Application - Teacher to provide - Students in project *Team -PBL of ideas problem scenarios on teams *Scientific/ICT scenario and Heat” to make hypothesis in skills -Guide and “RE Activity 1 - Teacher to give various scenarios and *PBL activities worksheet input and identify variables for *Investigative for PBL (15 minutes) facilitate students’ investigative activities projects activities PBL activities. -Teacher to show - Students were to *ICT/Scientific -Multimedia various explore ideas on the skills (3-D scenarios of the application of science (Harnessing digital animation application of in daily life. resources, software) scientific ideas in Students were to observation) daily life via 3-D prepare investigative * Techno-challenge animation. The project, e.g. to * Higher Order following were illustrate the concept Thinking Skills illustrated: of how water energy (creativity, (1) Energy and was harnessed to problem-solving) chemical changes: generate electricity. The voltaic cell (2) Generation of electricity: Water energy (optional) - Teacher to give - Students were *Scientific skills -Instruction example of guided to make (Observe, sheet with hypothesis in terms of Hypothesis, ‘hypothesizing’. Experiment that e.g. longer the Design “The could be carried out length of the long rod, experiment, is a band the further/nearer it Investigating, set (elastic “Making roller” with will go”. Identify band, rod) instruction sheet - Students were to test and control -Energy kit given. hypothesis by variables, work card investigation Interpreting data, 10 Drawing graph, etc.) Activity 2 -Teacher to facilitate - Students in project *PBL activities -Internet (10 minutes) PBL project teams, teams were to carry *Scientific/ICT demonstrate out PBL activities, skills exchange. exchange findings, (Communicating, surf Internet. Web-based learning) Review -Teacher to discuss -Students to -Communicating -Computer Change of and summarize the summarize their -Graphic organizers graphic Ideas or students’ understanding using -Group (Clip Art) Reflection regarding various constructivist presentation -MS- (10 minutes) the topic. learning tools, graphic *Scientific/ICT -Teacher to revise organizers and Clip skills with students the Art. (Communicating Powerpoint software -They will transfer Manipulating and instruct students their learning onto the science
Application of ideas Activity 1 (15 minutes) (optional) - Teacher to provide problem scenarios on “RE and Heat” - Teacher to give input and facilitate students’ PBL activities. - Students in project teams to make hypothesis in various scenarios and identify variables for investigative activities *Team *Scientific/ICT skills *PBL activities *Investigative projects -PBL scenario -Guide and worksheet for PBL activities -Teacher to show various scenarios of the application of scientific ideas in daily life via 3-D animation. The following were illustrated: (1) Energy and chemical changes: The voltaic cell (2) Generation of electricity: Water energy - Students were to explore ideas on the application of science in daily life. Students were to prepare investigative project, e.g. to illustrate the concept of how water energy was harnessed to generate electricity. *ICT/Scientific skills (Harnessing digital resources, observation) * Techno-challenge * Higher Order Thinking Skills (creativity, problem-solving) -Multimedia (3-D animation software) - Teacher to give example of ‘hypothesizing’. Experiment that could be carried out is “Making a band roller” with instruction sheet given. - Students were guided to make hypothesis in terms of e.g. “The longer the length of the long rod, the further/nearer it will go”. - Students were to test hypothesis by investigation *Scientific skills (Observe, Hypothesis, Design experiment, Investigating, Identify and control variables, Interpreting data, Drawing graph, etc.) -Instruction sheet with set (elastic band, rod) -Energy kit work card 10 Activity 2 (10 minutes) -Teacher to facilitate PBL project teams, demonstrate exchange. - Students in project teams were to carry out PBL activities, exchange findings, surf Internet. *PBL activities *Scientific/ICT skills (Communicating, Web-based learning) -Internet Review Change of Ideas or Reflection (10 minutes) -Teacher to discuss and summarize the students’ regarding the topic. -Teacher to revise with students the software and instruct students -Students to summarize their understanding using various constructivist learning tools, graphic organizers and Clip Art. -They will transfer their learning onto the -Communicating -Graphic organizers -Group presentation *Scientific/ICT skills (Communicating Manipulating science -Computer graphic (Clip Art) -MS- Powerpoint
Online%20Journal%202009%20Full.docx