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
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