cedures of concept understanding on the *Metacognitive paper or mapping and instruct various concepts and strategy A4 paper to the students to principles of (Concept mapping) be ‘Energy make a and conservation’ by *Scientific skills compiled comprehensive writing the suitable - Observing in portfolio concept map with linking words to -Communicating -ICT suitable linking interconnect the -Classifying graphic words using the labels and show *ICT skills tools concept labels given. the definitions or (Manipulating or -Teacher to interrela-tionships ICT Inspiration demonstrate the among concepts. equipments, Use programme methods of using -Students to draw of software) ICT graphic tools to concept maps using ICT graphic tools) draw concept maps, ICT software. i.e. by MS-Word or Inspiration programme software. - Teacher to assess - Students try to * Focused - Drawing of the presentation of explain again after questioning pens and ideas the students. Teacher being asked further *Repeating drawing delves further by about the explanation student’s paper Step 1 questioning to get that they have given explanation to (5 minutes) students to accept or to get a convincing confirm answers. refute their own answer. explanation Step 1 - Teacher to assess -Students to out * Peer evaluation - Concept (optional) the concept maps peer evaluation * Alternative maps labels (5 minutes) developed by the monitored by teacher, assessment printed students together will modify their * Scientific from and misconceptions, if (Observing, computer identify any any. Communicating) misconceptions. skills Step 2 - Teacher to show -Students to pay * Scientific - Computer (10 video clips on the special attention with (Observing, with access minutes) following topics that note-taking on the Communicating) to were identified to be following features skills PowerPoint difficult for students illustrated in the 3-D * ICT skills (use of to understand or animation software: technological and 3-D visualize: (1) concept of s.h.c. tool) animation (1) Understanding (2) latent heat of * Team study software specific heat fusion, bonding * Higher Order capacity (s.h.c.) of molecules Thinking Skills (2) Understanding (HOTS) latent heat * Peer evaluation
cedures of concept mapping and instruct the students to make a comprehensive concept map with suitable linking words using the concept labels given. -Teacher to demonstrate the methods of using ICT graphic tools to draw concept maps, i.e. by MS-Word or Inspiration programme software. understanding on the various concepts and principles of ‘Energy and conservation’ by writing the suitable linking words to interconnect the labels and show the definitions or interrela-tionships among concepts. -Students to draw concept maps using ICT software. *Metacognitive strategy (Concept mapping) *Scientific skills - Observing -Communicating -Classifying *ICT skills (Manipulating ICT equipments, Use of ICT graphic tools) paper or A4 paper to be compiled in portfolio -ICT graphic tools or Inspiration programme software) of ideas Step 1 (5 minutes) - Teacher to assess the presentation of the students. Teacher delves further by questioning to get students to accept or refute their own explanation - Students try to explain again after being asked further about the explanation that they have given to get a convincing answer. * Focused questioning *Repeating student’s explanation to confirm answers. - Drawing pens and drawing paper Step 1 (optional) (5 minutes) - Teacher to assess the concept maps developed by the students together and identify any misconceptions. -Students to out peer evaluation monitored by teacher, will modify their misconceptions, if any. * Peer evaluation * Alternative assessment * Scientific (Observing, Communicating) skills - Concept maps labels printed from computer Step 2 (10 minutes) - Teacher to show video clips on the following topics that were identified to be difficult for students to understand or visualize: (1) Understanding specific heat capacity (s.h.c.) (2) Understanding latent heat -Students to pay special attention with note-taking on the following features illustrated in the 3-D animation software: (1) concept of s.h.c. (2) latent heat of fusion, bonding of molecules * Scientific (Observing, Communicating) skills * ICT skills (use of technological tool) * Team study * Higher Order Thinking Skills (HOTS) * Peer evaluation - Computer with access to PowerPoint and 3-D animation software
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