SELAMAT DATANG

KURSUS ORIENTASI KURIKULUM SEKOLAH RENDAH SAINS TAHUN 5

7 10 OGOS 2006

THE NATIONAL PHILISOPHY Our nation, Malaysia is dedicated to achieving a greater unity of all her peoples; to maintaining a democratic way of life; to creating a just society in which the wealth of the nation shall be equitably shared; to ensuring a liberal approach to her rich and diverse cultural traditions; to building a progressive society which shall be oriented towards modern science and technology. We the people of Malaysia,pledge our united efforts to attain these ends guided by these principles : BELIEF IN GOD LOYALTY TO KING AND COUNTRY SUPREMACY OF THE CONSTITUTION RULE OF LAW GOOD BEHAVIOUR AND MORALITY

NATIONAL PHILOSOPHY OF EDUCATION

Education in Malaysia is an on-going effort towards further developing the potential of individuals in a holistic and integrated manner, so as to produce individuals who are intellectually, spiritually, emotionally and physically balanced and harmonious based on a firm belief in and devotion to God. Such an effort is designed to produce Malaysian citizens who are knowledgeable and competent, who possess high moral standards and who are responsible and capable of achieving a high level of personal well-being as well as being able to contribute to the betterment of the family, society and the nation at large.

NATIONAL SCIENCE EDUCATION PHILOSOPHY

In consonance with the National Education Philosophy, science education in Malaysia nurtures a science and technology culture by focusing on the development of individuals who are competitive, dynamic, robust and resilient and able to master scientific knowledge and technological competency.

SCIENCE KBSR
LEVEL TWO

(YEAR 4, 5 & 6)

UNDERSTANDING THE CURRICULUM

Aims
To develop pupils interest and creativity through everyday experiences and investigations that promote the acquisition of scientific and thinking skills as well as the inculcation of scientific attitudes and noble values.

OBJECTIVES 8
The level two science curriculum aims to: 1. Stimulate pupils curiosity and develop their interest in the world around them. 2. Provide pupils with opportunities to develop scientific skills and thinking skills. 3. Develop pupils creativity. 4. Provide pupils with basic science knowledge and concepts.

OBJECTIVES
5. Apply knowledge and skills in a creative and critical manner for problem solving and decision making. 6. Inculcate scientific attitudes and noble values. 7. Appreciate the contributions of science & technology towards national development and well-being of mankind. 8. Create an awareness on the need to love and care for the environment.

Emphasis of the Curriculum

The curriculum emphasizes the integration of knowledge, skills and values through inquiry learning and problem solving.

Emphasis of the Curriculum

Pupils are encouraged to observe, explore, and ask questions. They are guided to design fair tests to help them answer these questions and to link them to simple scientific ideas. Pupils communicate their ideas and findings through writings, drawings, charts and tables or verbally.

CURRICULUM ORGANISATION

CURRICULUM ORGANISATION
There are five themes in Year 5 Science:
Investigating Living Things Investigating Force and Energy

Investigating Materials
Investigating The Earth and The Universe Investigating Technology

CURRICULUM ORGANISATION
Each theme is organized into learning areas

learning areas

CONTENT ORGANISATION

EXAMPLE
Investigating Force and Energy
LEARNING OBJECTIVES 2.0 Electricity 2.1 Knowing the sources of electricity Pupils carry out Pupils activity such as lighting up a bulb or state the sources ringing an electric of electricity. bell to verify that the following sources produce electricity e.g. Dry cell, accumulator, dynamo, solar cell Provide real objects or substances such as dry cell, accumulator, rechargeable battery, solar cell etc for pupils to observe and discuss. Dry cell- sel kering Hydroelectric power- kuasa hidroelektrik SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTES VOCABULARY

CONTENT ORGANISATION
Themes Learning Areas Learning Objectives Suggested Learning Activities Learning Outcomes Notes Vocabulary

CONTENT ORGANISATION
Investigating Force and Energy
LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES

Theme
VOCABULARY

NOTES

1.0 Living things have basic needs

Learning Area Are written based on the hierarchy of the cognitive and affective domains In the form of measurable behavioral terms and organized in order of complexity Give suggestions on materials used for activities Precaution to be taken when carrying out activities To clarify further the scope of the content Scientific terminology, vocabulary, in context with statement in Learning Outcomes and SLA

General statements of learning outcomes.

Learning Objectives define the general skills, the key concepts and ideas or general facts that pupils must learn.

Provide information on scope and depth of learning outcomes, some guidance as how learning outcomes can be achieved
Teachers may modify the SLA to suit their pupils abilities

CONTENT ORGANISATION
LEVELS IN THE COGNITIVE AND AFFECTIVE
DOMAINS
COGNITIVE DOMAINS AFFECTIVE DOMAINS

Knowing
Understanding Application Analysis Synthesis

to be aware of
to realize to be appreciative to be thankful to love

Evaluation

to practice
to internalize

CONTENT ORGANISATION
Elements in the curriculum

KNOWLEDGE

Principles Theories Concepts Laws Facts

SCIENCE
Scientific skills

SCIENTIFIC ATTITUDES AND NOBLE VALUES

SKILLS

Thinking skills

SCIENTIFIC ATTITUDES AND NOBLE

VALUES
Scientific attitudes and noble values can be inculcated through the learning of science. Through science activities children will develop an interest and curiosity about their surroundings.

They will learn to be objective and systematic in carrying out investigations. Children also learn to be honest and accurate in the recording of data. They develop concern for living things and an awareness of their responsibility towards the environment.

SKILLS Science emphasizes on inquiry and problem solving. In these processes the following skills are developed:
Scientific skills
science process skills

- manipulative skills
Thinking skills critical thinking - creative thinking

SCIENTIFIC SKILLS
Science Process Skills (SPS) enable pupils to formulate their questions and find out the answers systematically.
Basic SPS Observing Classifying Measuring and Using Numbers Inferring Predicting Communicating Integrated SPS Using Space-Time Relationship Interpreting Data Defining Operationally Controlling Variables Hypothesizing Experimenting

SCIENTIFIC SKILLS
Manipulative Skills in scientific investigation are psychomotor skills that enable pupils to:
handle specimens correctly and carefully, draw specimens, apparatus and laboratory substances accurately, use and handle scientific instruments and apparatus correctly clean science apparatus correctly, store science apparatus and laboratory substances correctly and safely.

Focusing on techniques of operation and safety

SCIENCE PROCESS SKILLS

Science process skills are introduced implicitly through questions and activities.
SCIENCE PROCESS SKILL Description

Observing

observing involves the use of our senses to identify and describe an objects properties

e.g. it looks, it smells, it tastes, it feels, it sounds

SCIENCE PROCESS SKILLS

SCIENCE PROCESS SKILL Description

Classifying

Grouping objects according to similarities. Based on observation. e.g. classify animals into herbivore carnivore and omnivore

SCIENCE PROCESS SKILLS

SCIENCE PROCESS SKILL Description

Measuring and using numbers

Making quantitative observation by comparing to a conventional or non-conventional standard e.g. measuring the temperature using the correct technique.

SCIENCE PROCESS SKILLS

SCIENCE PROCESS SKILL Description

Inferring

An explanation or interpretation of an observation. e.g. explain why plants need to disperse seeds or fruits

SCIENCE PROCESS SKILLS

SCIENCE PROCESS SKILL Description

Predicting

A forecast of what a future observation might be. e.g. predict what will happen if there is a change in population of a certain species in a food web.

SCIENCE PROCESS SKILLS

SCIENCE PROCESS SKILL Description

Communicating

Compiling information in graphic or pictorial form, describing objects/events in detail. e.g. pupils gather information on how to keep our water resources clean and present it in the form of folio.

SCIENCE PROCESS SKILLS

SCIENCE PROCESS SKILL Description

Recognizing space-time relations

Describing the position of an object with reference to other objects or to time; describing changes in the shape and position of an object over a period of time.

SCIENCE PROCESS SKILLS

SCIENCE PROCESS SKILL

Description

Interpreting Data

Giving rational explanations about an object, event or pattern derived from collected data.

SCIENCE PROCESS SKILLS

SCIENCE PROCESS SKILL

Description

Defining Operationally

Defining all variables in the experiment by describing what must be done and what should be observed.

SCIENCE PROCESS SKILLS

SCIENCE PROCESS SKILL Description
Naming the manipulated variable, the responding variable and all variables to be held constant.

Controlling Variables

what to keep the same - constants what to change - manipulated variable what to measure- responding variable

SCIENCE PROCESS SKILLS

SCIENCE PROCESS SKILL

Description

Constructing Hypothesis

Making a general statement about the relationship between a manipulated variable and a responding variable to explain an observation or event. The statement can be tested to determine its validity.

SCIENCE PROCESS SKILLS

SCIENCE PROCESS SKILL

Description

Experimenting
(design a fair test)

Planning and conducting activities to test a hypothesis. These activities include collecting, analyzing and interpreting data and making conclusions.

SCIENCE PROCESS SKILLS

Design a fair test : to find out what factors cause the size of a shadow to change by deciding what to keep the same, what to change and what to measure/ observe.
To find out what factors cause the size of a shadow to change.
To make the test fair, pupils should use the same object, the same light source and same screen

If pupils use different objects they cannot conclude the factors that cause the size of a shadow to change is the distance between the light source and the objects. Why not?

SCIENCE PROCESS SKILLS

Design a fair test :
Science Worksheet
Before the experiment What do you want to find out? How will you do it? What will you need? To design a fair test: During the experiment... Write / Draw your results here

What do you want to keep the same?

What do you want to change? What do you want to observe/ measure? What did you learn from the experiment?

SCIENCE PROCESS SKILLS

Design a fair test (for higher level)
Science Worksheet
After the experiment What happened? Can you explain why this happened?

What did you learn from the experiment?

If you could do the experiment again, would you change it? If yes, describe how you would do this.

THINKING SKILLS
CRITICAL
Attributing Comparing &

CREATIVE
Generating ideas Relating Making inferences Predicting

Contrasting Grouping & Classifying Sequencing Prioritizing Analysing Detecting bias Evaluating Making conclusions

REASONING

Making hypotheses

Synthesizing
Making generalizations Visualizing Making analogies Inventing

THINKING STRATEGIES *Conceptualizing *Making decisions *Problem solving

THINKING SKILLS
Thinking is a mental process that requires an individual

to integrate knowledge, skills and attitude.

Thinking skills enhance the thinking ability of pupils. This can be achieved through a curriculum that

emphasizes thoughtful learning.

The pupils are actively involved in the teaching and

learning process.
Activities should provide opportunities for pupils to

apply thinking skills in conceptualization, problem solving and decision-making.

REASONING
Skill used in making logical, just

and rational judgements.

e.g. give reasons why we need to keep our

water resources clean.

TEACHING AND LEARNING STRATEGIES

T&L STRATEGIES
T&L activities should be planned in a holistic and integrated manner that enable the achievement of multiple learning outcomes according to needs and context.

Teacher should avoid teaching strategies that try to achieve each learning outcome separately according to the order stated to the Curriculum Specifications

Emphasis of the Curriculum

Learning through experiences

Pupils are encouraged to find information, to question and to investigate a phenomenon that occurs in the environment.

Emphasis of the Curriculum

Learning through discovery.

Pupils are encouraged to investigate and discover the main concepts and principles of science by themselves.

T&L STRATEGIES
Filled with Activities:
Hands on, Minds on, Hearts-on Interesting, challenging and

meaningful

to encourage pupils to carry out investigations and explorations in a systematic and fun way

T & L STRATEGIES
Based on hands-on and minds-on experience

I listen...I forget I look.I remember

I DO I UNDERSTAND

T&L STRATEGIES

Thoughtful Learning
A process that helps pupils acquire knowledge and master skills that will help them develop their minds to the optimum level

T&L STRATEGIES
Various Teaching and Learning Approaches
Inquiry and Discovery

Constructivism
Contextual learning Mastery Learning Science, Technology and Society

T & L STRATEGIES
Various Teaching and Learning Methods :
Experiments

Discussions
Simulations Projects Visits & Use Of External Resources Use of Technology

ASSESSMENT

ASSESSMENT Continuous assessment through observation and questions.

Teachers may observe pupils during activities to assess pupils understanding as well as the development of skills and values. Pupils work products such as drawings, records, folios, scrap books and models can also be used as indicators. Teachers may also question individual pupils to assess their understanding.

THEME : Investigating Living Things

LEARNING AREA : 1. Microorganism

LEARNING OBJECTIVES: 1.1 Understanding that microorganism is a living thing.

TERIMA KASIH JUMPA LAGI BYE !