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Monthly Archives: March 2017

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Higher Order Thinking in a Geography Classroom

Subject Geography
Level: Year 1
Name of teacher Lucille Yap
Topic Climate and Weather: Factors Influencing Temperature
Macro-concept System

Change

Enduring Understanding The well-being of an ecosystem hinges on the understanding of the processes that determine weather and climate as it helps humans (better) predict, prepare and mitigate the risks from climate variability and change.
Essential Question Does the study of weather/ climate matter?
Curricular or Pedagogical Focus / Lens Higher Order Thinking

Prior Knowledge

  • the difference between weather and climate (elements of weather)
  • the structure of the atmosphere, its layers (mean temperature and temperature range)
  • earth’s heat budget (including heat transfer – radiation, conduction and convection)

Lesson Delivery
(more…)

Concept-based Instruction in a Social Studies Classroom

Subject Social Studies
Level: Year 3
Name of teacher Lim Shok Hoon
Topic Culture, Community and Identity
Macro-concept 1.     Systems have elements that interact with each other to perform a function.

2.     Systems follow rules.

Enduring Understanding Societal harmony and dynamism may require members to adapt and adjust to cultural norms and beliefs
Essential Question(s) OR Guiding question(s) 1.     Must everybody conform for society to be harmonious?

2.     Should diversity be subordinated to commonality?

Curricular or Pedagogical Focus / Lens  

Concept-Based Instruction

The lesson was carried out after students attended either the Outward Bound School (OBS) Course or school-based Personal Effectiveness (PE) Workshop. Students would unpack how we were part of a larger society and that society seemed to influence our attitudes and behaviour.

Pre-Lesson: (more…)