Membina RPH sains

RANCANGAN PELAJARAN
HARIAN SAINS

Format umum
5 Fasa Needham
Contoh RPH bahasa inggeris dan melayu

Proses Pengajaran & Pembelajaran

Proses pengajaran dan sistem pengajaran terdapat mesej ( isi pelajaran ) yang
ingin disampaikan. Ada juga mesej yang berupa arahan kepada pelajar, soalansoalan tentang isi pelajaran, maklum balas daripada pelajar dan lain-lain
Dapatkan perhatian
Perkara/
IsiterkandungTopik
& rajah
Sub 1
maklumat seperti
yang
dalam
Nyatakan objektif
Pelajaran
topik
Rajah 1 : Proses pengajaran dan sistem pengajaran
Mengingat semula
Analisis pelajar
Analisis pelajar :
Buat persembahan
Kelas, tahun,
Bina
Matlamat
tahap
kognitif, &
Tentukan
Rancang
Laksana
Media/Rancang
Beri
gaya
VAK
kurikulum
Pengajaran
pengajaran
pengajaran
panduan/bantuan
Analisis
Kurikulum
pengajaran
Strategi
Uji prestasi/soal
-Model ? Teknik?
Dapatkan tindak
Objektif
-Pengurusan hasil
Susun
balas
pelajar ?
sukatan
Strategi
-Kaedah- kelas,
pelajaran
Nilai prestasi
pengajaran
individu,
11
Tahunan,
kumpulan,
Mingguan,
Buat aktiviti
Pilih/baiki/bina
pasangan
Harian
pengayaan
bahan
pemulihan

Proses
Pembelajara

Membina RPH sains

Tentukan
unit
pelajaran
Cari bahan
berkaitan

1.0

Pelajar

Format umum

( darjah 1 dan 4 pengajaran dalam bahasa melayu, darjah 2,3,5 dan 6 dalam
bahasa inggeris ).
Rajah 2 Format Umum Rancangan Pelajaran Harian
Class / kelas:
Theme /tema:
L. Area /bidang pembelajaran:
Topic / Tajuk

Learning Objective / Objektif Pembelajaran:

Leaning Outcomes / Hasil Pembelajaran:
At the end of the lesson, pupils should be able to / di akhir pengajaran dan pembelajaran
pelajar dapat :
1.
2.
3.
Time: 70 minutes
SPS:
MS:

12

Membina RPH sains

SA & NV:
TS :
LR :
Pre-requisite knowledge / Pengetahuan sedia ada: Students should already know,
1.
2.
Teaching & Learning Method / Kaedah Pengajaran dan pembelajarn :

Step/ Phase
(time)
Fasa
Pengajaran
( masa )

Contents
Isi Kandungan

Teaching and Learnig

Activities
Aktiviti Pengajaran dan
Pembelajaran

Orientation/
Orientasi

Attracting attention,
interests and motivating
pupils

Video and film show,

demonstration, problem
solving, something
unusual, analogy, story
telling, task, question

(5 mins)
Menjurus kepada tajuk
dan isi pelajaran hari itu

Remarks
Catatan

SPS:
LR: picture 1,2
& CD
TS :

Eliciting
ideas/
Pencetusan
Idea
(10 mins)

Small group discussion,

Identifying pupils` prior concept mapping and
idea.
presentation, POE, IAI,
post box.
Discuss science
vocabulary
Intuitive guesses

SPS:
LR: picture 1,2
& CD
TS :
(loc 1 @ 2 @ 3)

Restructurin
g
Ideas /
Penstrukturan
Idea
(40 mins)
Step 1
Step 2
Step 3

To realize the existence

of alternative ideas ,
ideas needs to be
improved, to be
developed or to be
replaced with scientific
ideas.
i. Explanation and
exchanging ideas.

SPS:
LR: picture 1,2
& CD
TS :
(Objective 1)
(Objective 2)
(Objective 3)

ii. Exposure to

Role play
Field trip
Construct coding system
Small group discussion,
concept mapping and
presentation, POE
Video and film show,
demonstration, problem
solving
Small group discussion
and presentation.
13

Membina RPH sains

Step/ Phase
(time)
Fasa
Pengajaran
( masa )

Contents
Isi Kandungan

conflict ideas.
iii. Development of
new ideas.
iv. Evaluation.

Teaching and Learnig

Activities
Aktiviti Pengajaran dan
Pembelajaran

Remarks
Catatan

Discussion, reading, and

teachers input.
Experiment, project and
demonstration.
Test the validity of the
new ideas.

Application
of ideas/
Aplikasi idea
(10 minutes )

Application of ideas in Writing of individuals

new situations.
report on the project
work.

Reflection /
Refleksi
(5 mins)

To accommodate ones
idea to the scientific
ideas.

Cognitive link
Writing of individuals
report on the project
work, group discussion,
personal notes.
Summary, repetition of
key point, correcting
assignment, suggestion
of further activity
Social link
Create a sence of
achiement
Positive reinforcement

SPS Science Process Skill / Kemahiran Proses Sains

MS Manipulative Skill / Kemahiran manipulatif
SA Scientific Attitude / sikap saintifik
NV Nobel Value / nilai murni
TS Thinking Skill / kemahiran berfikir
T - Teacher
HW Home work
LR & TR Teaching and Learning Resources / sumber pengajaran

14

Worksheet 2 ,
3 & 4.
(Objective
1,2 & 3)
Poem
(Objective 1,2 &
3)

Membina RPH sains

NEEDHAM`S TEACHING PHASE & CIRTERIA

Orientation
1. Is the topic clearly introduced?
2. Does it arause the students` interest ?
3. Does it promote thinking skil ?

Eliciting of ideas
1. What is the techniques used ?
2. Are the techniques used successfully ?
3. Do the activities or questions relate to the students previous knowledge ?

Restructuring of Ideas
1. Are the activities interesting ?
2. Are the students thinking?
3. Is the experience meaningful ? why ?
4. Is the class control effective ?

15

Membina RPH sains

Application of Ideas
1. What sort of problem reflective thinking ?
2. Is the students idea applicable

Reflection
1. Do the questions promote reflective thinking ?
2. Do the main ideas highlighted?
3. Are the students motivated ?

3.0

Contoh Rancangan Pelajaran Harian

Contoh rancangan pelajaran harian adalah seperti berikut :

Tahun

4 Bestari (kelas cemerlang)

Masa

60 minit

Bilangan pelajar
Tema

30 orang
:

Tajuk

Menyiasat Alam Bahan

Bahan Yang Mengalirkan Arus
Elektrik

Bidang Pembelajaran (LA)

1.1

Sifat Bahan

Objektif Umum(LO)

Memahami sifat bahan

Hasil Pembelajaran(LOT)

Di akhir pengajaran dan

pembelajaran murid dapat:

i.
ii.

Menyatakan komponen satu litar lengkap semasa simulasi.

Mengenalpasti 10 jenis bahan yang boleh mengalirkan arus elektrik

iii.

semasa perbincangan dan eksperimen.

Menyatakan peranan penebat kepada wayar elektrik semasa
pengaliran arus elektrik semasa bersoal jawab.
16

Membina RPH sains

Pendekatan Pengajaran dan Pembelajaran

Strategi

:
:

Pengetahuan Sedia Ada : Litar

menyambungkan litar umum.

lengkap

,symbol,

Konstruktivisme
Aktiviti `Hands-on`
alatradas

dan

Kemahiran Proses Sains :

Memerhati, Mengelas & Membuat Inferens

Nilai Murni :

Rasional & Kerjasama

Sumber Pengajaran :

Fasa
Pengajaran
Set
Induksi
/Orientasi
(5 minit)

Isi
Kandungan
Membina
litar elektrik

cara

Alat Radas Menyambungkan litar

Aktiviti P&P
Jenis Aktiviti : Simulasi
1. Guru memberi
gambar bateri,
mentol, dan suis
digantungkan
kepada murid untuk
menghasilkan satu
litar .
2. Murid berpegang
tangan untuk
menunjukkan satu
litar elektrik lengkap.
(Murid telah ada
pengetahuan
membina litar
elektrik.)
Soalan :
Adakah mentol akan
menyala?
Mengapa?

Catatan
BBM: Gambar
mentol, bateri, dan
suis
Kemahiran Proses
Sains: Memerhati
Kemahiran
Berfikir: Membuat
gambaran mental
Nilai Murni:
Bekerjasama,
minat, sifat ingin
tahu tentang alam
sekeliling
Pelbagai
Kecerdasan:
Visual dan
pergerakan
kinestatik

3. Murid yang memakai

gambar suis
Tahap Kognitif:
melepaskan tangan Pengetahuan
Soalan:
17

Membina RPH sains

Adakah mentol akan
menyala sekarang?
Mengapa?
Apakah komponen satu litar
lengkap?
Pencetusan
Idea
5 minit

Mengenal
pasti objek
yang boleh
mengalir
arus elektrik
dan tidak
boleh
mengalirkan
arus elektrik

Jenis Aktiviti : Mengelas

Soalan
Adakah murid-murid
membawa objek yang
diminta?
1. Murid meletakkan
objek-objek yang
dibawa di atas meja.
Soalan
Daripada pengetahuan
kamu, kelaskan objek
mengikut kebolehan
mengalirkan arus elektrik.
2. Murid mengelas
objek kepada boleh
mengalirkan arus
elektrik dan tidak
boleh mengalirkan
arus elektrik dalam
lembaran yang
disediakan.

Pengstruktur
an idea

Menyam
bungkan litar

Jenis aktiviti : `Hands-on

(Bahagian 1)

Menguji
objek yang
boleh
mengalir
arus elektrik

Pelajar cuba sambungkan

litar dan alat radas yang
diberikan oleh guru.

15 minit

Arahan
Guru meminta murid
18

BBM: Bahan yang

sedia ada dan
dibawa oleh murid:
Sudu plastik, limau,
kunci, sapu tangan,
pembaris kayu,
gelas, pemadam,
syling satu sen,
surat khabar, lidi
pensil, air kopi,
gelang getah, klip
kertas, dan paku
Kemahiran Proses
Sains: Mengelas
Kemahiran
Berfikir:
menghubungkait
dan meramal
Nilai Murni:
Sistematik dan
berfikir secara
rasional
Tahap Kognitif:
Pengetahuan,
pemahaman
1. Rujuk
Lampiran 1
BBM: bateri,
wayar, mentol, suis,
kad manila, dan
marker
Kemahiran Proses
Sains: Memerhati,
inferens, mengelas,

Membina RPH sains

menguji objek yang
dikelaskan tadi dan
merekodkan pemerhatian.
1. Murid menguji objek
yang telah
dikelaskan dengan
menggunakan litar
elektrik.
2. Murid merekodkan
hasil dapatan
mengikut kreativiti
kumpulan masingmasing.

eksperimen, dan
komunikasi
Kemahiran
Berfikir:
membanding dan
membeza, serta
mengumpul
Nilai Murni:
Jujur dalam
merekod, sabar
dalam menjalani
sesuatu perkara,
kritis dan analitis,
serta kerjasama
Pelbagai
Kecerdasan:
verbal, visual, dan
pergerakan
kinestatik

Pengstruk
turan idea
(Bahagian 2)
15 minit

Laporan
hasil
dapatan
murid

Jenis aktiviti :
Pembentangan
1. Wakil daripada setiap
kumpulan
melaporkan hasil
dapatan.
2. Murid membuat
perbandingan
jawapan dengan
ramalan yang telah
dibuat.
3. Guru membuat
perbandingan hasil
dapatan antara
kumpulan. ( Cara
merekod yang paling
sesuai adalah jadual)
4. Guru bersama
pelajar membuat
rumusan awal
tentang eksperimen
19

Tahap Kognitif:
Pengetahuan
Kemahiran Proses
Sains: komunikasi
Nilai Murni:
Berani, yakin dan
berdikari
Pelbagai
Kecerdasan:
interpersonal
Rujuk Lampiran 2

Membina RPH sains

10 minit
Aplikasi idea

Besi dan
keluli boleh
mengalirkan
arus elektrik.
Plastik, kain,
getah, kayu,
kaca tidak
boleh
mengalirkan
arus elektrik.
*air limau
dan lidi
pensil
(karbon)
boleh
mengalirkan
arus elektrik.
*air paip
adalah
konduktor
elektrik yang
lemah

Jenis aktiviti :

BBM: mentol,
bateri, dan suis

Perbincangan
1. Guru membimbing
murid
menyenaraikan jenis
bahan berdasarkan
objek yang telah
dikelaskan.
2. Murid mengenalpasti
bahan yang boleh
mengalirkan arus
elektrik.

Kemahiran Proses
Sains: komunikasi
Kemahiran
Berfikir: menilai
dan membuat
kesimpulan

Nilai Murni:
Berfikir secara
rasional, berhatihati semasa
Soalan
mengendalikan
1. Apa akan berlaku jika alatan elektrik
kita memegang suis
dengan tangan yang Tahap Kognitif:
basah?
aplikasi dan
2. Mengapa wayar
penilaian
elektrik disalut
dengan bahan
plastik?

*plastik
boleh
mengelakka
n daripada
renjatan
elektrik
kerana tidak
boleh
mengalirkan
arus elektrik
Refleksi
5 minit
Refleksi

Peneguhan

Jenis aktiviti : Nyanyian

1. Murid menyanyi
lagu . (Adaptasi lagu
Satu Dua Tiga
Empat oleh
Ariswatan)

Lampiran 3

1. Guru menunjukkan
10 objek satu

BBM : botol plastik,

majalah, sudu besi,

5 minit

20

Membina RPH sains

persatu kepada
murid untuk
dikelaskan kepada
yang boleh
mengalirkan arus
elektrik dan tidak
boleh mengalirkan
arus elektrik.

straw, dawai,
kertas, cermin,
pembaris keluli, klip
rambut besi, dan
rod besi.

2. Murid mengangkat
kad warna (merahtidak, hijau ya)
Lampiran 1
Contoh ramalan murid sebelum eksperimen.
Objek yang boleh mengalirkan arus elektrik dan tidak boleh mengalirkan arus
elektrik
Boleh mengalirkan arus elektrik

Tidak boleh mengalirkan arus elektrik

Kunci
Syiling satu sen
Klip kertas
Paku

Sudu plastik
Sapu tangan
*Air limau
*Lid pensil
Pemadam
Surat khabar

Lampiran 2
Hasil Dapatan Murid
Contoh 1
Boleh mengalirkan arus elektrik

Tidak boleh mengalirkan arus elektrik

Kunci
Syiling satu sen
Klip kertas
Paku
*Air limau
*Lid pensil

Sudu plastik
Sapu tangan
Pemadam
Surat khabar

Lampiran 3:
Lagu (Adaptasi lagu satu dua tiga- Ariswatan)
Kunci, klip kertas dan paku
21

Membina RPH sains

Objek yang boleh mengalirkan arus elektrik
Pemadam, pembaris kayu,
Tidak boleh mengalirkan arus elektrik
Ingat wahai kawan-kawan
Sifat bahan juga mempengaruhinya
Apa yang dipelajari bahan besi dan keluli
Boleh mengalirkan arus elektrik
Ingat janganlah lupa
Setiap bahan ada cirinya
Pastikan kita mengetahui
Bahan yang boleh mengalirkan arus elektrik
LESSON PLAN
CLASS
: 5 Ibnu Qayyum
THEME
: Investigating Force and Energy
L.AREA
: 11. Energy
TOPIC
: 11.1 The various uses and sources of energy
LEARNING OBJECTIVE:
At the end of the lesson, students should be able to :1.
2.
3.
4.

State the sources of energy

State the various of energy
List the Uses of energy
Give examples where and when energy is used.

TIME REQUIRED

: 70 minutes

Science Process Skills(SPS) :

Observing
Making decision
Manipulative Skills(MS) :
Thinking Skills(TS) :
Comparing and contrasting
Analysing
Classifying
Identifying
22

Membina RPH sains

Scientific Attitudes (SA) and Noble Values(NV) :
Interested and inquisitive about the environment
Appreciative
Caring
Learning aids and material/Learning Resource(LR)
Handouts(sources of energy picture)
Video presentation
Slide presentation
Worksheet
Pre-requisite knowledge: Students should already know,
The types and name of energy

23

Membina RPH sains

Step/Phase
Orientation
(5 minutes)

Content
Video
presentation:
Sources of energy

Teaching and Learning

Activities
Teacher asks the pupils
to remember the main
point from the video

Remind the pupils Teacher asks the

to pay the attention questions based on the
during multimedia
video presentation
presentation
Teacher tell the pupils
that todays lesson is
about energy.
Eliciting
ideas
(20 minutes)

Instruct pupils to
do discussion
regarding the
energy
Once time up, ask
the pupils to do
present the
outcome each
group.

Step 1 :
Teacher divides pupils
into 4 group consist of 5.
Every group is given the
piece of paper.
Step 2 :
Pupils discuss in group
and
conclude that energy is
needed:

24

Remarks
TS :
Analysing
Observing
Identifying
LR :
Video presentation
Hand out

SPS:
Observing
TS :
Comparing
LR:
Handout
Objective 1

Membina RPH sains

a) by living things to carry
out life processes such
as moving, breathing
and growing,

Objective 2
Objective 3

b) To move, boil, melt or

bounce non-living thing

Step 3 :
Pupils gather information
and give examples where
and when energy is used
Restructuring
ideas
(30 minutes)

The sources of
energy
The various types
of energy
The usage of
energy

Pupils gather information

about sources of energy,
e.g.
a) sun,
b) food,
c) wind,
d) fuel,
e) waterfall
f) ocean ,seas
g) dry cell/ battery.

SPS:
Observing
TS:
Classifying,
Identifying
Comparing

LR:
Pupils discuss that the sun
is the main source of
energy.

Objective 3
Objective 4

Pupils do the experiment

about the energy.
Teachers ask the pupils
what is the sources of
energy.
At this time the teacher
will provides the pupils
with the explanation the
energy, sources or
energy, types of energy
and usage of energy
TS:
25

Membina RPH sains

Application of The demand of
ideas
energy
(10 minutes)
Various of energy
Transformation of
energy

Teacher gives student

worksheet and need to
complete in class

Classifying,
identifying
Comparing

Teacher led discussion in

explanation every
question

LR :
Worksheet
Objective 1
Objective 2

Reflection
(5 minutes)

Recall what the

energy and the
usages of them

Randomly, teacher asks

students to summarize
todays lesson.
Teacher ending the
lesson by video
presentation uses of
efficiency energy to save
our environment

Teachings Aids

26

Values:
Inquisitive about their
environment, caring
and appreciative

Membina RPH sains

CLOSURE
Energy is the ability to do work
Energy is needed
by living thing to carry out life processes
by non-living things to make them useable

Energy cannot be created or destroyed but

It can be converted or transform into other
form

Energy
TYPES OR FORM OF
ENERGY

SOURCES OF ENERGY
1. Sun

i)
ii)

Light
Heat Energy

2. Waterfalls and dams

3. Oceans and seas
(tidals waves)
4. Winds

Electrical energy

5. Batteries
6. Fuel

i)
ii)

7. Food

Chemicl energy
Heat energy

USES OF ENERGY
ENERGY
LIVING THING

NON LIVING THING

To Carry out life process:

To function or operate:

Breathing

Moving

Reproduction

Heating

Growth

Generating electricity

Excretion

Producing Sound

27

Membina RPH sains

Sources or
Energy

Standard 5

Chapter 11

Energy
the various uses and sources of energy

mohd hassan zakaria

Excercise1

Energy is important for living thing to carry out life processes such
as:1.___________________
2.___________________
3.___________________
4.___________________

28

Membina RPH sains

Energy is important for non- living thing to function or operate:1.___________________

2.___________________
3.___________________
4.___________________

29

Membina RPH sains

Excercise 2
Names the sources of energy based on picture

30

Membina RPH sains

Date

: 27 April 2011

Class

: 2 Bestari

Enrolment

: 30 students

Learning Theme

: Learning About The World Around Us

Learning Area

: Mixing Things

Learning Outcomes

: At the end of the lesson students will be able to:

1. recognize 3 of 4 materials that can dissolve in water
2. recognize 3 of 4 materials that cant dissolve in water
3. record the observation in the table from the test doing

Time Required: 60 minutes

Strategy

: Inquiry deductive Experiment

Science Process :
Observing
Predicting

classifying
Thinking Skills :

Relating

Generating Idea

Analyzing
Manipulative Skills:

Handling of apparatus

Storing of apparatus

Cleaning of apparatus
Scientific Attitudes and Values:

Cooperation
Careful
31

Membina RPH sains

Systematic

Learning aids and materials:

A glass of water

Sugar

Cocoa powder

Salt

Curry powder

Coffee powder

Flour

Sand

Pepper

Beakers

Filter funnel

Filter paper

Spatula

Slide power point

LCD

Laptop

Worksheets

32

Membina RPH sains

Steps/phase

Contents

Teaching and Learning activities

Remarks

(time)
Mixing things-some

Teacher demonstrate to students

Orientation

materials can dissolve in

by mixing the cocoa powder in the

( 5 minutes )

water and some cannot

water and stir it

SPS:
Observing
Predicting

Teacher shows some cocoa

powder added in a glass of water

TS:

and then stirs by spoon.

1. Can you see the
clear water now?

3. Can you name this

process?

Relating

Teacher asks questions regarding

the demonstration:

2. What happens to
the water?

Analyzing

Teacher tells the students that

todays lesson is about mixing

Teaching aids:

A glass
of water

Sugar

about some materials can dissolve

Spoon

things and they will be learning

in water and some cannot.

Eliciting Idea

Dissolve materials when

(10 minutes)

Teacher asks students to

SPS

put it in water, its

define mixing according to

classifying

physical look will

their own ideas or

predicting

disappeared

understanding

Cannot dissolve
materials that still in its

Teacher gives the actual

TS

definition of mixing.

Teacher shows the slide of

existing look even put it

the materials that can and

in water.

cannot dissolve in water.

The list of materials that

33

Generating
Idea

Membina RPH sains

can dissolve in water :
a) salt

Teaching aid:

b) sugar
c) coffee powder

slide power
point

d) cocoa powder

LCD/laptop

The list of materials that

cannot dissolve in water :
a) bean
b) marbles
c) red beans
Restructuring -

d) sand
We can only taste

In a group
1. Teacher gives some material for

SPS

ideas

edible materials that

(30 minutes)

dissolve in water. We

students to check either

Classifying

taste to check the

materials are dissolving or cant

TS

presence that material

dissolve in water. They also

in water.

need to taste the solution

materials and filter to separate

We can separate
the materials that
cannot dissolve in
water by using a filter

material that cannot dissolve in

water
2. Teacher gives an explanation
how to do the test.
3. Student make a test and record
the observation result in table

Observation

Analyzing
MS

Handling of
apparatus

Storing of
apparatus

Cleaning of
apparatus

1 ,2
4. From the result, students
analyze the result
5. Teacher and student
Conclusion of the activity

Teaching aids:
Refer:
Appendix A

discuss the conclusion

Values:
Cooperation
34

Membina RPH sains

Careful
Systematic
Application

Appendix B:

Teacher asks the students to state

SPS:

Idea

Reinforcement activity

the materials that can dissolve and

Classifying

(10 minutes)

Materials that can be

also cant dissolve in water by

dissolve and cant

doing a reinforcement activity in

dissolve in water

handout ( appendix B )

Reflection

Recall about materials can Teacher asks students to

( 5 minutes )

dissolve water or cant

summarize todays lesson

dissolve water.

35

Membina RPH sains

APPENDIX A

36

Membina RPH sains

37

Membina RPH sains

APPENDIX B
a) Find and circle 6 material has be given.
SUGAR. SALT, COFFEE, FLOUR, PEPPER,SAND.
E
F
N
A
I
X
G
K
D
U

K
R
E
W
R
E
P
P
E
P

R
H
E
S
M
A
Y
H
Z
A

L
U
F
S
I
S
G
T
J
P

Y
G
F
L
A
J
Z
U
Q
W

E
A
O
D
O
L
E
U
S
K

D
R
C
Y
G
U
T
B
T
C

N
F
K
A
B
O
R
W
M
F

A
C
T
W
N
L
T
C
Z
K

S
F
O
M
E
D
C
I
H
U

b) Write the material can dissolve.

.
c) Write the material cannot dissolve.
.
d) Give another material can dissolve and cannot dissolve.

38