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โรงเร ยนอ สส มช ญสม ทรปราการ (Assumption Samutprakarn School) แผนการจ ดการเร ยนร (Learning Management Plan)

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โรงเรียนอัสสัมชัญสมุทรปราการ (Assumption Samutprakarn School)

แผนการจัดการเรียนรู้ (Learning Management Plan)

สาระที่ (Substance) 3 มาตรฐาน/ตัวชี้วัด (Strand/Indicator) Sc3.2. 1-3.2. 5 ระดับชั้น (Level) M.5/1-4 ภาคเรียนที่ (Semester) 2/2013 หน่วยการเรียนรู้ที่ (Learning Unit) 4 เรื่อง

(Topic) Reaction Speed จ านวนคาบ

(Period(s)) 12

สัปดาห์ที่สอน

(Week No.) 1st - 6th Week

สอนระหว่างวันที่

(Duration) 28 Oct. - 6 Dec.

1) ก าหนดเป้าหมายการเรียนรู้ (K P A)

Study about types of chemical reactions, balancing chemical reactions, reactions in daily life, rates of chemical reactions, factors of reaction speeds and chemical reactions in our body.

Participate in the scientific process: experimentation, explanation, prediction, classification, identification, determination, comparison and contrast, illustration and labeling, differentiation, appreciation, analysis and relating.

The students will learn morals and ethics: knowledge, analytical thinking, understanding, responsibility, scientific minds and morals to use the knowledge and technologies of society and environmental improvements as well as being able to pass on and apply the knowledge to their daily lives.

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3) หัวข้อสาระการเรียนรู้ (Item)

1. Different reactions, different speeds 2. Laboratory measurement of reaction speeds 3. Factors that influence reaction speeds 4) การออกแบบกิจกรรม (Activity Design) กิจกรรมที่ (Activity No.) 1 จ านวนคาบ (Period(s)) 1 สอนระหว่างวันที่

(Duration) 28 Oct. - 1 Nov. เรื่อง

(Topic) Introduction and pre-testing of Chapter 4 4.1 ความคิดรวบยอด (Concept)

The formative score is based on the students attending the lessons, supplemental worksheets and pre-post testing. It is a total of 60 points (pre-midterm: 30 points, post-midterm: 30 points). The mid-term and final scores are 20 points each.

4.2 จุดประสงค์การเรียนรู้ (Objectives)

At the end of this lesson, the students should be able to: ด้านความรู้ (K)

1. Explain how they are graded in this subject for the semester. ด้านทักษะ/กระบวนการ (P)

2. Solve the problems provided. ด้านคุณธรรมจริยธรรม (A)

3. Demonstrate honesty and integrity. 4.3 สมรรถนะ (Capability)

 ความสามารถในการเรียนรู้ การสื่อสาร (Communication (speaking, reading, writing, listening).  ความสามารถในการคิดอย่างเป็นระบบ (Systematic thinking)

 ความสามารถในการแก้ปัญหา (Problem solving)

 ความสามารถในการใช้ทักษะชีวิต (Making real life connections between the content and their lives)  ความสามารถในการใช้เทคโนโลยี (Using technology)

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4.4 คุณลักษณะที่พึงประสงค์ (Moral Development)

 รักชาติ ศาสน์ กษัตริย์ (Love of our nation, religion and King)  มีระเบียบวินัย (Self-discipline)

 มีความซื่อสัตย์สุจริต (Honesty and integrity)

 มีความรับผิดชอบ ขยัน อดทน และพากเพียร (Responsibility, diligence, forbearance and pertinacity)  มีวิถีชีวิตอย่างพอเพียง (Use the principles of the Sufficiency Economy Philosophy in one’s way of life)  มีความเป็นประชาธิปไตยและเป็นผู้น ากล้าแสดงออก (Democracy and leadership)

 มีจิตส านึกความเป็นไทย และกตัญญูต่อผู้มีพระคุณ (Awareness of Thai culture and gratitude to the patron)

 มีจิตอาสา จิตสาธารณะ และอนุรักษ์สิ่งแวดล้อม (Public-mindedness) 4.5 กระบวนการจัดการเรียนรู้ (Learning Process) เทคนิคการสอน (Techniques)  กระบวนการสืบค้น (Investigation)  กระบวนการกลุ่ม (Group work)  การเรียนแบบแก้ปัญหา (Problem solving)  การเรียนแบบสร้างแผนผัง (Mind-mapping)  การตั้งค าถาม (Question & Answer)

 เทคนิคคู่คิด (Pair-work)  การศึกษาเป็นรายบุคคล (Individual study)  เกม (Games)  การฝึกปฏิบัติการ (Experimentation)  การอภิปราย (Explanation)  อื่น ๆ (Others) ………... .………...……… …………... มีล าดับขั้นตอนดังนี้ (Learning Management Process)

ขั้นน า (Introduction)

1. The teacher asks students if they know what they should learn this semester. 2. The teacher tells the topics that are going to be taught during the semester. 3. The teacher explains a brief overview of each of the chapters.

ขั้นสอน (Instruction)

4. The teacher explains the course syllabus and subject criteria for the semester to the students. 5. Students are randomly chosen to verify that the information was understood.

6. Students will do a pre-test for chapter 4 “Reaction Speed”. They can obtain the information from their own textbooks.

7. The teacher monitors them throughout the class to make sure that they are honest. 8. The teacher collects the test by asking for volunteers to help.

ขั้นสรุป (Conclusion)

9. The teacher asks the students to tell what knowledge they have gained from doing the test. In cases where the students cannot answer, their classmates will be asked to help them.

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4.6 วัสดุอุปกรณ์/สื่อ/แหล่งการเรียนรู้/ภูมิปัญญาท้องถิ่น (Learning Materials/Resources/Local Wisdom) 1. Introduce power point slides

2. Chapter 4 (Reaction Speed) pre-test paper

4.7 หลักฐานการเรียนรู้และวิธีการประเมิน (Learning Evidence and Evaluation Methods)

จุดประสงค์การเรียนรู้ (K P A) (Objectives) วิธีการวัด (Evaluation Methods) เครื่องมือวัด (Evaluation Instruments) เกณฑ์การประเมิน (Assessment Criteria) 1. explain how they are graded in

this subject for the semester (K) asking and answering answering evaluation form

80% of the students are good 2. will solve the problems

provided (P) testing test paper

95% of the students are good 3. have honesty and integrity (A) monitoring monitoring form 100% of the

students are good เกณฑ์การให้คะแนน (Mark Allocation Benchmarks)

Answering Evaluation Rubric

No. Criteria Excellent Good Fair Poor

1 Answer accurately 90% accurate and

relevant 80% accurate 50% accurate

less than 50% accurate 2 Volunteer to answer often raise their

hand to answer

sometimes raise their hand to

answer

seldom raise their hand to answer

never raise their hand to answer 3 Help others to answer

help others well, give suggestions and be dependable

sometimes help others

unwillingly help

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Test/Exercise/Practice Rubric

No. Criteria Excellent Good Fair Poor

1 Score more than 90% of the total score

89%-70% of the total score

69%-50% of the total score

less than 50% of the total score Honesty and Integrity Evaluation Rubric

No. Criteria Excellent Good Fair Poor

1 No corruption in

testing / no copying have all of the criteria

have two of the criteria

have only one of the criteria

do not have any of the criteria 2 No lying / no stealing

3 Accept their own faults

4.8 บันทึกหลังการจัดการเรียนรู้ (Post–Lesson Report)

ผลการสอน (Result of the teaching)

K P A ปัญหา/อุปสรรค (Problems/Obstacles) แนวทางการแก้ไข (วิจัยในชั้นเรียน/สอนเสริม/ ติดตามพฤติกรรม/อื่นๆ ) (Solutions (Classroom research/Extra teaching/ Behavior Monitoring/etc.))

M.5/1 Some of them couldn’t explain.

A few of them got less than half of the total score on the pre-test.

Have others help explain.

Discuss the problems and explain the importance of the pre-test so they will pay more attention to it.

95% of the students could explain how they are graded in this subject for the

semester.(K)

90% of the students solved the problems provided.(P)

All of them have honesty and integrity.(A)

M.5/2 A few students didn’t bring their textbooks to do the test.

Some of them couldn’t tell how they will be scored.

Warn them nicely and have them make sure that they will bring their books next time. Have other students help explain.

90% of the students could explain how they are graded in this subject for the

semester.(K)

80% of the students solved the problems provided.(P)

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ผลการสอน (Result of the teaching)

K P A ปัญหา/อุปสรรค (Problems/Obstacles) แนวทางการแก้ไข (วิจัยในชั้นเรียน/สอนเสริม/ ติดตามพฤติกรรม/อื่นๆ ) (Solutions (Classroom research/Extra teaching/ Behavior Monitoring/etc.))

M.5/3 Some of them couldn’t explain

how they will be scored

.

Students No. 3 and 25 cheated on the test.

Have other students help explain and make the Powerpoint more understandable.

Scold and guide them that honesty is more valuable than the score.

80% of the students could explain how they are graded in this subject for the

semester.(K)

All of the students solved the problems provided.(P)

99% of them have honesty and integrity.(A) M.5/4

Some of them couldn’t tell how they will be scored.

A few of them got less than half of the total score on the pre-test.

Have other students help to explain.

Discuss the problems and explain the importance of the pre-test so they will pay more attention to it.

85% of the students could explain how they are graded in this subject for the

semester.(K)

80% of the students solved the problems provided.(P)

All of them have honesty and integrity.(A)

ลงชื่อ (Signature)……….………. ผู้สอน (Teacher) วัน (Date) ….…. เดือน (Month) ……. ปี (Year)…..…. ข้อคิดเห็น (Comments) ……… ……… ……… ……… ……… ……… ……… ……… ……… ……… ลงชื่อ(Signature)………. หัวหน้า/ผู้ช่วยกลุ่มสาระการเรียนรู้ฯ ………. (Head/Assistant of Subject Group) วัน (Date) …. เดือน (Month) ……. ปี (Year)…….

ลงชื่อ (Signature)……… ฝ่ายวิชาการ

(Academic Department)

(7)

กิจกรรมที่

(Activity No.) 2

จ านวนคาบ

(Period(s)) 1

สอนระหว่างวันที่

(Duration) 28 Oct. - 1 Nov. เรื่อง

(Topic) Types of Chemical Reactions 1. ความคิดรวบยอด (Concept)

There are 5 main types of chemical reactions which are synthesis, decomposition, single displacement, double displacement and combustion. The types depend on the kinds of reactants reacting in the reaction.

2. จุดประสงค์การเรียนรู้ (Objective)

At the end of this lesson, the students should be able to: ด้านความรู้ (K)

1. Identify and explain the different types of chemical reactions. 2.Compare and contrast the different types of chemical reactions. ด้านทักษะ/กระบวนการ (P)

3. Observe the resources provided comprehensively. 4. Solve the problems provided accurately.

ด้านคุณธรรมจริยธรรม (A)

5. Demonstrate responsibility, diligence, forbearance and pertinacity. 4.3 สมรรถนะ (Capability)

 ความสามารถในการเรียนรู้ การสื่อสาร (Communication (speaking, reading, writing, listening).  ความสามารถในการคิดอย่างเป็นระบบ (Systematic thinking)

 ความสามารถในการแก้ปัญหา (Problem solving)

 ความสามารถในการใช้ทักษะชีวิต (Making real life connections between the content and their lives)  ความสามารถในการใช้เทคโนโลยี (Using technology)

4.4 คุณลักษณะที่พึงประสงค์ (Moral Development)

 รักชาติ ศาสน์ กษัตริย์ (Love of our nation, religion and King)  มีระเบียบวินัย (Self-discipline)

 มีความซื่อสัตย์สุจริต (Honesty and integrity)

 มีความรับผิดชอบ ขยัน อดทน และพากเพียร (Responsibility, diligence, forbearance and pertinacity)  มีวิถีชีวิตอย่างพอเพียง (Use the principles of the Sufficiency Economy Philosophy in one’s way of life)  มีความเป็นประชาธิปไตยและเป็นผู้น ากล้าแสดงออก (Democracy and leadership)

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 มีจิตอาสา จิตสาธารณะ และอนุรักษ์สิ่งแวดล้อม (Public-mindedness) 4.5 กระบวนการจัดการเรียนรู้ (Learning Process) เทคนิคการสอน (Techniques)  กระบวนการสืบค้น (Investigation)  กระบวนการกลุ่ม (Group work)  การเรียนแบบแก้ปัญหา (Problem solving)  การเรียนแบบสร้างแผนผัง (Mind-mapping)  การตั้งค าถาม (Question & Answer)

 เทคนิคคู่คิด (Pair-work)  การศึกษาเป็นรายบุคคล (Individual study)  เกม (Games)  การฝึกปฏิบัติการ (Experimentation)  การอภิปราย (Explanation)  อื่น ๆ (Others) ………... .………...……… …………... มีล าดับขั้นตอนดังนี้ (Learning Management Process)

ขั้นน า (Introduction)

1. The teacher demonstrates examples of physical and chemical changes, and then asks students to define which example changes physically and chemically.

2. The students are asked further how they know which one is a chemical change. 3. The teacher adds that chemical changes require chemical reactions.

ขั้นสอน (Instruction)

4. The teacher shows a clip video called “Types of Chemical Reactions” once, and then asks the students to analytically think about keywords from the clip. The keywords will be written down on the board.

5. The teacher shows the clip one more time, and then gives questions to the students to define and explain about the chemical reactions shown in the clip.

6. The students discuss and work in pairs to answer the questions in their notebooks. 7. The teacher and students discuss the questions together.

ขั้นสรุป/ประเมินผล (Conclusion/Evaluation)

8. The definitions of different types of chemical reactions are explained using power point slides.

9. Students are given a “Reaction Types” worksheet and assigned to work on it with their partners after the class.

10. The teacher collects the notebooks and set the due date of the worksheet with the students’ agreement. 6. วัสดุอุปกรณ์/สื่อ/แหล่งการเรียนรู้/ภูมิปัญญาท้องถิ่น (Learning Materials/Resources/Local Wisdom)

1. “Types of Chemical Reactions” video clip. 2. Power point slides of chemical reaction types. 3. “Reaction Types” worksheet.

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จุดประสงค์การเรียนรู้ (K P A) (Objectives) วิธีการวัด (Evaluation Methods) เครื่องมือวัด (Evaluation Instruments) เกณฑ์การประเมิน (Assessment Criteria) 1.identify and explain the different

types of chemical reactions

asking and answering doing exercise

asking-answering form exercise

80% of the students are good 2.compare and contrast the

different types of chemical reactions

asking and answering doing exercise

asking-answering form exercise

80% of the students are good 3.observe the resources provided

comprehensively doing practice practice

80% of the students are good 4.will solve the problems provided doing practice practice 80% of the

students are good 5.have responsibility, diligence,

forbearance and pertinacity monitoring monitoring form

80% of the students are good เกณฑ์การให้คะแนน (Mark Allocation Benchmarks)

Answering Evaluation Rubric

No. Criteria Excellent Good Fair Poor

1 Answer accurately 90% accurate and

relevant 80% accurate 50% accurate

less than 50% accurate 2 Volunteer to answer often raise their

hand to answer

sometimes raise their hand to

answer

seldom raise their hand to answer

never raise their hand to answer 3 Help others to answer

help others well, give suggestions and be dependable

sometimes help others

unwillingly help

others never help others Test/Exercise/Practice Rubric

No. Criteria Excellent Good Fair Poor

1 Score more than 90% of the total score

89%-70% of the total score

69%-50% of the total score

less than 50% of the total score

(10)

No. Criteria Excellent Good Fair Poor 1 Pay attention to learn

have all of the criteria

have four of the criteria

have two or three of the criteria

have less than two of the criteria 2 Do all assignments

3 Good working skills and participate in class 4

Be enthusiastic in the search of knowledge and demonstrate self development

5 Responsible to oneself and society

(11)

8. บันทึกหลังการจัดการเรียนรู้ (Post–Lesson Report)

ผลการสอน (Result of the teaching)

K P A ปัญหา/อุปสรรค (Problems/Obstacles) แนวทางการแก้ไข (วิจัยในชั้นเรียน/สอนเสริม/ ติดตามพฤติกรรม/อื่นๆ ) (Solutions (Classroom research/Extra teaching/ Behavior Monitoring/etc.))

M.5/1 The period was shortened due to

a sports activity.

A few students couldn’t solve the problems from the video.

Weaker students couldn’t do the worksheet correctly.

Try to have the students put more focus on the topic. Help them individually as well as have others help explain the solutions.

Create a worksheet specifically for the weaker students (classroom research). 95% of the students could identify and

explain the different types of chemical reactions.

95% of the students could watch and listen to the resource provided comprehensively. 95% of the students could solve the problems provided.

All of them have responsibility, diligence, forbearance and pertinacity.

M.5/2 The period was shortened due to

a sports activity.

A few students couldn’t solve the problems from the video.

Weaker students couldn’t do the worksheet correctly.

Try to have the students put more focus on the topic. Help them individually as well as have others help explain the solutions.

Create a worksheet specifically for the weaker students (classroom research). 80% of the students could identify and

explain the different types of chemical reactions.

85% of the students could watch and listen to the resource provided comprehensively. 90% of the students could solve the problems provided well.

95% of them responsibility, diligence, forbearance and pertinacity.

M.5/3 The period was shortened due to

a sports activity.

A few students couldn’t solve the problems from the video.

Weaker students couldn’t do the worksheet correctly.

Try to have the students put more focus on the topic. Help them individually as well as have others help explain the solutions.

Create a worksheet specifically for the weaker students (classroom research). 90% of the students could identify and

explain the different types of chemical reactions.

80% of the students could watch and listen to the resource provided comprehensively. 95% of the students could solve the problems provided well.

All of them responsibility, diligence, forbearance and pertinacity.

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ผลการสอน (Result of the teaching)

K P A ปัญหา/อุปสรรค (Problems/Obstacles) แนวทางการแก้ไข (วิจัยในชั้นเรียน/สอนเสริม/ ติดตามพฤติกรรม/อื่นๆ ) (Solutions (Classroom research/Extra teaching/ Behavior Monitoring/etc.))

M.5/4 The period was shortened due to

a sports activity.

A few students couldn’t solve the problems from the video.

Weaker students couldn’t do the worksheet correctly.

Try to have the students put more focus on the topic. Help them individually as well as have others help explain the solutions.

Create a worksheet specifically for the weaker students (classroom research). 85% of the students could identify and

explain the different types of chemical reactions.

90% of the students could watch and listen to the resource provided comprehensively. 90% of the students could solve the problems provided well.

80% of them responsibility, diligence, forbearance and pertinacity.

ลงชื่อ (Signature)……….………. ผู้สอน (Teacher) วัน (Date) ….…. เดือน (Month) ……. ปี (Year)…..…. ข้อคิดเห็น (Comments) ……… ……… ……… ……… ……… ……… ลงชื่อ(Signature)………. หัวหน้า/ผู้ช่วยกลุ่มสาระการเรียนรู้ฯ ………. (Head/Assistant of Subject Group) วัน (Date) …. เดือน (Month) ……. ปี (Year)…….

ลงชื่อ (Signature)……… ฝ่ายวิชาการ

(Academic Department)

References

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