3.

3 LESSON PLANNING
(i)Yearly Scheme of Work Teaching is more than telling. Effective teaching requires a great deal of thought, preparation, and design At the beginning of the school term, you will need to do a yearly scheme of work to cover the entire science curriculum

YEARLY SCHEME OF WORK

Yearly scheme of work would specify the content for the duration. It also devise weekly table for the whole year. A good yearly scheme of work should contain the following headings: Semester, Number of weeks, Topic and Remarks. In order to plan out the yearly scheme of work you will need the Science syllabus, a calendar, a school calendar and your school time table

The scheme could look something like this:

Week/date Topic Strategy/activity Remarks

1 5/1 -9/1

Parts of the Hands on body activities to observe parts of the body.

Teaching courseware will be integrated into the lesson

Once you have planned the whole years work, you are now ready to consider how to plan the daily lesson

DAILY LESSON PLAN

A lesson plan is a teachers detailed description of the course of instruction for an individual lesson. A daily lesson plan is developed by a teacher to guide class instruction. The detail of the plan will vary depending on the preference of the teacher and subject being covered

What is the rationale for lesson planning?

Carefully prepared and written lesson plans show your students that you are a committed professional. Written and detailed lesson plans provide an important sense of security, which is especially useful to beginning teacher. Written lesson plans help you organize material and search for loopholes , loose ends, or incomplete content.

 Written lesson plans help other members of the teaching team understand what you are doing and how you are doing it.

Written lesson plans also provide substitute teachers with a guide to follow if you are unable to carry out the lesson.

 There is no particular pattern of format that all teachers need to follow when writing out plans however, teacher preparation programs have agreed on certain lesson plan format

Basic Elements of a Lesson Plan (General Format)

The lesson plan format contains the following basic components: (1) Set induction, (2) Development and (3) Closure. These three components need to be included in every lesson plan

Set induction
Perrott (1982) identified four purposes of set induction: Focusing attention on what is to be learned by gaining the interest of students. Moving from old to new materials and linking of the two. Providing a structure for the lesson and setting expectations of what will happen. Giving meaning to a new concept or principle, such as giving examples.

Development
includes Input, Modelling, and Checking for Understanding Input: The teacher provides the information needed for students to gain the knowledge or skill through lecture, film, tape, video, pictures, etc

 Modeling: Once the material has been presented, the teacher uses it to show students examples of what is expected as an end product of their work. The critical aspects are explained through labeling, categorizing, comparing, etc. Students are taken to the application level (problem-solving, comparison, summarizing, etc.)

 Checking for Understanding: Determination of whether students have "got it" before proceeding. It is essential that students practice doing it right so the teacher must know that students understand before proceeding to practice. If there is any doubt that the class has not understood, the concept/skill should be retaught before practice begins.

Closure
Those actions or statements by a teacher that are designed to bring a lessor presentation to an appropriate conclusion. Used to help students bring things together in their own minds, to make sense out of what has just been taught

 Closure is used: to cue students to the fact that they have arrived at an important point in the lesson or the end of a lesson, to help organize student learning to help form a coherent picture, to consolidate, eliminate confusion and frustration, etc. to reinforce the major points to be learned

TEACHING MODELS
A model of teaching lays the foundation for actions and interactions between students and teachers are design to help students learn are prescriptive. Has its set of propositions and directions, enabling us to implement them in classrooms Here we will learn three lesson plan formats that correspond to different teaching approaches commonly practice in teaching science

Inquiry Instruction
Inquiry is a term used in science teaching that refers to a way of questioning, seeking knowledge or information, or finding out about phenomena.

Wayne Welch, a science educator at the University of Minnesota identifies five characteristics of the inquiry process as follows:

Observation: Science begins with the observation of matter or phenomena. It is the starting place for inquiry. However, as Welch points out, asking the right questions that will guide the observer is a crucial aspect of the process of observation.

Measurement:
Quantitative description of objects and phenomena is an accepted practice of science, and desirable because of the value in science on precision and accurate description.

Experimentation:
Experiments are designed to test questions and ideas, and as such are the cornerstone of science. Experiments involve questions, observations and measurements.

Communication:
Communicating results to the scientific community and the public is an obligation of the scientist, and is an essential part of the inquiry process.

Mental Processes:
Welch describes several thinking processes that are integral to scientific inquiry: inductive reasoning, formulating hypotheses and theories, deductive reasoning, as well as analogy, extrapolation, synthesis and evaluation. The mental processes of scientific inquiry may also include other processes such as the use of imagination and intuition.

Inquiry Approach
three components: Setting up a discrepant event, investigating to solve the discrepant event, resolve the discrepant event and closure

Discrepant event is something that surprises, startles, puzzles, or astonishes the observer.

(i) set up a discrepant event

Demonstrate a discrepant event and ask questions Students are confronted with questions or problems that they will want to know the answer

(ii) Students investigate to resolve the discrepant event:

Students will be engage in meaningful inquiry. They will be observing, recording data, classifying, predicting and experimenting in order to solve to problem

(iii) Resolve the discrepancy and Closure Students get the answers after doing the activities. Even if they are not successful in finding all the answers, they will benefit just by listening to explanation given by the teacher.

Needham Five phases teaching model

orientation, eliciting of ideas, restructuring of ideas, application of ideas and reflection

(i) orientation
Menarik perhatian dan minat murid Memotivasikan murid Contoh aktiviti: Tunjukkan aktiviti berselisih idea Kemukakan masalah untuk difikirkan

(ii) eliciting of ideas

Mengenal pasti idea murid yang terdahulu Contoh aktiviti: Pemetaan konsep Soal jawab yang mendorong pemikiran

(iii) restructuring of ideas

Mengembangkan lagi atau mengubah suai idea terdahulu melalui perbandingan dengan idea saintifik Menyiasat dengan menggunakan kemahiran saintifik (Pre misconception dan misconception) Contoh aktiviti:
Aktiviti hands-on dan minds-on Aktiviti yang menggunakan kemahiran proses sains Berkomunikasi dalam kumpulan

(iv) application of ideas

Applikasi idea dalam situasi yang baru Contoh aktiviti: Penyelesaian masalah baru Rekacipta projek

(v) reflection
Menyedari sejauh mana idea terdahulu telah berubah Contoh aktiviti: Penyoalan reflektif Membantu pelajar menilai kendiri tentang perubahan idea dan kemahiran proses tercapai

 Prepare a 30-minutes lesson plan for each of the lesson plan formats discussed above. You can choose any and Topic in the Year 4 Primary Science syllabus After completing your lesson plan, evaluate it yourself, modify it, and then have your modified version evaluated by at least one of your colleagues, before turning it in for your lecturers evaluation.