KOSM FORM 5 - PPK [Compatibility Mode]
Transcript of 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
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FORM 5
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A J A R A N M A L A Y S I A
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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A J A R A N M A L A Y S I A
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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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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A J A R A N M A L A Y S I A
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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.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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A J A R A N M A L A Y S I A
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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A J A R A N M A L A Y S I A
Emphasis Of The CurriculumEmphasis Of The Curriculum
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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A J A R A N M A L A Y S I A
Emphasis Of The CurriculumEmphasis Of The Curriculum
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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A J A R A N M A L A Y S I A
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
SCIENTIFIC SKILLSSCIENTIFIC SKILLS
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
SCIENTIFIC SKILLSSCIENTIFIC SKILLS
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
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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
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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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A J A R A N M A L A Y S I A
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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A J A R A N M A L A Y S I A
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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A J A R A N M A L A Y S I A
Content OrganisationContent Organisation
ThemeLearning AreaLearning Objectives
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Suggested Learning ActivitiesLearning OutcomesNotes
Vocabulary
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A J A R A N M A L A Y S I A
Theme: Physiology of Living ThingsLearning Areas: 1.Transport,
2. Locomotion and Support,3. Coordination and Response,4. Re roduction and Growth.
Content Organisation:Content Organisation:
Theme and Learning AreaTheme and Learning Area
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Theme: Variation and InheritanceLearning Areas: 1. Inheritance,
2. Variation.
Content Organisation:Content Organisation:
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A J A R A N M A L A Y S I A
Learning objectives (LO) are specificstatements of the learning outcomesthat students are ex ected to achieve
gg
Learning ObjectivesLearning Objectives
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Learning objectives define the specificskills, the key concepts and ideas , orthe specific facts that the student mustlearn
Content Organisation:Content Organisation:
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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
gg
Learning ObjectivesLearning Objectives
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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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A J A R A N M A L A Y S I A
gg
Learning ObjectivesLearning Objectives
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A J A R A N M A L A Y S I A
LEARNING OUTCOMES (LOC)
are written based on the hierarchy of the
gg
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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A J A R A N M A L A Y S I A
BEHAVIORAL TERMS USED IN THELEARNING OUTCOMES:
Explain Illustrate
gg
Learning OutcomesLearning Outcomes
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Describe ConstructState Give suggestionsCompare and Contrast ClassifyRelate Make conclusionsPredict DetermineDeduce Justify
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A J A R A N M A L A Y S I A
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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A J A R A N M A L A Y S I A
NOTES
Give suggestions on materials used
ggNotesNotes
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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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A J A R A N M A L A Y S I A
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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A J A R A N M A L A Y S I A
There are some differences ascompared to the semakan
CURRICULUM SPECIFICATIONS
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A J A R A N M A L A Y S I A
The End The End
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Thank you Thank you
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PRESENTATION
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A J A R A N M A L A Y S I A
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 J A R A N M A L A Y S I A
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.
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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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A J A R A N M A L A Y S I A
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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A J A R A N M A L A Y S I A
1. Defineonly a formal statement or equivalent paraphrase being required
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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
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A J A R A N M A L A Y S I A
4. Explainmay imply reasoning or some reference in theory, depending on the context
5. Describe
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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.
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A J A R A N M A L A Y S I A
6. Discussto give a critical account of the points
involved in the topic.7. Predict
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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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