical in molding the future of our students. It provides educators with the resources they need to inspire the next generation of scientists, displaying a deep dedication to quality in science education. Finally, Planet Pea-ple Series 30 is more than just a book; it is a transforming teaching tool that bridges the gap between instructors and students. It brings science to life, making it more accessible and compelling, and has the potential to revolutionize science education globally. It has the potential to transform the way science is taught and learned, establishing a new global standard for science education. May this book spark your interest in science and provide you with the knowledge and inspiration you need to go on a lifelong path of research and discovery. ABOUT ii
TABLE OF CONTENT TABLE OF CONTENT CONTENT PAGE RANGE Plant Respond to Stimuli 1-22 Magnet 23-37 State of matter : Oobleck experiment 38-45 Water cycle through arts and invention 46-54 iii
PLANT RESPOND TO STIMULI 1
Student can: 4.1.2:Connecting plants parts that respond to stimuli with the types of stimuli. OBJECTIVES 4.1.3: make conclusions about plant parts that respond to stimuli through investigation. 1 2 2
Recognize and identify different types of stimuli that affect plants, such as light, touch, or temperature. Understand which parts of plants are involved in these responses and how they function in reaction to stimuli. Conduct simple investigations or experiments to observe and gather data on how plants react to specific stimuli. Analyze the data collected and draw conclusions based on their observations. Develop critical thinking skills by exploring cause-and-effect relationships in the context of plant responses to stimuli. Overall, the aim is to empower pupils to explore and appreciate the natural world by comprehending the fascinating ways in which plants interact with their environment through responsive behaviors. The aim for pupils to acheive based on the topic "Plants React to Stimuli" according to DSKP Science Year 4 is to develop a comprehensive understanding of how plants respond to various stimuli and to enable them to apply this knowledge effectively. Specifically, the aim is for students to: AIMS OF THIS TOPIC 3
ONLINE ASSESMENT - Platforms like PhET Interactive Simulations offer various science-related simulations. Quiz and Survey platforms -Google Forms: Create quizzes and surveys with a multiple-choice, short-answer, or essay questions. -Kahoot!: Build interactive quizzes and games to assess knowledge. -Quizlet: Use flashcards, quizzes, and games to reinforce concepts. Youtube -Have students create short videos explaining plant responses to stimuli Utilize virtual labs and simulations that allow students to experiment and observe plant responses online. 4
4.1.1 : "Stating that plants respond to stimuli through observation using various media." - This suggests that one should begin by acknowledging that plants exhibit responses to different stimuli and that these responses can be observed and documented through various means. 4.1.2 : "Connecting plant parts that respond with the types of stimuli." - This step involves identifying specific plant parts or organs that exhibit responses and then categorizing these responses based on the types of stimuli they react to. 4.1.3 : "Drawing conclusions about plant parts that respond to stimuli through investigation." - After making observations and connections, it is essential to analyze the gathered data and draw conclusions based on the investigations conducted. 4.1.4: "Explaining observations about plant responses to stimuli through creative sketches, ICT (Information and Communication Technology), writing, or creative oral presentations." - This aspect emphasizes the importance of effectively communicating your findings. Students can use creative methods such as drawings, technology, writing, or oral presentations to explain and share their observations and conclusions about how plants respond to stimuli. This framework outlines a process or approach to studying and understanding how plants respond to stimuli. Here ' s an interpretation of each element” In summary, this framework guides the process of studying plant responses to stimuli by starting with observations, categorizing responses, drawing conclusions, and finally, effectively communicating the findings creatively and engagingly. WHAT DO UNDERSTAND ABOUT THE FRAMEWORK 5
ASSESMENT SUGGEST IN DSKP Involving Scientific Skill: -Investigating plant responses to water -Investigating roots responding to gravity - Investigating shoots responding to light -Investigating plant parts that respond to touch 6
What is the thoughtful learning in the topic you have chosen? Explain with specific examples Question 7
In the curriculum (DSKP), students will learn about how plants respond to water, light, and gravity. When students understand that roots respond positively to water while shoots respond positively to light, they will plant with the correct positioning, where the shoots must be above and the roots below, and ensure they are placed in the right sunlight location. PUPILS CAN IDENTIFY HOW TO PLANT AND CARE FOR PLANTS CORRECTLY AND APPROPRIATELY 8
In the curriculum (DSKP), students will learn about how plants respond to touch. They learn this is the plants method to protect themselves from predator or danger. For example, Mimosa Pudica sp. will close their leaves when being touched. PUPILS ARE AWARE THAT SOME PLANTS HAVE THEIR OWN METHODS OF DEFENSE OR ATTACKED WHEN THREATENED. 9
using space-time relations Observing Communicating Classifying Predicting What are the scientific skills and science process skills in the topic that you have chosen? Inferring hypothesizing controlling of variables Experimenting interpreting data 10
PREDICT EXPLAIN OBSERVE EXPLAIN 11
What is the scientific attitudes noble values 21st skills, and HOTS in the topic you have chosen? Question 12
Scientific Attitudes Scientific attitudes refer to the fundamental mindsets and characteristics that scientists and individuals engaged in scientific inquiry should cultivate and exhibit. These attitudes are essential for the pursuit of objective, reliable, and evidence-based knowledge in the field of science. Curiosity Open-mindedness Skepticism Precision Honesty Creativity Encourage pupils to ask questions about how plants respond to stimuli and why these responses occur. Emphasize the importance of considering various possibilities and hypotheses in understanding plant responses. Encourage pupils to critically evaluate sources of information and experimental results. Stress the importance of accurate measurement and observation in studying plant responses. Promote ethical conduct in scientific investigations and reporting of findings. Encourage innovative thinking when designing experiments or proposing novel hypotheses. 13
Noble Values: "Noble values " typically refer to ethical or moral principles that are considered virtuous and admirable in human behavior. These values often serve as guiding principles for individuals and societies, promoting positive and ethical actions. Respect for Nature Empathy Responsibility Environmental Ethics Instill an appreciation for the beauty and complexity of the natural world, including plants, and promote responsible stewardship. Encourage pupils to consider the well-being of plants and other organisms when conducting experiments or making decisions. Discuss ethical considerations related to plant responses, such as the ethical implications of genetic modification or invasive species management. Teach pupils about the importance of responsible use of resources and the potential impact of human actions on plant life. 14
21st-Century Skills 21st-century skills, often referred to as "future skills " or " skills for the 21st century, " are a set of abilities and competencies that are considered essential for success in the modern world, particularly in an era characterized by rapid technological advancements, globalization, and changes like work and society. These skills go beyond traditional academic knowledge and focus on preparing individuals for the challenges and opportunities of the 21st century. Critical Thinking Problem Solving Communication Skills Collaboration Information Literacy Encourage teamwork and collaboration among students when designing and conducting experiments. Promote the ability to analyze and evaluate information about plant responses critically. Encourage pupils to devise solutions to real-world problems related to plant stimuli, such as optimizing crop growth or mitigating the effects of environmental stressors. Emphasize the importance of effectively conveying scientific findings through written and oral presentations. Teach pupils how to find and evaluate credible sources of information related to plant responses. 15
Higher-Order Thinking Skills (HOTS) Higher-Order Thinking Skills (HOTS) Higher-Order Thinking Skills (HOTS), also known as higher-order cognitive skills, refer to a set of cognitive abilities and processes that go beyond simple memorization and recall of facts. HOTS involves critical thinking, analysis, synthesis, evaluation, and problem-solving. These skills are considered more complex and intellectually demanding because they require a deeper level of mental processing and engagement. HOTS is crucial for students and individuals to analyze information, make informed decisions, and apply knowledge effectively in various contexts. Analysis Synthesis Evaluation Application Problem Solving Encourage students to apply their knowledge to realworld scenarios, such as designing experiments to improve crop yields or reduce environmental impacts. Challenge students to analyze complex plant response mechanisms, such as phototropism or gravitropism, and explain them in-depth. Ask students to synthesize information from various sources to create a comprehensive understanding of how plants respond to stimuli. Have students evaluate the effectiveness of different experimental methods for studying plant responses. Present students with challenging scenarios related to plant stimuli and ask them to propose innovative solutions. 16
By incorporating these scientific attitudes, noble values, 21st-century skills, and HOTS into the study of plant responses to stimuli, educators can foster a holistic and meaningful learning experience that prepares students for a rapidly changing world while instilling a sense of responsibility and ethics toward the environment. 17
Element across the curriculum. Why? and how in the topic you have chosen? 18
Incorporating elements across the curriculum, also known as cross-curricular or interdisciplinary approaches, involves integrating multiple subjects or disciplines to create a more holistic and interconnected learning experience for students. Incorporating elements across the curriculum, also known as cross-curricular or interdisciplinary approaches, involves integrating multiple subjects or disciplines to create a more holistic and interconnected learning experience for students. Why Incorporate Elements Across the Curriculum: 19
How to Incorporate Elements Across the Curriculum in the Topic of Plant Responses to Stimuli: How to Incorporate Elements Across the Curriculum in the Topic of Plant Responses to Stimuli: Language Arts: Encourage students to research and write reports or essays on topics related to plant stimuli, such as the impact of light on plant growth or the role of hormones in plant responses. Develop their scientific writing skills. Assign tasks to the students to gather more information from books/internet about plants that respond to stimuli. Request that they prepare a brief report or presentation using power point about their findings. 20
HOW TO ASSES? Observe and give scores based on the scientific skills and science process skills being applied by the students during the experiment. Analyze the marks score by pupils in games or quiz about the topic Write a reflection about the things that the students learn during about the topics 21
PERFOMANCE LEVEL/TP Explain for example , plant parts that respond to stimuli with the types of stimuli. TP 3 22
MAG ET SCIENCE YEAR 1 RACHEL & AZRIE 23
TEMA: SAINS FIZIKAL TAJUK STANDARD KANDUNGAN STANDARD PEMBELAJARAN 7.0 MAGNET 7.1 MAGNET 7.1.3 MENGITLAK TINDAKAN MAGNET KE ATAS PELBAGAI OBJEK DENGAN MENJALANKAN AKTIVITI. 24
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Video Show video-assisted learning (VAL) To provide a way for pupils to see and hear information more dynamically and engagingly than traditionally text-based materials To improve a student’s comprehension, cognitive ability, or social-emotional skills. Teaching strategy Purpose 26
ACTIVITY: TREASURE HUNT OBJEctIve: PUPILS can identify the magnetic action on various objects. METHODS OF TEACHING: DEMONSTRATION & HANDS-ON ACTIVITY TEACHING STRATEGY: STUDENT AND MATERIAL CENTERED 27
SCREW APPARATUS & MATERIAL ICE CREAM STICK PLASTIC BUTTON magnet bar PLASTIC RULER METAL BOTTLE CAPS ERASER CLOTHES PIN MARBLES SAND BOX 28
Places all the objects inside a box STEPS 29
Places sand on top of the objects STEPS 30
STEPS Bring the magnet to the top of the box 31
Pupils predict first about the objects before observing what it is STEPS 32
Fill in the table provided about which objects are attracted to magnet or not STEPS 33
Explain the magnetic reaction of the magnet to the objects. STEPS 34
OBSERVATION TABLE 35
21ST CENTURY SKILLS Critical Thinking Communication Collaboration Integrity 36
DEEP LEARNING ELEMENTS ACROSS THE CURRICULUM Using Malay or English language when conducting the activities. Hardworking, Responsible LANGUAGE ENTREPRENEURSHIP (KEUSAHAWANAN) STUDENT-CENTERED LEARNING Student-centered learning allows students to actively participate in their learning (Teachers as facilitator). students responsible for their own learning Student explore and build their own knowledge. 37
STATE OF MATTER OOBLECK EXPERIMENT Wen Hui, Hui Sze 38
Learning standard: 8.1.3 Characterize the properties of solids, liquids and gases by carrying out activities. Learning objective: Pupils can understand the change of particles for solids and liquids by carrying out activities in groups. 39
Oobleck 2 Cups of Cornstarch 1 Cup Warm Water A Few Drops of Food Coloring (optional but awesome!) Large Bowl or Pie Plate Easy Oobleck recipe Mix the cornstarch and water with your Procedure: 1. hands so you can feel when it is all mixed and ready to play. Again it will become solid under pressure, then liquefy when pressure is removed. It helps if you can have a helper ready to add a little water or cornstarch if you feel it needs it. 2. Coloring your oobleck is simple, simply add a few drops of food coloring during the mixing process. Oobleck is a non-Newtonian fluid or liquid. Under pressure, it behaves like a solid. But remove the pressure and it turns to liquid. 40
Science behind Oobleck Liquid-Like Properties: When left undisturbed or handled gently, Oobleck behaves like a liquid. It flows and conforms to theshape of its container. At this stage, the cornstarch particles are relatively free to move past each other, allowing the material to flow like a typical liquid. The particles are not tightly packed together, and their interactions are weak. Solid-Like Properties: When a force or shear stress is applied to Oobleck, it behaves like a solid. For example, if you press it or hit it with a spoon, it momentarily becomes rigid. Under stress, the cornstarch particles come closer together and lock into a temporary structure. These temporary structures create a network within the Oobleck, making it resist deformation and act like a solid. When the force is removed, the structures break apart, and the Oobleck returns to its liquid state. 1. 2. 41
What is the thoughtful learning in the topic? Hands-On Learning: Pupils can touch, squeeze, and manipulate the substance, which engages multiple senses and aids in understanding abstract concepts related to matter and state transitions. Exploration of Material Properties: The experiment encourages pupils to explore the properties of materials. They can observe how adding more cornstarch or water affects the consistency of Oobleck and how it transitions from solid-like to liquid-like behavior. Messy Play and Creativity: Oobleck is fun and messy, encouraging creativity and imaginative play which fosters exploration and experimentation in a lowstakes, enjoyable setting. 42
Mathematics Pupils measure and record the quantities of cornstarch and water they use to make Oobleck. This involves using measurement tools like cups and spoons, which can be related to fractions and ratios. Discuss the ratio of cornstarch to water in the Oobleck mixture. For example, if you use 1 cup of cornstarch and 1/2 cup of water, you can introduce concepts of fractions and proportions. Element across the curriculum Language Introducing the Oobleck activity involves using scientific terms such as "non-Newtonian fluid, " "viscosity, " "suspension, " and "shear stress." These terms can be explained and discussed, helping students expand their vocabulary and understand the language of science. Art Oobleck can be used as a medium for artistic expression. Participants can create sculptures, paintings, or interactive art pieces using Oobleck. This artistic aspect fosters creativity and innovation in the context of art and design. Creativity and Innovation The Oobleck activity encourages individuals to ask questions, make hypotheses, and conduct experiments to better understand its properties and behavior. This process of scientific inquiry is inherently creative and can lead to innovative discoveries or insights into fluid dynamics. 43
Communication: Pupils can enhance their communication skills by explaining their observations, findings, and hypotheses to their peers or through written reports or presentations. Critical Thinking: Pupils can observe and analyze how Oobleck behaves, leading to critical thinking about its properties and the science behind it. They may also need to troubleshoot and adapt their approach if the Oobleck doesn't behave as expected.as. 21st century skill Curiosity: When pupils are presented with Oobleck, they naturally become curious about its properties and how it can change from a solid to a liquid and back again. This hands-on exploration encourages pupils to ask questions and seek answers. 44