Topic/ Unit: Secondary Two Pythagoras Theorem
Textbook: Shing Lee – New Syllabus Mathematics 2 Textbook eBook
Lesson Objectives: Students will be able to:
- Identify a right-angled triangle and its hypotenuse.
- Define Pythagoras’ theorem.
- Investigate and verify the Pythagoras’ theorem.
- Apply Pythagoras’ theorem to solve problems. Find the unknown side of a right-angled triangle when other two sides are given.
- Solve real-life problems involving right-angled triangles using Pythagoras’ Theorem.
Teaching Strategies include:
- Differentiated instruction
- Inquiry-based learning
Topic/Unit: Secondary 2 Scales and Maps
Students will be able to:
- Compute the actual length and area of a place given the scale and measurements on a map/model.
- Compute the Representative Fraction (in the form) or scale of a map (in the form 1: n), given the measurements and actual length/area of a place.
- Derive the area scale from the linear scale (and vice-versa).
- Flipped Classroom via Ace Learning
- Team Based learning via MCQ with scratch cards
* MCQ is crafted to bring out common mistakes in calculation of scales and maps as well as any misconceptions. (more…)
Peribahasa Melayu/Malay Proverbs
- Students will be able to deconstruct the literal and actual meaning of selected proverbs
- Students will be able to transfer the meanings of selected proverbs in their end-products
This lesson is on learning Peribahasa Melayu/Malay Proverbs. In respective groupings, students are given list of proverbs to deconstruct the literal meaning (extrinsic meaning) and the actual meaning (intrinsic meaning). Kriteria Cemerlang/Success Criteria (Definition, Situation, and Rational) are demonstrated to students as guidelines for them to deconstruct the meanings (both extrinsic and intrinsic) of the listed proverbs.
In the same respective groupings, students are to present an end-product of their own interest (choices of comic strips/acting/animation) to reflect the meanings (both literal and actual) of one or two selected proverb(s). (more…)
Subject: Year 1 English Language
Unit: Situational Writing Unit
Topic: Managing Impressions (Tone & Register)
At the end of the lesson, students will be able to understand that a respectful and polite tone is conveyed in writing when:
- The author indicates that she has considered the perspective of the reader.
- The author presents the reader with a choice without demanding a certain course of action from the reader.
What exactly is a discussion? And why should it play a part in our classrooms? Simple questions that sometimes elicit responses that tend to put it down to something of an anomaly in our classroom experiences.
“Discussions? Nah, we are not like the humanities…it is not that simple in our field”, as if it was not a major slap in the face that certain disciplines rank higher because of perceived difficulty levels.
“It is just talk right? Anyone can do that right?” goes another. Another teacher of many years said when told of the response, “Yes, we just need to get some feedback from students, hence discussions are useful”.
I grimace in agony.
It is easy to put down discussion as just another technique, a strategy to bring in student engagement. Or worse, to fill time in a lesson. And to make matters worse, students feel the same way. “Why discuss? Let’s just get to the point”. Or, “Yes we will discuss, but we know that he will always summarise the key points for us and we are just waiting for the answers”. (more…)
Unit/Topic: Gene Expression and Genetic Engineering/Bacterial Transformation
- To make observations of results.
- To create meaning from observations.
- To ask accurate questions.
- To develop a hypothesis.
- To design and perform an experiment to test the hypothesis.
- Wheel of scientific investigation and reasoning (based on Paul’s Wheel of Reasoning) using an inquiry approach
- Concept-based learning (through the use of planning board)