A. Strategi Pengajaran Dan Pembelajaran Pedagogi Bestari

1. Direktif (Directive)

2. Pemerhatian (Observation)

3. Mediatif (Mediative)

4. Generatif (Generative)

5. Konteks Luar (Outside-Context)

6. Koperatif dan Kolaboratif (Co-operative and Collaborative)

7. Metakognitif (Metacognitive)

8. Konteksual (Contextual)

9. Kajian Masa Depan (Futuristic Studies)

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B. RPH Yang Mengandungi Strategi Bestari

Date : 10 May 2010 ( Monday)

Time : 9.00 – 10.00am ( 1 hour)

Class : 5 Ungu

Number of pupils : 35/35

Subject : Science

Learning Theme : Investigating Force and Energy

Learning Area : 1. Energy

Learning Objectives : At the end of this lesson, pupils will be able to: 1.3 State the meaning of Renewable And Non

Renewable Energy.

Learning Outcome : 1. List at least three renewable and non- renewable energy resources.

2. List one reason why renewable energy is better than non- renewable energy.

3. Give at least two examples of energy transformation. 4. List at least one way to create renewable energy.

Pre- requisite knowledge

: Pupils are able to name various resources of energy. They are familiar with everyday life appliances and events that involve the use of energy.

Science process skills

: Classifying energy resources into renewable and non-renewable energy.

Observing the changing phenomenon of hydroelectric model.

Manipulative skills : Use and handle science apparatus and substances

Scientific attitudes & values

: Cooperation in group work.

Thinking Skills : Generating ideas on ways to create renewable energy.Visualizing Pupils form images of a hydroelectric turbine in building a model.

Assessment : Making a model of a hydroelectric turbine using paper plates.

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Teaching & learning resources

: Power Point (Pictures of Solar, Wind, Biomass, Water, Natural gas, Nuclear reactive, Petroleum, Charcoal, and Coal) , paper plate, pen

Phases ContentTeaching and Learning

ActivitiesRemarks

Orientation Energy is come from

1. Teacher starts the lesson by present a video on Power

Resources:

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(10 minutes) many resources.

Point.

2. Teacher showing some pictures of various energy resources.a) Solarb) Windc) Biomassd) Water (Hydroelectric)e) Natural gasf) Nuclear reactiveg) Petroleumh) Charcoali) Coal

3. Teacher asks pupils to name those pictures and lists pupils’ answer on the ppt (pupils discuss in group).

4. Teacher :Do you know the energy we use everyday are come from various resources?

Energy resources can be divided into renewable and non-renewable energy. Today, we are going to learn on these resources.

Power Point

Sps:Communicating

Elicitation of ideas(10 minutes)

Energy can be divided into renewable and non-renewable energy.

1. Teacher introduces the topic by asking questions:

Teacher asks:What is renewable?Pupils answer:

Can be replaced unlimitedTeacher asks:What is non-renewable?

Resources:Power Point

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Renewable energy is better than non-renewable energy.

Pupils answer:

Cannot be replaced Limited

Teacher asks:What is renewable energy?Teacher explain:(if student cannot answer)An energy resource that we can use over and over again.

Teacher asks:What is non-renewable energy?Teacher explain:(if student cannot answer)An energy resource that gets up and cannot be replenished in a short period of time.

2. Teacher asks: Can you classify these resources into renewable and non-renewable energy?

Answer:

Pupils brainstorming in their groups to classify the resources (show on Power Point) into renewable and non-renewable energy resources.

a) Solar - renewableb) Wind - renewablec) Biomass - renewabled) Water - renewablee) Natural gas - non-

renewablef) Nuclear reactive - non-

Sps:classifying

Thinking Skills:generating ideasAttitudes & Value:Cooperation

Sps:communicating

Attitudes &

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renewableg) Petroleum - non-

renewableh) Charcoal - non-

renewablei) Coal - non- renewable

3. Teacher asks: Which energy is better? Renewable or non-renewable energy?Pupils answer:Renewable energy.

Teacher asks:Why you say so?Answer:

Pupils discuss in groups on the reason why renewable energy is better than non-renewable energy.Most of the time, pupils’ answers incorrectly. So teacher will discuss later.

Value:CooperationThinking Skills:generating ideas

Restructuring of ideas(25 minutes)

Renewable energy can be replaced.

1. To makes pupils more understand the process of making renewable energy, pupils are divided into 4 groups to build a model of a hydroelectric power (Hydroelectric turbine).

2. Each group is given a paper plate and start to make the model.

3. After the model is done, teacher ask pupils to observed what will happens when the model place under the fast flowing water.Answer:

Resources:paper plate and pen

Manipulative skills:Use and handle science apparatus and substancesThinking Skills:VisualizingSps:Observing

Sps:Communicating

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The paper will rotate while the water is pouring on it.

4. Pupils communicate and discuss with other groups while teacher asking question:

Teacher ask:What is the use of the rotation of the hydroelectric turbine?Pupils answer:To produce the kinetic energy and finally transformed into electric energy.

Teacher ask:Do you know what hydroelectric power is?Pupils answer:Hydroelectric power is the biggest source of renewable energy which created by transformation of potential energy to kinetic energy. Fast flowing water released from dams in mountainous areas can turn water turbine to produce electric.

5. Teacher explain that the model also can be a model of Wind turbine if blow by wind.

Teacher makes further explanation:Water and wind are the renewable resource that can be replaced.

6. Teacher discuss again on the question: why renewable energy is better than non-

Attitudes & Value:Cooperation

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renewable energy.

a) Renewable energy: Continuous supply Can be replenished

within a short period of time

Most of resources are fairly non- pollution

b) Non-renewable energy: Limited supply Takes long timer

(millions of years) to be replenished

Cause pollution and global warming

Application of ideas(10 minutes)

Renewable and non-renewable energy in daily life.

Pupils carry out a brainstorming session to find out the material which is created by using the renewable and non-renewable energy resources in daily life.

Answer:The things that created by

a) Renewable energy Calculator (solar energy)

b) Non-renewable energy Battery (chemistry) Gas for cooking (remaining

of plants, animals and microorganisms long time ago)

Petroleum for car (decomposed plants and animals long time ago)

Sps:Communicating

Thinking Skills:generating ideas

Reflection Energy can be divided into

Teacher guides pupils to reflect on what they had

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(5 minutes) renewable and non-renewable.

Renewable energy is better than non-renewable energy.

Renewable energy can be created by the transformation of energy.

learned.

Teacher ask:What you had learned today?Pupils answer:

Energy can be divided into renewable and non-renewable.

Renewable energy is better than non-renewable energy.

Renewable energy can be created by the transformation of energy.

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C. Nota Grafik Yang Menjelaskan Setiap Strategi P& P Bestari

1. Direktif (Directive)

• Contoh: kaedah demonstrasi, kuliah atau penerangan dan latih tubi

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Proses P&P dengan Strategi Direktif

2. Pemerhatian (Observation)

• Contoh : Eksperimen, simulasi (main peranan, permainan, model), lakonan, demonstrasi

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3. Mediatif (Mediative)

• Contoh : ‘dialectical reasoning’, ‘concept attainment’, ‘concept formation’, ‘inquiry training’, ‘open-ended discussion’

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4. Generatif (Generative)

• Contoh: Sumbangsaran, pemetaan minda, ‘synectics’, pemikiran lateral dan

kreatif, metafora

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5. Konteks Luar (Outside-Context)

• Contoh: Seminar, bengkel, kajian luar, lawatan sambil belajar dan projek

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6. Koperatif dan Kolaboratif (Co-operative and Collaborative)

Pembelajaran Koperatif Pembelajaran Kolaboratif

Satu strategi pembelajaran berteraskan

pasukan kecil, Setiap murid

bertanggungjawab tentang pencapaian

diri sendiri dan membantu ahli kumpulan.

Berasaskan kepada idea bahawa

pembelajaran adalah satu tingkah laku

sosial. Pembelajaran berlaku melalui

perbincangan atau komunikasi fizikal

atau virtual.

Pergantungan positif setiap ahli dalam

menentukan kejayaan pasukan.

Tiada ‘kontrak’/ pergantungan dalam

kolaborasi bersama.

Peranan guru sebagai fasilitator,

menstrukturkan dan memantau aktiviti

pasukan mencapai objektif.

Tidak memerlukan pemantauan guru dan

tidak berstruktur.

Hasil secara kumpulan Hasil secara individu

Prosedur pengajaran dan pembelajaran dalam kaedah koperatif

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Strategi Kolaboratif

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7. Metakognitif (Metacognitive)

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8. Konteksual (Contextual)

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9. Kajian Masa Depan (Futuristic Studies)

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