Explain
Asking students to demonstrate their own understanding of the implications of a scientific idea by developing their own explanations of
phenomena, whether based on observations they have made or models they have developed, engages them in an essential part of the process by
which conceptual change can occur.
Note: The products of science are explanations. The goal of science is to construct explanations for the causes of phenomena. Students are
expected to construct their own explanations, as well as apply standard explanations they learn about from their teachers or reading. An
explanation becomes accepted when it has multiple lines of empirical evidence.
Elaborate
Teachers challenge and extend students’ conceptual understanding and skills. Through new experiences, the students develop deeper and
broader understanding, more information, and adequate skills. Students apply their understanding of the concept by conducting additional
activities.
Evaluate
The evaluation phase encourages students to assess their understanding and abilities and provides opportunities for teachers to evaluate student
progress toward achieving the educational objectives. Note: Assessment is a continuous activity, not something to be dealt with only at the
end of a unit of study.
Cross check: Are the learning events in Stage 3 aligned with Stage 1 goals and Stage 2 assessments?
Sekolah Rendah*Andaian: Rancangan Pembelajaran ini disediakan untuk kelas yang mempunyai ramai murid berbangsa KadazanDusun. Peruntukan masa
setiap fasa hanya merupakan cadangan, bergantung kepada faktor-faktor luaran sekolah, bilangan, tahap dan keperluan murid.
Engage (Cadangan: 15 minit)
Guru mengemukakan soalan-soalan seperti:
a. Adakah mikroorganisma merupakan benda hidup? Mengapa?
b. Adakah mikroorganisma mendatangkan keburukan kepada kita? Mengapa?