5E Lesson Plan: Understanding Electricity For Science Form 3

Assalamualaikum and have a very good day. Today I would like to share the 5E Lesson Plan for Science Form 3 Topic 7.2 Understanding Electricity

I tried to infused technology in my T&L by utilising the simulation in website & web 2.0 tools which is PHET and quizizz.

Lesson Plan : Daily Lesson Plan using the 5E Teaching Model/Learning Cycle for an Inquiry Lesson

Class           :	3 Daisy
Duration / Period        :	60 minutes / 2 period
Learning Area            :	Electricity
Learning Objectives :	7.2 Understanding electricity
Learning Outcomes  :	A student is able to: 1.     Give example of sources of electrical energy used in everyday life 2.     State what electricity is 3.     State what voltage is 4.     State what resistance is 5.     Describe the directions of current and electron flow in an electric circuit
Apparatus/ Materials   :	Demonstration: Energy Efficiency bulbs and fluorescent bulb Experimenting: Battery, battery holder, connecting wires, bulbs
Tech. tools/ Software    :	Chrome book, laptop, wi-fi Optional: hand phones and tablet
Process skills            :	Implement scientific investigative including making observations, asking well defined question, formulating hypothesis, selecting appropriate equipment
Noble values         :	Appreciate science and technology
Vocabulary:	Electricity, voltage, electron flow, current, resistance, current flow
Existing knowledge :	Electron, energy, electrostatic, battery, bulb, wires

5E in Teaching and Learning

Engage	Technology Connection	Teaching and Learning activities
	Set of bulbs which consist of -         Compact Fluorescent light (CFL) -         Incandescent bulb -         LED bulb (Interesting because it was prepared before for the Green Technology Show Competition)	Students watch the demonstration. Teachers asked question and shared what they already knew about electricity. Student gather existing knowledge
Explore	Provides student with a common experiment to understand the relationship between electricity, voltage and resistance (bulb)	Students are form in groups of 5. Teacher distribute the materials needed for observation. Students  -         set up the apparatus/ materials -         Experimenting -         Observe -         Find flaws in connection
Explain	Debrief activity Interactive Teacher-Student open discussion (facilitated by multimedia simulation: https://phet.colorado.edu/sims/html/circuit-construction-kit-dc-virtual-lab/latest/circuit-construction-kit-dc-virtual-lab_en.html and educational technology tools that validates students’ knowledge, skills and uncovers and clarify misconceptions and misunderstandings	Students begin to explore essential question Teach concept facilitated by teacher Students Guide/ help students as they explore the simulation.
Elaborate	Students apply the information learned in the Explain to answer question or solve problems of relationship between: -         Rate of electron flow and current -         Voltage and current flow -         Voltage and brightness of the bulb -         Resistance and brightness of the bulb	Student making hypothesis Students relate: -         Rate of electron flow and current -         Voltage and current flow -         Voltage and brightness of the bulb -         Resistance and brightness of the bulb Students making conclusion
Evaluate	Students are assessed for mastery informally and formally by teacher Continues questioning by utilizing a web 2.0 tools for formative assessment called “quizizz.com”	Students apply knowledge in the multiple choice question Students making conclusion based on today activities with peer friends

Youtube link for the T&L for this topic:

Mini Action Research Related to a Classroom Problem

Assalamualaikum and have a good day.

I want to share the Action Research that I did for my Technology and Innovation Class with Prof. Dr. Nurulhuda as one of the Key Characteristics of an Action Research.

Action Research is done to learn from it and to improve the teachers own teaching activities.

Educators can conduct, practice oriented research and improve their classroom practice. By collecting data about their daily activities, problems and outcomes for purpose in improving themselves as teachers and their students as learners.

It is a reflective process which helps teachers to explore and examine aspects of teaching and learning to take action to change and improve.

Process of Action Research:

My Action Research:

Identifying a Classroom Problem:

Assessment is consider not only as a measurement of students' understanding, but assessment also is

an important process of  cognitive development. Studies has shown that formative assessment is a part that strengthen the students understanding as it is commonly used to access students' learning of new material and knowledge. Formative assessment also provides information to the teacher for further intervention.

Engagement During Formative Assessment and Lack of Motivation
Before the Action Research, the students seems to:

1. Lack of enthuasiasm
2. Does not engage with the formative assessment activities

How boring a classroom could be? 

Defining the Problem: Enhancing students understanding by giving different formative assessment activities which is more interesting.

Probable cause problem: Multiple choice test or objective question does not involved visual and hearing senses thus, lack of enthusiasm.

Developing & Implementing an Action Research Plan:

Research is done to the Form 3 students of SMK Tarcisian Convent, Ipoh in a subtopic of 7.2: Understanding Electricity

Science Process Skills:

1. Analysing

Noble values: 

1. Being Objective and Rational
2. Appreciate the contribution of Science and Technology

Process:
1. Understanding Electricity by implementing the 5E lesson
    Youtube Link : Understanding Electricity 5E lesson
2. Implement the web 2.0 Tools https://quizizz.com/ for Evaluation

 Collecting & Analyzing Data:

1.   Interview
2.   Observation
3.   Data from Quizizz.com

Interview

Observation - During the implementation

Data from Quizizz.com

Information of Class accuracy

Analysis of Individual score 

Game highlights: for teacher further reference and planning for intervention

Ranking of top 5.

Using & Sharing Results

Social media: Facebook, blog., whatsapp group
School: PLC (Professional Learning Community)

Reflection:

As a conclusion, Implementing Quizizz in the classroom as an application for assessment is very interesting to the students and an eye opener for the to the technology. Teaching and learning style should be upgraded as we are moving toward the 21st century learning. Students should engage in a Technology-Enhanced lesson that can facilitate critical and creative thinking skill.


 "We must find a way of bridging traditional divide between educational theory and professional practice"  - Jack Whitehead, Action Research Principles and Practice, McNiff 1988

Beats of Sound

Visualising of Beats Using Visual Analyser

Theory:
Beating is the periodic variation amplitude at a given point due to the superposition of two waves having slightly different frequencies.

App./Software:

• Frequency Sound Generator
• Visual Analyser Software

Frequency Sound generator is installed from playstore.
f1 = 1700 Hz, f2 = 1529 Hz (set the frequency at any
 different frequencies)

Visual Analyser shows the beats from the two different frequencies. Later, we can compare the Beat of Sound from the Visual Analyser and the Frequency Sound Generator

 Data Analysis:

A simple calculation to compare the Beat from FSG and VA

Conclusion:

• The beat frequency obtained from the Visual Analyser data reproduces the value calculated from Frequency Sound Generator within 1.53%

The Visual Analyser Sofware has been used to measure the beat frequency form by the waves that generate by Frequency Sound Generator

The use of Visual Analyser and Frequency Sound Generator in Physics Teaching aid to teachers and students in understanding the beat frequency.

Authentic Link:

Quizizz

Assalamualaikum and have a very good day

Last week we are assign by Dr. Nurulhuda to present our web 2.0 tools that can help us to cater the problem / issue in the classroom.

I choose quizizz which has a very simple instruction and users are able to choose the existing quizzes for any subject and gred of the students.

Quizizz helps in providing extra FUN in assessment and encourage competition among students. Achievement of the students can be compared according to their speed and total score. It also has a special features everytime the students answered a question to encourage them in assessment.

Interface of the quizizz

My coursemate Ali and Syahirah are competing each other to finish the quiz

Alyani and Liyana trying hard to be at the top

Admin are able to see the score chart and project it on the screen

Quizizz requires the students to bring the handphones (with data or wifi) to the class OR  assessement/ lesson can be done in the 21st century classroom which will provide the students with  chromebook.

Conclusion: Quizizz is.............................

My First Concept Map - Cmap

Assalamualaikum and have a good day everyone.

Today in our Technology and Innovation class, Dr. Nurulhuda introduce us with Concept map.. (not a mind map or thinking map). Concept Map is a diagram with connector arrows that suggest the relationships between Concept with proposition.

You might be asking what are the differences between Concept Map and Mind Map?

So I conclude the comparing and contrasting between these two.

Later, we also learnt to utilize Cmap Cloud to help us to construct with the Concept Map.

This in my FIRST Concept Map.

Cmap is really helpful for science teacher to relate concepts and students can also discuss in groups to produce Concept Map.

Concept Map also is able to draw the misconception in students cognitive in learning Science especially Physics.

My suggestion, Concept Map is best use to summarize the knowledge or as a Memory Organizer.

It also help students to be more creative and enhance language and meta-cognitive.

(I love this Web Tools better than Creately.com personally. It help in saving my time in 80% to produce thinking map. It is free and easy. You should try this tool too!!)

Lesson Planning: 5E Model + Technology

Lesson Plan : Daily Lesson Plan using the 5E Teaching Model/Learning Cycle for an Inquiry Lesson

Class           :	5 Rose
Duration / Period         :	90 minutes / 3 period
Learning Area            :	Waves
Learning Objectives  :	1.5 Analysing interference of waves
Learning Outcomes  :	A student is able to: 1.     State the principle of superposition 2.     Explain the interference of waves 3.     Draw interference patterns 4.     Interpret interference patterns 5.     Apply the following formula in problem solving
Apparatus/ Materials   :	Metre rule, mahjong paper, wave generator, speakers.
Software    :	Video analyser (laptop) or Frequency Sound Generator (handphone), Spectrum Analyser (handphone)
Process skills            :	Design and implement investigative procedures including making observations, asking well defined question, formulating hypothesis,  identifying variables, selecting appropriate equipment
Noble values         :	Appreciate science and technology, Being honest and accurate in recording and validating data
Vocabulary:	Interference, Interference patterns, superposition
Existing knowledge :	Wave front, wavelength, wave, amplitude, propagation, sound wave, distance.

5E in Teaching and Learning

5E	Technology Connection	Teaching and Learning activities
Engage	Video called “Cymatics” by Nigel Stanford on You Tube. (Cymatic is the visualization of sound waves)	Students watch the video. Teachers asked question and shared what they already knew about sound energy and vibration. Student gather existing knowledge
Explore	Provides student with a common experiment to understand the relationship between  𝞴, a, x and D	Teacher distribute the experiment question (Physic paper 3 Section C SPM) Students  -         making hypothesis -         set up the apparatus/ materials -         Experimenting -         Tabulate data
Explain	Debrief activity Interactive Teacher-Student open discussion (facilitated by multimedia, worksheet and educational technology tools that validates students’ knowledge, skills and uncovers and clarify misconceptions and misunderstandings	Students begin to explore essential question Teach concept facilitated by teacher Students plotting graph and analyse data Guide/ help students as they solve problems
Elaborate	Students apply the information learned in the Explain to answer question or solve problems	Students making conclusion Students relate between 𝞴, a, x and D Student making hypothesis
Evaluate	Students are assessed for mastery informally and formally by teacher (completion of activity sheet, presentation and exit ticket) Continues informal questioning by the teacher.	Lab reports Students apply knowledge and skills in an authentic task and support each other learning. Students making conclusion based on today activities with peer friends