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i CONTINUOUS PROFESSIONAL DEVELOPMENT (CPD) PROGRAMME for NON-OPTION SCIENCE TEACHERS in SARAWAK ADVISORS 1. YB Datuk Amar Michael Manyin Ak Jawong Minister of Education, Science and Technological Research Sarawak 2. Dr. Rusmini Binti Ku Ahmad Rector Institute of Teacher Education, Malaysia (IPGM) Ministry of Education,Malaysia 3. Dr.NorisahBintiSuhaili Director Sarawak State Education Department 4. Mdm.AnisAlisyaBintiAbdullah Director Institute of Teacher Education(IPG) Tun Abdul RazakCampus Kota Samarahan Sarawak
ii CONTINUOUS PROFESSIONAL DEVELOPMENT (CPD) PROGRAMME for NON-OPTION SCIENCE TEACHERS in SARAWAK PANEL OF WRITERS Dr. Tay Soon Hiang IPG Kampus Tun Abdul Razak Kota Samarahan Mdm. Lim Poh Moy IPG Kampus Batu Lintang Kuching Mr. Muyang Anak Jami IPG Kampus Tun Abdul Razak Kota Samarahan Mr. Ooi Eng Hong IPG Kampus Batu Lintang Kuching Mdm. Vitcsy Anak Michael Niob IPG Kampus Tun Abdul Razak Kota Samarahan Dr. Murugan A/L Mini Ratamun IPG Kampus Batu Lintang Kuching Mr. Raymond Maurice Anak Stephan Bujang Jabatan Pendidikan Negeri Sarawak The Panel of Writers would like to extend their appreciation to Dr. Chien Lee Shing Mdm. Marini Binti Hussain (PPD Kuching) Mdm. Nooraini Binti Mahmud (PPD Kuching) Mdm. Azmiera Abdullah @Selvarlechumi (PPD Padawan) Mr. Harrisman Anak Dollen (PPD Serian) Mdm. Jong Oi Sen (PPD Bau) Mdm. Risma Binti Rahman (SK Goebilt, Kuching) Mdm. Viavinthy Ak Mitoi (SK Jalan Ong Tiang Swee, Kuching) Mdm. Hajibah Binti Sepawi (SK Rakyat Jalan Haji Bolhassan, Kuching) Mdm. Siti Hamidah Binti Ali (SK Matang Jaya, Padawan) Mdm. Cyrena Anak Tedy (SK Sungai Pinang, Bau) fortheir constructive ideas andsuggestions in the completion of this module
iii CONTINUOUS PROFESSIONAL DEVELOPMENT (CPD) PROGRAMME for NONOPTION SCIENCE TEACHERS in SARAWAK OVERVIEW COURSE OBJECTIVES • To enhance the pedagogical content knowledge (PCK) of non-option primary school teachers who are teaching Science in Sarawak • To enable non-option science teachers to apply pedagogical content knowledge (PCK) effectively in real classroom contexts • To empower non-option science teachers to take ownership of their own professional development COURSE STRUCTURE Phase 1 (Face to Face, 4 Days 3 Nights) Aims o To familiarize KSSR Curriculum for Primary Science Education o To enhance PCK o Unpack the curriculum standards o Apply PCK effectively into lesson planning Outcomes o Teachers will familiarize themselves with the curriculum and assessment standards in the subject they teach. o Teachers will be able to apply inquiry approach in the teaching of Science in the class. o Teachers will be able to acquire science process skills. o Teachers will be able to do experimenting on electricity. o Teachers will be able to understand the concept of density. o Teachers will be able to plan 5E model lesson. Phase 2 (Online & On-site, 12 – 14 weeks) Aims o Application of PCK effectively in classrooms and on-site visits o Sharing of best practices online Outcomes o Teachers will be able to apply PCK effectively into real classroom contexts o Teachers will participate and contribute actively in the online learning community Phase 3 (Face to Face, 3 Days 2 Nights) Aims o Reflective and strategic practices o Video critiques o Charting professional development Outcomes o Teachers will be able to reflect on and evaluate own and peers’ teaching practices for further improvement o Teachers will be able to plan the way forward for their own professional development
iv CONTINUOUS PROFESSIONAL DEVELOPMENT (CPD) PROGRAMME for NON-OPTION SCIENCE TEACHERS in SARAWAK CONTENT PAGE Advisors i Panel of Writers ii Programme Overview iii Content iv Worksheet Activity 2.1 Content Organisation 1 3.1 Unpacking of Learning Standards 2-3 4.1 Observing 4-5 4.2 Making Inferences 6-9 4.3 Making Hypothesis 10-11 4.4 Identifying and Controlling the Variables 12-14 6.1 Experiment Design and Report 15-17 6.2 Lesson Plan 18-23 8.1 Communicating 24-27 8.2 Constructing a Table of Data 28 8.3 Defining Operationally 29-31 8.4 Defining Operationally in KSSR Science Textbook 32-35 10.1 5E Model - Lesson Plan Template & Resource 10.2 36-45 11.1 Know -Want -Learned (K-W-L) 46 11.2 Predict-Observe-Explain (POE) 47 11.3 Sequencing the Position of Liquids 48 12.1 Lesson Presentation Checklist 49-50 PHASE 2 On-Site and Online 51-52
Phase 1
1 Worksheet 2.1 Slot 2 DSKP Primary Science Curriculum Activity 2.1 : Content organisation Instructions 1. Work in groups of five. 2. Each group is assigned with a selected topic. 3. Scan the QR code for the template of the activity. https://docs.google.com/document/d/17F31HYvIfupoV2SdG9SaDPE0Lg5_- kX8YjDXbmspVEU/edit?usp=sharing 4. Refer to DSKP Primary Science (Revised 2017). 5. Complete the template with the content standard, learning standard and performance standard for the given topic from year 1 to year 5. 6. Analyse the standards based on the conceptual framework of science curriculum. 7. Present your works. 8. Upload your works in google classroom Theme: ............................................................ YEAR TOPIC CONTENT STANDARD LEARNING STANDARD PERFORMANCE STANDARD 1 2 3 4 5
2 Worksheet 3.1 SLOT 3: Unpacking Curriculum Standards Activity 3.1 : Unpacking of learning standards Instructions: 1. Work in groups of five. 2. Scan the QR code for the learning standards or use the url link. https://docs.google.com/document/d/1TsqeHllTDTef74zowuf_OLUeF0efVqPuKtyYvO76 nbQ/edit?usp=sharing 3. Unpack the learning standards and state the learning objective(s) as well as the success criteria for the learning activities. 4. Present your works using PowerPoint slide.
3 Theme Topic Content Standard Year Learning Standards What do pupils need to know? (Content knowledge) Underline the Nouns What do pupils have to be able to do? (Skills) Circle the Verbs Learning Objective(s) Success Criteria
4 Worksheet 4.1 SLOT 4 & 5: Science Process Skills I Activity 4.1 : Observing Duration: 50 minutes Learning Outcome: By the end of this session, CPs will be able to 1. make observations using five senses. 2. classify observations into qualitative and quantitative observations. Instructions: 1. CPs work in groups of five. Each group has to find a plant and each group will be given a magnifying glass and a ruler. 2. Gather as much information as possible about the plant using your five senses. 3. Write down all observations and senses used in the table provided. 4. Classify the observations into qualitative and quantitative observations. 5. Write your answers in a mahjong paper and paste it on the wall. 6. Discuss your answers with the trainer. 7. Upload your answers to google classroom. No. Observation Senses Type of Observation 1 2 3 4
5 56789 10 11 12 13 14
6 Worksheet 4.2 SLOT 4 & 5: Science Process Skills I Activity 4.2 : Making Inferences Duration: 40 minutes Learning Outcome: By the end of the activity, CPs will be able to make inference based on observations Instructions: 1. Work in groups of five. 2. Based on the Figure 4.1, write down the observations and relevant explanations (inferences) in Table 4.1. Refer to the sample answers given as guidelines 3. From the observation statements in Table 4.2, make inferences for each of observation statements. Refer to the sample answers given as guidelines. 4. Discuss your inference with the trainer and upload your answers to google classroom.
7 Figure 4.1 Plant X Observation Inference Some part of the leaves turn yellow The plant does not have enough water. The plant does not have enough fertilizer. These plant must be placed indoor and there is not enough sunlight. This plant may be exposed to sunlight for a very long time. The roots of this plant have white stuff. The shoot of this plant is withered.
8 The roots of this plant are exposed. The stem of this plant begins to rot. The soil is dry. The smaller flower pot is placed inside bigger flower pot. Table 4.1 Observations based on the picture to make inferences Observation Inference Ahmad is shivering. Ahmad has a fever. Ahmad is in a state of fear. He does not have enough energy. The air conditioned room is too cold. Bitten by the snake. There is a smoky smell outside my house.
9 There is a sudden bright light in the sky. The grass in front of my house is wet. The factory fire alarm is going off. Table 4.2 Observation statements to make inferences
10 Worksheet 4.3 SLOT 4 & 5: Science Process Skills I Activity 4.3 : Making Hypothesis Duration: 50 minutes Learning Outcome: By the end of the activity, CPs will be able to 1. identify the variables based on problem statements 2. construct hypothesis based on identified variables . Instructions: 1. Work in pairs. 2. Read and analyse the following problem statements. 3. Identify the variables involved and then construct aims based on the problem statements. 4. Construct “if/then” or “as the/the” hypothesis. 5. Present and discuss your answers to other CPs and trainer. 6. Upload your answers to google classroom.
11 Problem Statement Variables Involve Aim Hypothesis The factors that might possibly affect the rate of healthy plant growth. amount of water, amount of fertilizer, temperature of surroundings, acidity of the soil. To investigate the relationship between the amount of water needed by the plant with the rate of plant growth. If the amount of water needed by the plant increases then the rate of plant growth will increase. The factors that might possibly affect how fast sugar can dissolve in water number of stirs, volume of water, temperature of water, amount of sugar
12 Worksheet 4.4 SLOT 4 & 5: Science Process Skills I Activity 4.4 : Identifying and controlling the variables Duration: 40 minutes Learning Outcome: By the end of the activity, CPs will be able to identify three type of variables based on problem statements. Instructions: 1. Work in groups of five. 2. For each investigation below, you are required to identify the variables that you need to change (manipulated variable), measure/observe (responding variable) and keep the same (fixed/constant variable). 3. Write your answers in the table given. 4. Present and discuss your answers with CPs and trainer. 5. Upload your answers to google classroom.
1Problem statements Variables Aim The factors that might possibly affect the rate of growth of the plant amount of water, amount of fertilizer, temperature of surroundings, acidity of the soil. To investigate the relationship between the amount of water needed by the plant with rate of plant growth.
3 Manipulated variable Responding variable Constant variable Amount of water Rate of plant growth amount of fertilizer, temperature of surroundings, acidity of the soil.
1The factors that might possibly affect how fast sugar can dissolved in water number of stirs, volume of water, temperature of water, amount of sugar
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15 Worksheet 6.1 Name: Class: Date: 5.2.4 Carry out experiment to compare the brightness of bulbs in series circuit by changing the number of bulbs 1. Inferences(What will affect the brightness of a headlamp?): 2. Aim: 3. Hypothesis:
16 4. Controlling of variables: (a) (b) (c) 5. Apparatus/material: 6. Procedures:
17 7. Result: 8. Discussion: 9. Conclusion:
1LESSODate: Duration: 1030 – 1130 (1 hour) Class: Year 5 Number of Students: 20 Theme: Physical Science Topic: Electric Content Standard: 5.2 Series Circuit and Parallel Circuit Learning Standard: 5.2.4 Carry out experiment to compare the brightness of bulbs in se5.2.7 Explain the experiment results based on the tabulated table uStudents’ Prior Knowledge: a) Students have learned that there are two types of circuits i.e Serieb) Students have learned how to arrange the bulbs in series and pac) Students have learned that bulbs in parallel circuit is brighter thanLearning Outcomes: At the end of the lesson, students will be able to: a) plan and carry out an experiment to compare the brightness of b) explain the results of the experiment. c) make conclusion of the experiment. Science Process Skills: 1. Observing 2. Making inferences 3. Making hypothesis 4. Co7. Experimenting Manipulative Skills :
8 Worksheet 6.2 ON PLAN eries circuit by changing the number of bulbs sing PowerPoint or Microsoft Word es and Parallel Circuits. (5.2.1) arallel circuits. (5.2.1) n bulbs in series circuit. (5.2.3) bulbs in series circuit by changing the number of bulbs. ontrolling variables 5. Communicating 6.Interpreting data
1Thinking Skills: Scientific Attitude and Noble Value: Strategy: discussion and experiment Teaching and Learning Aids: Text book, PowerPoint, Dry CellsElements Across the Curriculum: Soft Skill: Application of 6C: Evaluation and Assessment:
9 s, Bulbs, Wires, Battery holders, Bulb Holders and Switch
2Phase Content LeTeacher Induction Set Refer to Resource 6.2: PowerPoint (notes for teaching) Before the class starts, teacarranges for a student to swlight just before the teacheclass. In a pitch-dark condition, teathe class with a headlamp sTeacher communcates with1. “It is dark. Nevermind, lua headlamp with me.” 2. “Where do we usheadlamp?” 3. Teacher accepts all respstudents. 4. Teacher shows a PowerPoint of a mheadlamp inside a cave5. “We can use a headlcave. Do you think the bthe headlamp is enough6. “What suggestions will this man to make his light brighter?” 7. Teacher writes dsuggestions given by stwhiteboard. 8. “What if we add mo(Teacher poses this students if no student
0 earning Activity Students Remark cher secretly witch off the er enters the acher enters switched on. h students: uckily I have sually use ponses from picture on man with a e. amp in the brightness of h?” you give to headlamp’s down all tudents on a ore bulbs?” question to t gives this Students look at teacher who enter class with a headlamp switched on Students give their responses based on their experience from daily life Students: No Possible responses from students: 1. use more powerful batteries 2. use more batteries 3. use bigger bulbs/more powerful bulbs 4. use more bulbs 5. bring torchlight 6. use two headlamp 7. use bigger wire
2suggestion). Teacher photo on PowerPoint of with many bulbs. 9. “Do you think the hebe brighter with more b10. “For those who said yesare joined in series o(Teacher helps studenwhat they have learnedlesson using PowerPoin11. “Do you want to know tLet us carry out an exfind out.” Development Refer to Resource 6.2: PowerPoint (notes for teaching) Resource 6.3: Experimental Report 1. “Today, we are going tan experiment to cobrightness of bulbs in sby changing the numbe2. “We will compare the brbulbs in parallel circuit lesson.” 3. Teacher distributes Wo(Experiment design) to 4. Teacher guides studeitem 1 (Inferences) bacceptable inferences bsuggestions given earlie5. Teacher guides studethe aim of today’s expe2). Teacher makes sustudents are clear aboutoday’s experiment.
1 shows a a headlamp adlamp will ulbs?” s, the bulbs or parallel?” nts to recall d in previous nt) the answer? xperiment to Yes/No. to carry out ompare the series circuit er of bulbs.” rightness of in the next orksheet 6.1 students. ents to fill in by selecting based on the er. ents to write riment (item ure that the ut the aim of Students fill up item 1 & 2.
26. Teacher asks students tgroups and fill up item7(empty table). 7. Teacher gives guidance8. Students paste their grothe wall and a Galleconducted. 9. Teacher discusses the design with students. 10. Students are asked to cexperiment in groups. sends a representativeapparatus/materials. 11. Teacher facilitates acarry out the experimen12. Teacher asks two students to presexperiment results and made. 13. Teacher discusses the conclusions presented. Closure Resource 6.2: PowerPoint (notes for teaching) 1. Teacher asks students thay have learned todaincrease the brightneheadlamp by increasingof bulbs?”) 2. Teacher gives somcorrection/highlight somthere is any.
2 to discuss in m 3 to item e. oup work on ery Walk is experiment carry out the Each group e to take the as students nt. groups of sent their conclusions results and Students discuss in group. Students fill up items 3 & 7. Students do gallery Walk. Students carry out experiment in groups. to tell what y. (“Can we ess of the the number me input/ me points if Students recall what they have learned today
23. Teacher informs studenare going to carry out anto compare the brightnein parallel circuit by chnumber of bulbs in the n4. Teacher gives homstudents.
3 nts that they n experiment ess of bulbs hanging the next lesson. mework to
24 Worksheet 8.1 8.1. Communicating (1 hour) Success Criteria: By the end of the session, CPs will be able to i. describe an action, object or event so that another person can identify it. ii. construct a table of data when given a written description of the measurements made during an investigation. iii. state some of the communication methods used to present information or ideas. Activity 8.1. Using Good Descriptors in Communication 1. Carry out this activity in groups: a. Appoint a scientist in your group. b. A new species of animal is discovered in a jungle by that scientist in your group. c. As a scientist, you need to describe orally the newly discovered animal to your own group members. d. The group members have to sketch the animal in the space provided below. e. Show your work to other group members after it is done. f. The scientist selects one best sketched picture as winner in the group. g. Share with your friends how you feel about communication using only oral description. Descriptors are words that effectively communicate what a person observes about an action, object or event. Communicating is the way we deliver information to other people (Year 1 Science textbook, page 4) and it is done through various methods in science. Sketch of newly discovered animal
25 2. Figure 8.1 shows Alia communicates orally with her friend about a ladybird: “A ladybird is red with black spots on the wings.” Figure 8.1 Year 1 Science Textbook, page 4 a. Suggest two other descriptions for Alia to communicate orally with her friend about a ladybird. b. Besides oral description, what other methods can Alia use to communicate to her friend about a ladybird?
26 3. Figure 8.2 shows a model of sheep constructed using a cauliflower, grapes and toothpicks based on a picture of sheep. Models and pictures are two methods used to communicate about a sheep. Figure 8.2 Year 1 Science Textbook, page 5 a. What other communication methods can you use to describe the sheep? b. State some of the communication methods used to present information or ideas in Science.
27 4. Discuss in your group five other descriptive words (descriptors) that you can use to effectively communicate to others what you have observed about smell, feel, taste, sound and look, and list down in Table 8.1. The first two descriptors have been done for you. Table 8.1 Descriptors used to describe smell, feel, taste, sound and look Words to describe smell sweet, rotten, Words to describe feel rough, smooth, Words to describe taste sweet, sour, Words to describe sound loud, moderate, Words to describe look colours (red, pinkish), shapes (round, square),
28 Worksheet 8.2 Activity 8.2: Constructing a Table of Data 1. The heights of a ball bounced from the floor when dropped at different heights were measured and shown as follows. a. In your group, organize data in the form of a table in a mahjong paper and put it up on the wall. Post comments using sticky notes on the tables tabulated, and read through the comments posted by others through a gallery walk. b. Write as many information as possible that you may obtained from the table tabulated in No.1a. c. What elements do you need to include in a table of data? Reflection What I have learnt today: A ball dropped 50 cm bounced 40 cm high. A 10 cm drop bounced 8 cm. A ball bounced 24 cm when dropped 30 cm. The bounce was 56 cm high for a 70 cm drop. A 90 cm drop bounced 80 cm.
29 Worksheet 8.3 8.2 Defining Operationally (2 hours) Success Criteria: By the end of the session, I will be able to: i. identify variables that need to be defined operationally in a given investigation. ii. construct operational definition for variables identified. Activity 8.3: How Strong is your Magnet? 1. The activity below is modified from Year 1 Science Textbook, page 69: a. Identify the variables in the investigation. b. Which variable do you need to measure? Magnets used in the school laboratory are permanent magnets. Permanent magnets emit a magnetic field without the need for any external source of magnetism or electrical power. Modern permanent magnets are made of different materials with different strengths and used for different purposes. Magnets A, B and C are made using three different types of permanent magnetic materials. An investigation is carried out to find out if different types of materials used affect the strengths of magnets.
30 c. In groups, carry out the following activity. i. Each group needs 3 bar magnets and 10 paper clips. ii. Label three bar magnets as Magnet A, Magnet B and Magnet C. iii. Use Magnet A to attract one paper clip. Touch the end of the first paper clip using another paper clip. iv. Continue to do so to form a chain as shown in Figure 8.3 until the last paper clip does not attract anymore paper clip on it. Figure 8.3 A paper clip chain attracted to a magnet v. Count the number of paper clips in the chain and record it in Table 8.2. vi. Repeat steps iii - v using Magnet B and Magnet C. Results: Table 8.2 Number of Paper Clips in the Chain Magnet Number of paper clips in the chain A B C d. How did you measure the strength of magnet in activity No. 1c? 2. Table 8.3 shows the procedures used to measure the strength of magnet. In groups and use the materials provided, i.e. 3 bar magnets,3 boxes of paper clips and a ruler, you are asked to measure the strength of magnet based on the procedures in Table 8.3. Record the results in the table provided. a. Write an operational definition in Table 8.3 for the strength of magnet in each procedure. b. Do you need to define operationally “magnet” in this investigation? Why?
31 Table 8.3 Procedures and Tables of Results No. Procedure Result 1. a. Use Magnet A to attract paper clips in bunches. b. Count the number of paper clips and record it in the table provided. c. Repeat steps a and b using Magnets B and C. Table 8.3a The strength of magnet is operationally defined as: 2. a. Arrange paper clips with equal distance to Magnets A, B and C b. Push slowly and simultaneously Magnets A, B and C towards the paper clips using a ruler. c. Record the sequence of paper clips attracted to magnets in the table provided. ruler A B C Table 8.3b The strength of magnet is operationally defined as: 3. a. Push Magnet A slowly from a distance towards the paper clip until it is attractedto the magnet. b. Record the distance between the paper clip and the magnet in the table provided. c. Repeat steps a and b using Magnets B and C. Magnet A Table 8.3c The strength of magnet is operationally defined as: Magnet Number of paper clips attracted to magnet A B C Magnet Sequence of paper clips attracted to magnet A B C Magnet Distance of a paper clip attracted to magnet A B C
32 Worksheet 8.4 Activity 8.4 Defining Operationally in KSSR Science Textbook 1. Figures 8.3 shows Siva and teruni want to test the ability of a material to absorb water. They soak three tissue papers of different thickness in 50 ml of water for one minute. Figure 8.3 Year 4 Science Textbook, page 10 a. What variable do you need to measure in this test? b. How is the variable operationally defined in the investigation?
33 c. A procedure to measure the same variable, the ability of absorption is specified as follows. How do you define operationally the variable using the measuring procedure above? 2. Table 8.4 shows Content and Learning Standards selected from the DSKP, KSSR Science that require students to carry out investigations. a. Study and understand the learning standards and the investigations that are relevant to the standards. b. Identify ‘variables’ in the investigations in each learning standard. c. Construct operational definitions for the ‘variables’ that need to be defined operationally. d. Give justification on ‘variables’ that do not need to be defined operationally. • Fill up a beaker with 50 ml of water. • Fold a tissue paper and put it into the water. • As you dip the tissue paper into the water, start your stopwatch. • After 20 seconds, remove the tissue paper from the beaker and squeeze as much water as you can out of the tissue paper intoa graduated cylinder using a funnel. • Record the volume of water in the graduated cylinder. • Repeat the steps using two other tissue papers of different thickness.
34 Table 8.4 Content and Learning Standards, DSKP KSSR Science Content Standard Learning Standard ‘Variable’ needs/does not need defining operationally Year 1 8.1 The ability of materials to absorb water 8.1.1 Identify the objects that absorb water and cannot absorb water through investigation. 8.1.2 Classify objects that absorb water and cannot absorb water. Year 3 8.1 Acid and alkali 8.1.1 Test acidic, alkaline and neutral substances through changes in colour of litmus paper by carrying out investigation. Year 4 3.1 Breathing process in humans. 3.1.4 Make generalisation that rate of breathing depends on types of activities carried out by observing the chest movement. 5.1 Light Travels In a straight line 5.1.3. Carry out experiment to determine the factors that affect the size and shape of the shadow. 7.2 Properties of materials. 7.2.1 Make generalisation on properties of material on its ability to absorb water whether it is absorbent or water proof by carrying out activities. Year 5 7.1 Rusting Material 7.1.3 Carry out experiments to determine the factors that cause rusting.
35 12.1 The stability and strength of an object and structure 12.1.3 Carry out experiments to determine the factors that affect the stability of an object such as the base area and height. Year 6 6.2 Frictional Force 6.2.2 Carry out experiment to determine factors that affect friction i.e.: • the mass of an object; • type of surface. 7.1 Speed 7.1.3 Carry out investigation to relate speed, distance and time. Reflection What I have learnt today:
36 Worksheet 10.1 LESSON PLAN TEMPLATE 5E MODEL SUBJECT SCIENCE CLASS DATE / DAY TIME THEME CONTENT STANDARD LEARNING STANDARD LEARNING OBJECTIVE By the end of this lesson, students are able to: SUCCESS CRITERIA PRIOR KNOWLEDGE TEACHING AIDS CROSSCURRICULAR ELEMENTS (CCE) HOTS / i-THINK ASSESSMENT & EVALUATION SCIENTIFIC SKILLS THINKING SKILLS SCIENTIFIC ATTITUDES AND NOBLE VALUES