Designing a Project-Based Learning (PBL - 2) for Physics Form 4 KSSM: Heat

 Assalamualaikum wbt and hi everyone.

As soon as we finished the assessment of PBL 1, we continue to our next PBL for semester 2 in the chapter of HEAT. 

Ministry of Education (MOE) through curriculum specification suggests a Project-Based Learning for Form 4 students and one of them is in the chapter of Heat. The instruction was given in the textbook. Thus, I provided my students with a handout that consists of the instruction together with the rubric of assessment.

Rubrics are given early before the students start their project so that they aware of the criteria being assessed. Once again, Peer assessment is part of the assessment for the PBL 2

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Instruction:

Thinking Strategy: Problem-Solving

Element across the curriculum: Environmental Sustainability Awareness, Science & Technology and Creativity & Innovation, ICT, Global Sustainability.

HOTS: Critical thinking skill, Reasoning thinking skill, Thinking strategy

Scientific Attitudes and Noble Values: Interest and Curious about the Environment, Flexible and open minded, Diligent and persistent when carrying tasks, Collaborate.

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Rubrics:

Peer Evaluation Form

	EXCELLENT!	GOOD JOB!	PRACTICE MORE..
Research /20	Research is thoroughly and content related to the greater issue and the specific project need	Research is adequate and addresses content related either the greater issue or the specific project need	Research is inadequate or does not address content related to the greater issue and/or specific project needs
Writing /20	Writing is full of creative, original ideas that support the main issue and make it interesting. Ideas are organised and supported by evidence	Writing is expressed clearly. The main idea is supported with details. Most of the details related to the main ideas	Writing is difficult to follow with no clear main ideas and details that don’t match the idea.
Project /20	The project shows significant evidence of originality and inventiveness. The majority of the content and idea are fresh. Develop sustainability thinking	The project shows some evidence of originality and inventiveness. Develop a few of sustainability thinking	There is little or no evidence of fresh thought. Did not develop sustainability thinking
Presentation /20	All messages are clear and thoughtful, presented with confidence and poise. The audience can easily follow the information and thinking. Students listen actively and responding appropriately	Some messages are clear and thoughtful, presented with some confidence and poise. The audience can follow most of the information. Students listen actively and responding appropriately	Messages are unclear or lacking thought and presented without confidence or poise. The audience has difficulty following information and thinking. Students do not listen actively or respond appropriately
Teamwork /20	There is clear evidence of quality collaboration among all members of the team resulting in a superior project overall.	There is some evidence of collaboration among members of the team resulting in a good project overall.	There is little or no evidence of collaboration among members of the team resulting in a project that is clearly the work of one or a few members. The team member was fired.

This assessment is just an idea from me and of course, you can generate your own version of rubrics according to the criteria that you want to assess.

Hopefully, my sharing would benefit the teachers in terms of assigning the Project-Based task and plan for the assessment of students' work.

I would appreciate any comments for improvement. Thank you.