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Program Ijazah Sarjana Muda Perguruan (PISMP) dengan Kepujian
PROGRAM: ____________________________________________________________________________ 1
SEMESTER: ______ 2
TAHUN: ______
Thinking and Working Scientifically
Kursus: __________________________________________________________________________________________ SCE3106
Kod: ____________ 3 (3 + 0)
Kredit: ____________

Tajuk dan Kuliah Tutorial Tutorial 2 ISL

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1 Introduction to  Suggest ways to  Overview of course By referring to the article Discuss how “Ten Myths Find the 5-E
the unit implement HOTS in expectations, and “Higher Order Thinking” of Science” opens up your instructional
Primary Science assessments discuss how we implement minds about the Model and
Course Teaching (1.1), (3.4),  Pretest HOTS in Primary Science misconceptions that you prepare a ppt.
Overview (5.3), (6.1) teaching might have. presentation.
Primary  Write an example of a Give an example of a
Science misconception that misconception that
Teaching potrays each myth portrays each myth.
(1.1), (6.1), (6.5)

2 Manipulative  State the types and  Types and units of 1. Tour the lab and identify 1. Draw and name the Access the internet
skills units of measurements measurements apparatus for measuring apparatus that are to gather information
(1.1), (6.1)  Use and handle length, mass, usually used for primary on the
 Identify,handle and science apparatus temperature, current etc. science teaching Virtual lab.
draw the apparatus that  Draw diagrams and that are used for science How is it different
are used for primary apparatus accurately experiments. from the normal
science teaching (1.1), 2. Find out how to use the science room?
(3.3),(6.1) apparatus above Present it to your
 Compare the correctly peers.
differences between
virtual lab and normal
science room (1.5),
(5.2), (6.4), (6.5)

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3 Manipulative  Handle living and non-
skills living specimens properly
and carefully (1.1), (1.5),
(3.3), (4.3)
 Demonstrate how to
clean and store science
apparatus and laboratory
substances correctly and
safely (1.1), (3.3), (6.4)
4 The Basic  State three types of
Science Process observation (1.5), (5.2)
Skills Compare and contrast
between qualitative and
 Observing quantitative
observations (1.1),
(1.5), (2.4), (6.3), (6.4)
 Suggest the importance
of observation skill
(1.1), (5.2),(6.1), (6.2)
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 Handling specimens 1. By referring to the 1. In groups, you are given Write short notes on Task for ISL Wk 5
properly and carefully Primary Science the task of cleaning dirty the handling, to be given this
 Clean science Curriculum apparatus correctly cleaning and storing week.
apparatus correctly Specifications for Level 2. After cleaning and/or of science
 Store science II, list (a) 3 living drying replace the apparatus.
apparatus and apparatus to their proper
laboratory places for storage.
specimens and (b) 3
substances correctly
non-living specimens
and safely
needed for the
suggested teaching-
learning activities.
2. List the manipulative
skills necessary to
handle the specimens
listed.
 Qualitative (Activity 1) (Activity 2) Read the article on
observation In groups, carry out the Read the article “Elephant “Working
 Quantitative Candle Activity. Discuss and Observations” and answer Scientifically” and
observation present your answers the questions. prepare a concept
map.
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5 The Basic  State three types of
Science Process classification (1.1),(1.5),
Skills  Classify living and non- 
living things using
 Classifying binary and multi-stage
classification (1.5),
(5.2), (6.4), (6.5)
 Suggest the importance
of classification skill
(1.1),(1.5),(5.2), (6.1),
(6.2)
6 The Basic  State various tools of
Science Process communicating (1.1),
Skills (5.2)
 Demonstrate how to
 Communica effectively use the
ting communicating tools
(1.1), (1.5), (3.4), (5.2),
(5.3), (6.1), (6.2)
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 Importance of (Activity 3) Presentation of role-play on Go through the ppt.
classification in life Carry out the “Classifying classifying animals. presentation on
Types of Button Activity”. From your classifying animals
classification: serial, experience, discuss what and carry out the
binary, multi-stage other things in our lives that tasks during tutorial
classification etc. need classification? session (Wk 5).
 How to classify
Various tools of In groups, select one 1. Select a topic from this Gather information
communicating: “Communication tool” and course and prepare a to compare how
interpreting graphs, demonstrate it to your concept map (in pairs) people communicate
charts, drawings, oral and peers. 2. Discuss how your at present and in the
written reports, concept map can past according to
discussion, tables etc. facilitate / simplify chronological order.
learning. Present during
3. Present your concept tutorial session.
map to your peers
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7 Basic science  State the meaning of
process skills prediction (1.1), (5.2)
 Differentiate between
 Predicting interpolation and
extrapolation (1.1), (1.5),
(3.4), (5.2), (5.3), (6.1),
(6.2)
 Suggest the importance
of prediction (1.1),(1.5),
(5.2), (6.1), (6.2)
8 The Basic  List the types of
Science Process measurement and the
Skills units used for each type
(1.1),(1.5),(5.2), (6.1),
 Measuring and (6.2)
using numbers  Compare and contrast
different units of
measurements (1.1),
(1.5), (2.4), (6.3), (6.4)
 Compare imperial units
to the metric system
(1.1), (1.5), (6.3), (6.4)
9 Basic science  Identify topics from the
process skills curriculum specification
that represents space-
 Space-time time relationship (1.1),
relationship (1.3)
 Plan a suitable activity
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 Importance of Perform the “Sensational Present your finding to your Access the internet
Predicting Slime” Activity. Present your peers. to gather information
 How to make finding during the next about the
predictions tutorial. differences between
inference and
prediction. List down
the differences.
 Making estimation List down the types of (Activity 4) Read the article “Did
and measuring by measurement and the units Carry out the “Mixing Water” You Know… (Facts
comparison used for each type. activity. on numbers)”.
 Compare and Compare imperial units to Discuss and identify
contrast different units the metric system Discuss how understanding how numbers affect
of measurements of measurements enables our life.
you to make better and
more informed decisions in
your daily lives.
“The Sun Clock Activity” 1. List down topics from the Carry out the planned Write short notes on
(Activity 5) curriculum specification activity. the history of
that represents space- measuring time
time relationship (Group according to
activity) chronology.
2. Plan a suitable activity
from the list.
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using one of the topics
identified (1.3), (1.5),
(6.1), (6.3)
10 Basic science  State the meaning of
skills inference (1.1), (5.2)
 Differentiate between
 Inferring observation, prediction
and inference (1.1), (1.5),
(3.4), (5.2), (6.1), (6.2)
 Suggest the importance
of inferring (1.1),(1.5),
(5.2), (6.1), (6.2)
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13 Integrated  Identify three kinds of
Science process variables (1.1), (6.1)
skills  Use experiment to show
the ability to control
 Identifying and variables (1.3), (2.3),
Controlling (2.4), (5.2), (6.2)
Variables  Suggest the importance
of identifying and
controlling variables
(1.1),(1.5),(5.2), (6.1),
(6.2)
 Define variables
 Defining
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 Analyzing critically (Activity 6) Present a situation to your Further reading on
 Identifying main ideas Carry out the “Inferring peers and let them make ways of making
using information in Exercises” and discuss the their inferences. Comment inferences and
other situations answers in class on their answers. (Group prepare a summary
activity)
Mid-Semester Break
School-Based Experience
 Three Kinds of variables (Activity 7) (Activity 8) Examine the
 Using Variables in Do the” Identifying and Carry out “Helicopter textbooks for year 1-
Research Questioning Controlling Variable Activity”. Happening” experiment and 5 and list down
Discuss your experimental compare your results with alternative terms (for
results in class your peers. variables) that are
currently used
 Defining variables (Activity 9)
operationally Exercises on operational
definitions. Discuss on operational
definition exercises
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Tajuk dan Kuliah Tutorial Tutorial 2 ISL

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Kandungan (1 jam) (1 jam) (2 jam) (2 jam)
Operationally operationally (1.1), (1.5),
(6.2), (6.4)
 Suggest the importance
defining variables
operationally (1.1),(1.5),
(5.2), (6.1), (6.3)

14 Integrated  State the meaning of  Interpreting Data 1) Find any data from (1) Individually bring some Complete the
Science process interpreting data (1.1),  Do “Data Three Ways newspaper, magazines, food wrappers to class exercises given
skills (1.5), (5.2) Exercise”. internet on any topic. (2) Carefully, identify each
 Analyse data to form 2) Identify independent and food label and by using
 Interpreting conclusion, make dependent variables a table categorize the
Data inferences and justify from the collected data. ingredients.
decision (1.1), (1.5), 3) Draw a graph to (3) Do you find any
(2.3), (3.3), (3.4), (4.4), represent your data. ingredients that you do
(5.1), (5.2), (5.3), (6.1), not recognize? Do you
(6.2), (6.3), (6.4), (6.5), think processed foods
(7.4), (7.5) are good alternative in
 Suggest the importance our lives?. Explain.
of interpreting data (1.1),
(1.5), (3.3), (3.6), (5.2),
(6.1), (6.2), (7.4)

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15 Integrated  State the meaning of  Formulating hypothesis Do “Writing Hypothesis” (Activity 10) Further reading on
Science process hypothesis (1.1), (1.5),  Testing Hypothesis Exercises Choose five experiments “Formulating and
skills (5.2) from the curriculum Testing Hypothesis”
 Formulating  Formulate hypotheses specification, construct a Prepare a concept
and Testing for experiments hypothesis for each map.
Hypothesis selected from the experiment.
Primary Science
Curriculum Specification
(1.5), (3.3). (4.2), (5.2),
(6.1), (6.3), (6.4), (6.5),
(7.5)
 Suggest the importance
of formulating a good
hypothesis (1.1),(1.5),
(5.2), (6.1), (6.3)

Read “Guide to
16 Integrated  Integrate all the science Experiment (Activity 11) Discussion on the Pendulum Science
Science process process skills in a given Do “The Pendulum Experiment results Experiments”
skills experiment (1.5), (3.3). Experiment” and plan your own
(4.2), (5.2), (6.1), (6.3), investigation.
 Experiment (6.4), (6.5), (7.5)
Read Skamp (2004),
Appendix 2.3 pg 83

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16 Integrated  Plan and conduct own Experiment (Activity 12) Post Test Analyse data from
Science process experiment to test a 1) Based on the materials experiment and
skills hypothesis (1.5), (1.6), given, plan and conduct prepare a report.
(2.3), (2.5), (3.3), (3.4), your own experiment.
 Experiment (4.2), (4.6), (5.2), (6.1), 2) From the data collected,
(6.2), (6.3), (6.4), (6.5), construct a graph and
(7.4), (7.5), (8.5) explain your result.
 Analyse data from the
experiment (1.5), (1.6),
(2.3), (2.5), (3.3), (3.4),
(4.2), (4.6), (5.2), (6.1),
(6.2), (6.3), (6.4), (6.5),
(7.4), (7.5)
 Write a report for the
experiment (1.5), (1.6),
(2.3), (2.5), (3.3), (3.4),
(4.2), (4.6), (5.2), (6.1),
(6.2), (6.3), (6.4), (6.5),
(7.4), (7.5)

REVISION
17

18 EXAMINATION