KOSM FORM 5 - PPK [Compatibility Mode]

8/14/2019 KOSM FORM 5 - PPK [Compatibility Mode]

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A J A R A N M A L A Y S I A

BIOLOGY

KOSM 2006

K E M E N

T E R I A N P E L

1

FORM 5


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AIMS AIMS

To provide students with the knowledge

& skills in S&T and enable them tosolve problems and make decisions ineveryday life based on scientific

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,AND

To develop a concerned, dynamic andprogressive society with a S&T culturethat values nature and works towards

the preservation and conservation of theenvironment .


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OBJECTIVESOBJECTIVES1. Acquire knowledge in S&T in the context of

natural phenomena and everyday life

experiences.2. Understand developments in the field ofScience & Technology.

3. Ac uire scientific and thinkin skills.

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T E R I A N P E L

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4. Apply knowledge and skills in a creative andcritical manner for problem solving anddecision making.

5. Face challenges in the scientific andtechnological world and be willing to contributetowards the development of S&T.

6. Evaluate S&T- related information wisely and

effectively.


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OBJECTIVESOBJECTIVES

7. Practise and internalise scientific attitudes andgood moral values.

8. Realise the importance of inter-dependenceamong living things and the management ofnature for survival of mankind.

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T E R I A N P E L

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.national development and the well-being ofmankind.

10. Realise that scientific discoveries are the result

of human endeavour to the best of his or herintellectual and mental capabilities tounderstand natural phenomena for thebetterment of mankind.


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Emphasis Of The CurriculumEmphasis Of The Curriculum

The curriculum emphasises theintegration of knowledge, skills

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an va ues roug nqu ry-discovery and problem solving .


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Students are encoura ed to

Learning throughdiscovery

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investigate and discover the mainconcepts and principles of science

by themselves


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Students define problem and

Learning throughproblem solving


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analyse the problem to identifypossible solutions. Students select

the most viable solution,implement and evaluate itseffectiveness


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ELEMENTS IN THE CURRICULUM

KnowledgeThinking SkillsScientific Skills


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Scientific Attitudes and Noble Values


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A J A R A N M

A L A Y S I A

KnowledgeKnowledge

Principles

Theories


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ConceptsLaws

Facts


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A J A R A N M

A L A Y S I A

THINKING SKILLSTHINKING SKILLS acquiring the tools to utilise knowledge and solve problems

Creative Thinking- the ability to evaluate an ideaCritical Thinking

- generate and produce ideasReasoning - used in making logical, just and rational

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Thinking Strategy

Creative Skills Critical Skills

Conceptualise, Make Decision, Solve Problems

judgements


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A J A R A N M

A L A Y S I A

Thinking SkillsThinking SkillsTHINKING SKILLS

CRITICALAttributingComparing &ContrastingGrou in &

CREATIVEGenerating ideasRelatingMaking inferences


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ClassifyingSequencingPrioritisingAnalysing

Detecting biasEvaluatingMaking conclusions

Making hypothesesSynthesisingMakinggeneralisations

VisualisingMaking analogiesInventing

REASONING

THINKINGTHINKING STRATEGIESSTRATEGIES*Conceptualising *Making decisions *Problem solving


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A J A R A N M

A L A Y S I A

SCIENTIFIC SKILLSSCIENTIFIC SKILLS

Science emphasises inquiry and problemsolving processes.Scientific skills and thinking skills are


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.Scientific skills are important in anyscientific investigation.

Examples of scientific investigation suchas conducting experiments and carryingout projects.


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A J A R A N M

A L A Y S I A


Science process skills enable students to

formulate their questions and find out theanswers systematically.


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as c c enceProcess Skills

Observing

Classifying Measuring and UsingNumbers

Inferring Predicting Communicating

n egra e c enceProcess Skills

Using Space-Time Relationship

Interpreting Data Defining Operationally Controlling Variables Hypothesising Experimenting


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A J A R A N M

A L A Y S I A


use and handle science apparatus and

Manipulative skills in scientific investigation arepsychomotor skills that enable students to:


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, handle specimens correctly and carefully, draw specimens, apparatus and laboratory

substances accurately,

clean science apparatus correctly, store science apparatus and laboratorysubstances correctly and safely.

Focusing on techniques of operation and aspects of safety


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A J A R A N M

A L A Y S I A

Noble values and scientific attitudes can be

inculcated through the learning of science.Through science activities students will developan interest and curiosity about their

SCIENTIFIC ATTITUDES AND

NOBLE VALUES


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surroundings. They will learn to be objective andsystematic in carrying out investigations.Students also learn to be honest and accurate inrecording and validating data. They developconcern for living things and an awareness oftheir responsibility towards the environment.


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A J A R A N M

A L A Y S I A

Provides an opportunity for thedevelopment and strengthening of

patriotism among students when theylearn about:

the earths resources

INCULCATING PATRIOTISM


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the richness and variety of living things, the development of S&T.

Students will appreciate the diversity of

natural and human resources of thecountry and deepen their love for the

country.


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A J A R A N M

A L A Y S I A

The Biology Curriculum has been

designed not only to provideopportunities for students to acquirescience knowledge and skills, develop

CONCLUSION


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n ng s s an n ng s ra eg es, anto apply this knowledge and skills ineveryday life, but also to inculcate in themnoble values and the spirit of patriotism.The content and context suggested are

chosen based on their relevance andappeal to students so that their interest in

the subject is enhanced


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A J A R A N M

A L A Y S I A

T & L STRATEGIES

The Biology Curriculum aims at producingThe Biology Curriculum aims at producing

active learners.active learners.Students are given ample opportunities toStudents are given ample opportunities to


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handshands- -on activities and experimentations.on activities and experimentations.The inquiry approach, incorporatingThe inquiry approach, incorporating

thinking skills, thinking strategies andthinking skills, thinking strategies andthoughtful learning should be emphasisedthoughtful learning should be emphasisedthroughout the teachingthroughout the teaching- -learning process.learning process.


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A J A R A N M

A L A Y S I A

IntegrateIntegrate : :

Content and Pedagogy in an interesting,Content and Pedagogy in an interesting,understandable and meaningful way.understandable and meaningful way.

T & L STRATEGIES


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A J A R A N M

A L A Y S I A

Learning activities should be planned in aholistic and integrated manner that enables the

achievement of multiple learning outcomesaccordin to needs and context.

T & L STRATEGIES


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Teachers should avoid employing a teachingstrategy that tries to achieve each learning

outcome separately according to the orderstated in the curriculum specifications.


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A J A R A N M

A L A Y S I A

T & L STRATEGIES

Thoughtful LearningThoughtful Learning

A process that helps students acquire A process that helps students acquireknowled e and master skills that willknowled e and master skills that will


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help them develop their minds to thehelp them develop their minds to theoptimum leveloptimum level


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A J A R A N M

A L A Y S I A

Various Teaching and Learning Various Teaching and Learning Approaches Approaches

T & L STRATEGIES


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nqu ry an scoverynqu ry an scoveryConstructivismConstructivismContextual learningContextual learning

Mastery LearningMastery LearningScience, Technology and SocietyScience, Technology and Society .


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A J A R A N M

A L A Y S I A

Various Teaching and Learning Various Teaching and LearningMethodsMethods ::

T & L STRATEGIES


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DiscussionsDiscussionsSimulationsSimulations

ProjectsProjects Visits & Use Of External Resources Visits & Use Of External ResourcesUse of TechnologyUse of Technology


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A J A R A N M

A L A Y S I A

1. Reduce teachers talking from 80-90% to20-30%, do more practical works or activities.

Changes in cultureChanges in culture

T & L STRATEGIES


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2. Use a lot of graphics in presentation.3. From teacher and student-centred tolearning-centred (activity-based).

4. Use examples/applications which are relevantto students knowledge and experiences.5. Support verbal statements with

actions/writing.


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A J A R A N M

A L A Y S I A

To determine a students statuswith respect to the knowledge,

ASSESSMENT


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that the teacher attempts topromote


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A J A R A N M

A L A Y S I A

Why Assessment ?

To diagnose students strengths and

ASSESSMENT


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To monitor students progress

To determine instructional effectiveness


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A J A R A N M

A L A Y S I A Continuous assessment through

observation and questions

Teachers may observe students during

ASSESSMENT


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as well as the development of skills andnoble values.

Students work products such as folios,models, scrap books and presentations canalso be used as indicators.

Teachers may also question individualstudents to assess their understanding.


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ASSESSMENT

Answers: What, How, Why, and When

Do the students know:


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what they have to do, how to do,

why they are doing it, and when they have done it?

C t t O i tiC t t O i ti


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Content OrganisationContent OrganisationTHEME: PHYSIOLOGY OF LIVING THINGSLEARNING AREA: 4.0 REPRODUCTION AND GROWTH

LearningObjectives

Suggested LearningActivities

Learning Outcomes Notes Vocabulary

4.3Understandingthe earlydevelopment

Use diagram andcomputer simulations todiscuss the following:a) the formation of

A student is able to:describe whatfertilisation is,describe in simple Only a

fertilisation persenyawaan


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humans

,b) the early

development of azygote as theformation of a ballof cells whichbecomesimplanted in thewall of the uterus,

c) identify morula andblastocyst from thediagrams given,

d) formation ofidentical twins,

fraternal twins andSiamese twins.

terms t e ear y

development of azygote,name the two mainstages in thedevelopment of azygote in

preparation forimplantation,describe theformation of twins,compare identicaltwins with fraternal

twins,

simple

accountisrequired.

identical twins kembar seiras

fraternal twins kembar tak

seiras

implantation penempelan

C O i iC O i i


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Content OrganisationContent Organisation

ThemeLearning AreaLearning Objectives


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Suggested Learning ActivitiesLearning OutcomesNotes

Vocabulary


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Content Organisation:Content Organisation:


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Theme: Physiology of Living ThingsLearning Areas: 1.Transport,

2. Locomotion and Support,3. Coordination and Response,4. Re roduction and Growth.


Theme and Learning AreaTheme and Learning Area


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Theme: Variation and InheritanceLearning Areas: 1. Inheritance,

2. Variation.



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Learning objectives (LO) are specificstatements of the learning outcomesthat students are ex ected to achieve

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Learning ObjectivesLearning Objectives

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Learning objectives define the specificskills, the key concepts and ideas , orthe specific facts that the student mustlearn



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A J A R A N M A L A Y S I A WORDS/PHRASES USED IN THE LEARNING

OBJECTIVES BASED ON LEVELS IN THE

COGNITIVE AND AFFECTIVE DOMAINS

COGNITIVE DOMAINS AFFECTIVE DOMAINS

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Knowledge to be aware of Understanding to realise

Application to be appreciative

Analysis to be thankfulSynthesis to loveEvaluation to practise

to internalise



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LEARNING OUTCOMES (LOC)

are written based on the hierarchy of the

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Learning OutcomesLearning Outcomes

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cognitive and affective domains, in the form of measurable behavioural

terms, and organised in order ofcomplexity.



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BEHAVIORAL TERMS USED IN THELEARNING OUTCOMES:

Explain Illustrate

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Learning OutcomesLearning Outcomes

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Describe ConstructState Give suggestionsCompare and Contrast ClassifyRelate Make conclusionsPredict DetermineDeduce Justify


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WORDS AND PHRASES USED IN THESUGGESTED LEARNING ACTIVITIES

Carry out activities Draw and labelInvestigate Play games

Suggested Learning ActivitiesSuggested Learning Activities


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Examine SimulateConstruct InviteObserve Make presentations

View Gather information

Discuss Search the InternetExhibit Compile materialsRead and interpret VisitDebate Prepare folio or scrap book



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NOTES

Give suggestions on materials used

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Precautions to be taken when carryingout activitiesExplanations of difficult technical terms

To clarify further the scope of thecontent



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VOCABULARY

Scientific vocabulary, terminology,conventions (including symbols, quantities and

gg Vocabulary Vocabulary


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units) mentioned in the respective SLA andLearning Outcomes

CURRICULUM SPECIFICATIONS


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There are some differences ascompared to the semakan

CURRICULUM SPECIFICATIONS


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.


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The End The End

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Thank you Thank you


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PRESENTATION


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Group No. Learning Area

1 Transport

2 Locomotion and Support

3 Coordination and Response

PRESENTATION


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4 Reproduction and Growth (LO 1 4)5 Reproduction and Growth (LO 5 8)

6 Inheritance

7 Variation


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C t M


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A concept map consists of nodes or cells thatcontain a concept, item or question and links.

Concept Map


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he links are labeled and denote directionwith an arrow symbol. The labeled linksexplain the relationship between the nodes.

The arrow describes the direction of therelationship and reads like a sentence.

C t M


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A J A R A N M A L A Y S I A Uses:

Develop an understanding of a body of

knowledge.Explore new information and relationships.

Concept Map


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.Gather new knowledge and information.Share knowledge and information generated.

Design structures or processes such as writtendocuments, constructions, web sites, websearch, multimedia presentations.

Problem solving options.

Concept Map


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Critical Questions:

What is the central word, concept, research

Concept Map


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the map?

What are the concepts, items, descriptivewords or telling questions that you canassociate with the concept, topic, researchquestion or problem?

Concept Map


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A J A R A N M A L A Y S I A Suggestions:

Use a top down approach, working from generalto specific or use a free association approach bybrainstorming nodes and then develop links andrelationshi s.

Concept Map


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Use different colors and shapes for nodes & links to identify different types of information.Use different coloured nodes to identify priorand new information.

Use a cloud node to identify a question.Gather information to a question in the questionnode.


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Glossary of Terms Used InCurriculum Document


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1. Defineonly a formal statement or equivalent paraphrase being required

Curriculum Document


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. a eimplies a concise answer with little or no supporting argument

3. Listrequires a number of points,generally each of one word, with no

elaboration

Glossary of Terms Used InC i l D t


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4. Explainmay imply reasoning or some reference in theory, depending on the context

5. Describe

Curriculum Document


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appropriate) the main points of the topic.It is often used with reference either to

particular phenomena of particular

experiments. It should include reference to observations associated with the

phenomena.

Glossary of Terms Used InCurriculum Document


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6. Discussto give a critical account of the points

involved in the topic.7. Predict

Curriculum Document


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in the future based on prior knowledge gained through experiences or collected data.

8. Deduce produce the required answer not by recall but by making a logical connection between

other pieces of information.


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KOSM FORM 5 - PPK [Compatibility Mode]