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Lesson Plan: Scientific Attitude & Noble Value Teaching & Learning Resource

1. The lesson plan is for a Science class on technology. It aims to help students understand technology development and give examples of how technology has improved people's lives. 2. The lesson will include watching a video on space travel, looking at pictures of different technologies, and classifying objects by type of technology. 3. Students will discuss how communication technologies like cave paintings, carrier pigeons, postal service, early telephones, and mobile phones have developed over time to make the world a better place.

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Azfar Afandi Nazri
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104 views3 pages

Lesson Plan: Scientific Attitude & Noble Value Teaching & Learning Resource

1. The lesson plan is for a Science class on technology. It aims to help students understand technology development and give examples of how technology has improved people's lives. 2. The lesson will include watching a video on space travel, looking at pictures of different technologies, and classifying objects by type of technology. 3. Students will discuss how communication technologies like cave paintings, carrier pigeons, postal service, early telephones, and mobile phones have developed over time to make the world a better place.

Uploaded by

Azfar Afandi Nazri
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
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Lesson Plan

Name : Rezawaty Binti Kamaruddin


Group : KPLI/ LISN3
Date : 13
th
May !!"
#ime : "$!! % &$3! am
'(a)) : *ear + Bri((iant
No o, pupi() : 3+ )tudent)
Su-.e/t : S/ien/e
#opi/ : #e/hno(o0y
Learnin0 o-.e/ti1e) : 2nder)tandin0 the de1e(opment o, te/hno(o0y
Learnin0 3ut/ome : 4t the end o, the (e))on5 the )tudent) wi(( -e a-(e to:
1$ 0i1e e6amp(e o, de1e(opment o, te/hno(o0y
$ re/o0nize the need) to inno1ate or in1ent de1i/e) ,or
the -etterment o, man7ind
Pre8re9ui)ite 7now(ed0e : Student) ha1e )een and u)e te/hno(o0y in dai(y (i,e
S/ienti,i/ )7i(() : 3-)er1in05 /(a))i,yin05 ma7in0 in,eren/e and
/ommuni/atin0
#hin7in0 )7i(() : 'omparin0 and /ontra)tin0
S/ienti,i/ attitude : no-(e 1a(ue: 'are ,or the nature and /ooperation
#ea/hin0 : Learnin0 re)our/e : ;ideo o, (aun/hin0 )pa/e)hip5 pi/ture o, -ui(din0)5
tran)port5 /ommuni/ation and a0ri/u(tura( too()$
Pha)e/ #ime 'ontent #ea/hin0 : Learnin0 4/ti1itie) S/ienti,i/ )7i(() : Remar7)
3rientation
<3 min)=
>6amp(e o,
de1e(opment
in
tran)portation
and
/ommuni/ation
#ea/her a)7) the )tudent) to wat/h
1ideo o, (aun/hin0 )pa/e)hip) o,
Ma(ay)ian?) @ir)t 4)tronaut$
#ea/her a)7) the )tudent):
ABhat i) the 1ideo )how a-outC?
ABhat i) a medium u)e to 0o to
air)pa/eC?
ABhat type o, te/hno(o0y u)e in
the 1ideoC?
Observing
4)7 the )tudent) what type o,
te/hno(o0y what wa) happen) in
the 1ideo and what type o,
te/hno(o0y in1o(1edC
P(ayin0 1ideo media
>(i/itin0
Idea)
<" min)=
S(ide)how o,
1ariou)
pi/ture) o,
-ui(din0)5
tran)port5
/ommuni/ation
and a0ri/u(ture
too()$
#ea/her pro1ide the )tudent) with
pi/ture o, te/hno(o0y
1$ #ea/her a)7) the )tudent) to
wat/h the pi/ture and name the
o-.e/t) in the pi/ture one -y
one
$ 4) the pi/ture /han0e one -y
one5 tea/her re(ate the o-.e/t
with dai(y (i,e$ @or e6amp(e5
Penan0 -rid0e5 ,erry5 apartment
et/
3$ #ea/her a)7) the )tudent) to
re(ate to compare and contrast
/urrent te/hno(o0y with
pre1iou) te/hno(o0y
Observing
Student are re9uired to di)/u))
the purpo)e o, the o-.e/t
in1ented and why it inno1ate
Classifying
Student) are re9uired to /(a))i,y
o-.e/t to it) type o, te/hno(o0y
PowerPoint pre)entation and
di)/u))ion
Re)tru/turin0
idea)
<D min)=
#ype) o,
te/hno(o0y
#ea/her di1ide) the )tudent into
0roup) o, ,our )tudent)$
#ea/her 0i1e) wor7)heet 4 to ea/h
0roup and a)7) them to di)/u)) and
/(a))i,y ea/h o-.e/t into type o,
te/hno(o0y$
#ea/her /o((e/t wor7)heet 4 ,rom
ea/h 0roup and di)/u)) with )tudent)
Bor7)heet 4
Classifying
Student) are re9uired to /(a))i,y
o-.e/t to it) type o, te/hno(o0y
in 0roup)
4pp(i/ation
o, idea)
#e/hno(o0y
de1e(op ,rom
#ea/her 0i1e) ea/h 0roup o, )tudent)
a )et o, pi/ture) Observing & making
<1! min= time to time to
ma7e wor(d a
-etter p(a/e
>6amp(e o,
de1e(opment
in
/ommuni/ation:
'a1e paintin05
pi0eon /arrier5
po)ta( )er1i/e5
ear(y
te(ephone5
mo-i(e phone
#ea/her 0i1e) e6amp(e o,
de1e(opment o, te/hno(o0y to the
)tudent)
#ea/her a)7) the )tudent) to di)/u))
the de1e(opment o, te/hno(o0y -y
the pi/ture) 0i1en$
#ea/her a)7) ea/h 0roup) o, )tudent)
to pre)ent in ,ront o, the who(e /(a))
#ea/her di)/u)) the de1e(opment o,
te/hno(o0y a,ter a(( the )tudent)
pre)ent
inference
Student are re9uired to di)/u))
the de1e(opment o, te/hno(o0y
unti( today and why peop(e
inno1ate
;a(ue): /ooperation in 0roup
wor7
Communicating
Student) pre)ent produ/t o,
di)/u))ion
Re,(e/tion re/o0nize the
need) o,
de1e(opment
and a-(e to
0i1e e6amp(e)
#ea/her )how the e,,e/t) o, mi)u)e
o, the te/hno(o0y
#ea/her 0uide) the )tudent) to re,(e/t
on what they (earned -y a)7in0
9ue)tion
#ea/her end (e))on with a )on0 that
re,(e/t) the u)e o, te/hno(o0y$
#ea/her )in0) thi) )on0 to the /(a))
and then a)7) them to )in0 a(on0$
#e/hno(o0y <6=
I) u)e,u( <6=
I, we u)e it wi)e(y <6=
I) u)e,u( <6=
#e/hno(o0y <6=
Dan0erou) <6=
I, we u)e it wron0(y <6=
Ki(( peop(e <6=
;a(ue): /are ,or the nature -y
u)e te/hno(o0y wi)e(y
PowerPoint pre)entation on the
(yri/)

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