FACULTY OF EDUCATION AND LANGUAGES(SMP)

TEACHING SCIENCE FOR UPPER PROMARY II

SEMESTER / TAHUN : JANUARI 2011

KOD KURSUS : HBSC3203

NO. MATRIKULASI : 810912-04-5215003

NO. KAD PENGNEALAN : 810912-04-5215

E-MEL : tsrigangga@yahoo.com

PUSAT PEMBELAJARAN : OUM MELAKA

NO CONTENT PAGE
NUMBER

1 MEANING OF CONSTRUCTIVISM 3-8

2 LESSON PLAN 9 - 13

3 EXPLANATION OF LESSON PLAN 14

4 WORK SHEETS 15 - 17

5 APENDIX 18 - 25

6 REFERENCES 26

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Meaning of Constructivism

Constructivism is a theory of knowledge (epistemology) that argues that humans

generate knowledge and meaning from an interaction between their experiences and their
ideas. During infancy, it is an interaction between their experiences and their reflexes or
behavior-patterns. Piaget called these systems of knowledge schemata. Constructivism is not a
specific pedagogy, although it is often confused with constructionism, an educational theory
developed by Seymour Papert, inspired by constructivist and experiential learning ideas of
Jean Piaget. Piaget's theory of constructivist learning has had wide ranging impact on learning
theories and teaching methods in education and is an underlying theme of many education
reform movements.

Constructivism in learning

As is the case with many of the current/popular paradigms, you're probably already using the
constructivist approach to some degree. Constructivist teachers pose questions and problems,
then guide students to help them find their own answers. They use many techniques in the
teaching process. For example, they may:

• prompt students to formulate their own questions (inquiry)

• allow multiple interpretations and expressions of learning (multiple intelligences)
• encourage group work and the use of peers as resources (collaborative learning)

More information on the above processes is covered in other workshops in this series. For
now, it's important to realize that the constructivist approach borrows from many other
practices in the pursuit of its primary goal: helping students learn HOW TO LEARN.

In a constructivist classroom, learning is . . .

Students are not blank slates upon which knowledge is etched. They come to learning
situations with already formulated knowledge, ideas, and understandings. This previous
knowledge is the raw material for the new knowledge they will create.

Example: An elementary school teacher presents a class problem to measure the length of the
"Mayflower." Rather than starting the problem by introducing the ruler, the teacher allows
students to reflect and to construct their own methods of measurement. One student offers the

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knowledge that a doctor said he is four feet tall. Another says she knows horses are measured
in "hands." The students discuss these and other methods they have heard about, and decide
on one to apply to the problem.

The student is the person who creates new understanding for him/herself. The teacher
coaches, moderates, suggests, but allows the students room to experiment, ask questions, try
things that don't work. Learning activities require the students' full participation (like hands-
on experiments). An important part of the learning process is that students reflect on, and talk
about, their activities. Students also help set their own goals and means of assessment.

Examples: A middle-school language arts teacher sets aside time each week for a writing lab.
The emphasis is on content and getting ideas down rather than memorizing grammatical rules,
though one of the teacher's concerns is the ability of his students to express themselves well
through written language. The teacher provides opportunities for students to examine the
finished and earlier drafts of various authors. He allows students to select and create projects
within the general requirement of building a portfolio 1. Students serve as peer editors who
value originality and uniqueness rather than the best way to fulfill an assignment.

In a history class, asking students to read and think about different versions of and
perspectives on "history" can lead to interesting discussions. Is history as taught in textbooks
accurate? Are there different versions of the same history? Whose version of history is most
accurate? How do we know? From there, students can make their own judgments.

Students control their own learning process, and they lead the way by reflecting on their
experiences. This process makes them experts of their own learning. The teacher helps create
situations where the students feel safe questioning and reflecting on their own processes,
either privately or in group discussions. The teacher should also create activities that lead the
student to reflect on his or her prior knowledge and experiences. Talking about what was
learned and how it was learned is really important.

Example: Students keep journals in a writing class where they record how they felt about the
class projects, the visual and verbal reactions of others to the project, and how they felt their
own writing had changed. Periodically the teacher reads these journals and holds a conference
with the student where the two assess (1) what new knowledge the student has created, (2)
how the student learns best, and (3) the learning environment and the teacher's role in it.

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The constructivist classroom relies heavily on collaboration among students. There are many
reasons why collaboration contributes to learning. The main reason it is used so much in
constructivism is that students learn about learning not only from themselves, but also from
their peers. When students review and reflect on their learning processes together, they can
pick up strategies and methods from one another.

Example: In the course of studying ancient civilizations, students undertake an archaeological

dig. This may be something constructed in a large sandbox, or, as in the Dalton School's
"Archaeotype" software simulation, on a computer. As the students find different objects, the
teacher introduces classifying techniques. The students are encouraged to (1) set up a group
museum by developing criteria and choosing which objects should belong, and (2) collaborate
with other students who worked in different quadrants of the dig. Each group is then asked to
develop theories about the civilizations that inhabited the area.

The main activity in a constructivist classroom is solving problems. Students use inquiry
methods to ask questions, investigate a topic, and use a variety of resources to find solutions
and answers. As students explore the topic, they draw conclusions, and, as exploration
continues, they revisit those conclusions. Exploration of questions leads to more questions.
(See the CONCEPT TO CLASSROOM workshop Inquiry-based Learning)

Example: Sixth graders figuring out how to purify water investigate solutions ranging from
coffee-filter paper, to a stove-top distillation apparatus, to piles of charcoal, to an abstract
mathematical solution based on the size of a water molecule. Depending upon students'
responses, the teacher encourages abstract as well as concrete, poetic as well as practical,
creations of new knowledge.

Students have ideas that they may later see were invalid, incorrect, or insufficient to explain

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new experiences. These ideas are temporary steps in the integration of knowledge. For
instance, a child may believe that all trees lose their leaves in the fall, until she visits an
evergreen forest. Constructivist teaching takes into account students' current conceptions and
builds from there.

What happens when a student gets a new piece of information? The constructivist model says
that the student compares the information to the knowledge and understanding he/she already
has, and one of three things can occur:

• The new information matches up with his previous knowledge pretty well (it's
consonant with the previous knowledge), so the student adds it to his understanding. It
may take some work, but it's just a matter of finding the right fit, as with a puzzle
piece.
• The information doesn't match previous knowledge (it's dissonant). The student has to
change her previous understanding to find a fit for the information. This can be harder
work.
• The information doesn't match previous knowledge, and it is ignored. Rejected bits of
information may just not be absorbed by the student. Or they may float around,
waiting for the day when the student's understanding has developed and permits a fit.

Example: An elementary teacher believes her students are ready to study

gravity. She creates an environment of discovery with objects of varying
kinds. Students explore the differences in weight among similarly sized blocks of Styrofoam,
wood, and lead. Some students hold the notion that heavier objects fall faster than light ones.
The teacher provides materials (stories, posters, and videos) about Galileo, Newton, etc. She
leads a discussion on theories about falling. The students then replicate Galileo's experiment
by dropping objects of different weights and measuring how fast they fall. They see that
objects of different weights actually usually fall at the same speed, although surface area and
aerodynamic properties can affect the rate of fall.

Differences between traditional and Constructivist science lesson.

Traditional learning Constructivist learning

Knowledge exists outside of Knowledge has personal meaning. It is created
individuals and can be transferred from by individual students.

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teachers to students.
Students learn what they hear and what
they read. If a teacher explains abstract
concepts well, students will learn those
concepts.
Learning is successful when students
can repeat what was taught.
Curriculum begins with the parts of the
whole.Emphasizes basic skills.
Strict adherence to fixed curriculum is
highly valued.
Materials are primarily textbooks and
workbooks.
Learning is based on repetition
Teachers disseminate information to
students: students are recipients of
knowledge.
Teacher’s role is directive, rooted in
authority.
Assessment is through testing, correct
answers
Knowledge is seen as inert.
Students work primarily alone.
Learners construct their own knowledge by
looking for meaning and order; they interpret
what they hear, read, and see based on their
previous learning and habits. Students who do
not have appropriate backgrounds will be unable
to accurately “hear” or “see” what is before
them.
Learning is successful when students can
demonstrate conceptual understanding.
Curriculum emphasizes big concepts,
beginning with the whole and expanding to
include the parts.
Pursuit of student questions and interests is
valued.
Material s include primary sources of material
and manipulative materials.
Learning is interactive building on what the
student already knows.
Teachers have a dialogue with students,
helping students construct their own
knowledge.
Teacher’s role is interactive, rooted in
negotiation.
Assessment includes student works,
observations and points of view as well as tests.
Process is as important as product.
Knowledge is seen as dynamic, ever changing
with our experiences.
Students work primarily in groups.
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Lesson Plan

Year : 5

Date : 09. 03. 2011

Time : 7.45 – 8.45 am ( 1 hour )
Subject : Science
Number of pupil : 18
L.Objective : Theme 4 : Investigating Earth & Universe
L.Outcomes : Pupils will be taught to,
a) List the constituents of the solar system
b) List the planets in the solar system in sequence

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 c) State the planet move around the sun

Scientific skills and

Thinking Skills : Observation,sequencing and communicating

Scientific Attitudes : Being thankful to God.

and Noble Values

Previous Knowledge : Students know about the Sun,Moon and the Earth present
in the sky

Teaching and
Learning Resources : Picture of Solar system, CD-ROMs’, flash cards,radio

Steps Contents Teaching and Note

learning activities
Introduction Picture of solar system 1.Teacher asks pupil to Teaching aid:
look at the picture in
Pictures of Solar ,LCD.
the screen and tell what
is the picture about.

2.Teacher introduces Scintific Skills And

the title of lesson to the thinking skills:
pupls.
Observing,

Content The picture of Solar 1.Teacher plays the Teaching aid:

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(Lesson Plan) system animation relating to
the Solar system in CD,
Pictures of Solar
discuss and explain
System,
with the pupil about the
Internet,LCD,CD,flash
planets and its solar
cards
system.Then teacher
also show more solar
system pictures from
Scintific Skills And
the internet
thinking skills:
2.Then teacher will
Sequencing, Observing
divide pupils in to three
groups and explain
pupil how to play the
games.

3.Teacher will give

them the pictures and
the name of the planets.

4.Then pupil carry out

a simulation on the
school field of the
names of the planets.

Evaluation 1. Teacher asks pupil to Teaching aid:

sit in 5 groups.
Word puzzel
2. The leader will
Scintific Skills And
distribute the word
thinking skills:
puzzle to their groups.
Relating
3. Teacher explains the
following activity.

4. The group which has

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 completed the activity
correctly will be asked
to exhibit their works
infront of the class.

Conclusion The Solar System As enrichment Teaching aid:

colouring picture
activities, students are
Pictures of Solar
required to do a
System
scrapbook on The Solar
System..

Scientific Attitudes:

Being thankful to god

Explain how this lesson can be more meaningful,interesting and motivating to the pupils

The activites that are carried out differ from the traditional chalk and talk. The students are
brought out from the traditional classroom and to the open field where the process of learning
is being carried out. This stimulates the mind of the children when activity learning is carried
in the field. By playing games, all the sensory organs which are related to the process of
learning are being stimulated. These make the children learn faster and can retain their
knowledge longer. Learning by playing and carrying out activity in groups develop the child
socially. They will learn how to interact with their peers while the process of learning is

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carried out. They will be more confidence to voice out their mind during playing compared to
the traditional method. Learning by playing makes the student teacher interaction more
profound. Pupils are more eager and receptive to the ideas and knowledge impart by their
teacher during this activity.

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 Work sheets

SJK(T)PAYA RUMPUT,76450 MELAKA

Name:___________________________________ Date:___________

Solar System

Find and circle all of the words that are hidden in the grid.The words may be hidden in any
direction.

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 ASTEROID METEOR SATURN
COMET MOON STAR
EARTH NEPTUNE THE SUN
JUPITER ORBIT URANUS
MARS PLANET VENUS
MERCURY PLUTO

SJK(T)PAYA RUMPUT,76450 MELAKA

Arrange the Solar System into order by

dragging the planets:

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1 2 3 4 5 6 7 8 9

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APENDIX

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 References
Mook Soon Sang, (2205) Ilmi Pendidikan untuk KPLI. Kumpulan Budiman Sdn. Bhd. Kuala
Lumpur.

http://en.wikipedia.org/wiki/Solar_System

http://solarsystem.nasa.gov/planets/index.cfm

en.wikipedia.org/wiki/Solar_System - Cached - Similar

http://www.solarviews.com/eng/homepage.htm

science.nationalgeographic.com/science/space/solar-system - Cached - Similar

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 Mercury Venus Earth Mars

Jupiter Saturn Uranus Neptune Pluto

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~
The Sun is a star - it is not a planet. Our Sun is just like the stars we see in the
night sky. The Sun is also the only star we see during the daytime.

~ The Sun is so big that you could fit more than 1 million earths inside of it! It
measures more than a million kilometers across.

~ The Sun's center is about 15 million degrees Celsius. The Sun is so hot that
planets millions of kilometers away can feel its heat... That's *mighty hot*!

~ The Sun is about 75% hydrogen and 25% helium. This changes slowly over time
as the Sun converts hydrogen to helium in its core (center).

~ The Sun's energy is produced by nuclear fusion reactions. It generates 386

billion billion megawatts of energy!
________________________________________________________

~ Mercury is a small, rocky planet.

~ Mercury has been visited by the Mariner 10 spacecraft. Mariner 10 has mapped
a little less than half (45%) of Mercury's surface.

~ Scientists think that there may be *volcanic activity* on Mercury. They are
still studying information sent to Earth from the Mariner spacecraft to make
sure.

~ The temperature on Mercury ranges from 90 K to 700 K.

~ It was once believed that there was no water on Mercury, but this turned out
to be false. Recent radar information shows evidence of ice at Mercury's north
pole! The ice hasn't melted because it is protected from the Sun's heat by
shadows of some craters.

~ Unlike many of our nine planets, Mercury has no moons.

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~
Venus is a small, rocky planet blanketed in a thick layer of yellowish
clouds. These clouds are not made of water (like the ones here on Earth).
Instead, they are formed from a poison called sulfuric acid.

~ Venus' surface is very hot - about 400 degrees Celsius!

~ Even though Venus is very cloudy, it's simply *too hot* for rain to form.

~ The first spacecraft to visit Venus was Mariner 2 in 1962. Venus has since
been visited by more than 20 spacecraft in all so far! Some of these
visiting spacecraft include: Pioneer Venus, Venera 7, Venera 9 and
Magellan.

~ Venus has no moons

~
Earth is a small, rocky planet which supports a variety of life! As far as
we know, Earth is unique from all other planets in this respect.

~ Temperatures at the Earth's center (called the "core") may be as high as

7500 K - That's hotter than the surface of the Sun!

~ The Earth is the densest major body in the solar system. This means that
it's the most "compact" of all the planets. For example, you have two
loaves of bread, both of the same amount. You smash one loaf of bread
flat. Even though both loaves are of the same amount, the smashed bread
is *denser* because it is more compact.

~ The Earth is 4.5 to 4.6 billion years old, but the oldest known rocks are
less than 4 billion years old. Rocks older than 3 billion years are rare. The
oldest fossils of living organisms are less than 3.9 billion years old!

~ The Earth is orbited by one moon.

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~
Mars is a small, rocky planet which is cold and lifeless.

~ The first spacecraft to visit Mars was Mariner 4 in 1965. Several others
followed including the two Viking landers in 1976. After a long break, Mars
Pathfinder landed successfully on Mars on July 4, 1997.

~ Mars has permanent ice caps at both poles made up mostly of solid carbon
dioxide. We know this as "dry ice."

~ Very strong winds and vast dust storms sometimes blow through the entire
planet for months!

~ Mars has two tiny moons which orbit very close to the surface. Their names are
Phobos and Deimos.

~ Jupiter is a giant gas planet which is made up of about 90% hydrogen and 10%
helium.

~ Jupiter was first visited by the Pioneer 10 spacecraft in 1973. It was later
visited by Pioneer 11, Voyager 1, Voyager 2 and Ulysses. The spacecraft Galileo
is currently in orbit around Jupiter and will be sending back data for at least
the next two years.

~ Jupiter is so big that you could cram 1,000 Earths inside of it! That's *mighty
big*!

~ It is thought that Jupiter's "Great Red Spot" is a storm of swirling gas that
has lasted for hundreds of years. Scientists are still unsure as to how such a
storm could last for so long.

~ Jupiter has 16 known moons! There are four large "Galilean" moons, and 12
small ones.
_________________________________________________________

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~ Saturn is a giant gas planet which is made up of about 75% hydrogen and 25%
helium. It's most famous for its thousands of beautiful rings.

~ Saturn was first visited by the Pioneer 11 spacecraft in 1979. Saturn has also
since been visited by Voyager 1 and Voyager 2.

~ Saturn's rings are made up mostly of water ice, but they may also include rocky
particles with icy coatings. The origin of the rings of Saturn is currently
unknown.

~ Saturn is made up of materials which are lighter than water. If placed in a big
pond, Saturn would float much like an ice cube does in a glass of water.

~ Saturn has 18 known moons - more than any other planet! There may very well
be several small ones yet to be discovered.

~
Uranus is a giant gas planet which is made up of mostly rock and various ices.

~ Uranus has been visited by only one spacecraft, Voyager 2 on Jan 24 1986.

~ Uranus spins differently from most planets. It seems to be tilted "sideways"

instead of right-side up. At the time of Voyager 2's passage, Uranus' south
pole was pointed almost directly at the Sun.

~ Uranus has 15 known moons. Voyager 2 discovered 10 small moons in addition

to the 5 large ones already known. It is likely that there are many more tiny
moons within the rings.

~
Neptune is a giant gas planet which is most likely made up of various "ices" and
rock.

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~ Neptune has been visited by only one spacecraft, Voyager 2 on Aug 25 1989.
Almost everything we know about Neptune comes from this one visit.

~ Depending on how far along Pluto is in its orbit (path around the Sun), Neptune
can be either the eighth or ninth planet. Pluto's orbit is kind of wacky, and it
sometimes crosses in front of Neptune. When Pluto does this, Neptune is
behind Pluto - hence, it is the ninth planet for a short time.

~ Neptune has 8 known moons; 7 small ones and a large moon called "Triton."

~
Pluto is a small, icy "dwarf planet". Scientists are still unsure as to exactly what
it's made of.

~ Pluto has not yet been visited by a spacecraft, but there's one on the way!

~ Depending on how far along it is in its orbit (path around the Sun), Pluto can be
either the eighth or ninth planet. Pluto's orbit is kind of wacky, and it
sometimes crosses in front of Neptune. When Pluto does this, Neptune is
behind Pluto - hence, it is the eighth planet for a short time.

~ Pluto has one moon. It's called "Charon."

An Introduction...

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In our solar
system, nine
planets circle
around our Sun.
The Sun sits in
the middle while
the planets travel
in circular paths
(called orbits)
around it. These nine planets travel in the same
direction (counter- clockwise looking down from the
Sun's north pole). The picture on the right shows the
different paths and positions of each planet (not to scale).

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