Welcome!
Welcome to this interactive website. This site explores the practical application of Pedagogical Capacity for Deep Learning (PCDL) in the context of Year 4 Science, with a specific focus on Unit 8: Materials. Materials play an important role in our daily lives. From the clothes we wear, the furniture we use, to the cooking utensils, everything is made from different materials. Through this site, students will explore the types of materials, their properties, and the importance of choosing the right material for a specific purpose.
Learning Objectives
To identify and classify objects based on their basic source materials such as plants, animals, rocks, and petroleum.
To explain the relationship between a basic source, the material it produces, and examples of objects made from it.
The Clarity in Science Curriculum
This section breaks down the curriculum for the 'Materials' topic to ensure clear learning objectives and success criteria.
DSKP Information
Content Standard
8.1
Basic source of material
Learning Standard
By the end of this unit, students should be able to:
8.1.1
Explain with examples the basic sources of materials used to make objects.
8.1.2
Classify objects based on their basic sources.
8.1.3
Explain observations about the basic sources of materials through sketches, ICT, writing, or verbally in a creative manner.
Learning Development
- Explain with examples the basic sources of materials.
- Classify objects based on their basic sources.
- Explain observations about the basic sources of materials through sketches, ICT, writing, or verbally in a creative manner.
Desired Learning
I will learn to:
Explain examples of basic source materials.
Classify objects based on their basic sources.
Explain observations about basic source materials through sketches, ICT, writing, or creatively.
Success Criteria
I can:
Explain examples of basic source materials.
Classify objects based on their basic sources.
Explain observations about the basic sources of materials through sketches, ICT, writing, or verbally in a creative manner.
Essential Question
General Inquiry Question
What is meant by materials? Why do humans use different materials for specific purposes?
Conceptual Question
How do the properties of materials influence their use in daily life?
Reflective Question
Are the materials I use every day environmentally friendly? How can I choose materials more responsibly?
Big Idea
“Every material has specific properties that determine how and why it is used in daily life.”
🔍 Explanation: This main idea guides students to understand the basic concept of materials not just at a factual level (knowledge), but also conceptually (the cause-and-effect relationship between material properties and their use). It forms the basis for scientific thinking and the application of deep learning.
Understanding through Learning Design
The learning design for Unit 8.1 – Basic Sources of Materials is developed based on the Pedagogical Capacity for Deep Learning (PDCL) framework and the Backward Design model (Wiggins & McTighe, 2012). The design focuses on enabling pupils not only to identify the basic sources of materials but also to understand the relationship between the origin, properties, and uses of materials in daily life.
This learning sequence promotes deep learning through meaningful engagement, interactive enhancement, and reflective extension activities. Pupils are guided to experience, connect, and apply scientific knowledge through digital exploration.
Application of PCDL Model
This section demonstrates practical applications of the PCDL models.
Student & Design Learning Models
Student Learning Model
This model focuses on the learner's journey. It emphasizes that students are not passive recipients but active participants in constructing their knowledge. The key elements are:
- Aspiration: Connecting learning to personal goals.
- Inquiry: Fostering curiosity and questioning.
- Collaboration: Learning with and from others.
- Reflection: Thinking about the learning process.
Design Learning Model
This model guides educators in creating effective learning experiences. It shifts the focus from 'delivering content' to 'designing learning' through:
- Big Ideas: Focusing on core concepts.
- Curriculum Unpacking: Breaking down standards.
- Pedagogical Practices: Using effective teaching strategies.
- Assessment: Measuring deep understanding.
The 6C's for Deep Learning
These six global competencies are crucial for thriving in a complex world. Click each card to see how it applies to our 'Materials' unit.
Character
Practicing the value of responsibility in the use of materials.
Citizenship
Awareness of protecting the environment and recycling materials.
Collaboration
Mini group assignment – “Find 5 Materials Around You”.
Communication
Students present observation findings in a short video (Flipgrid).
Creativity
Students create new inventions using recycled materials.
Critical Thinking
HOTS Question: Why is fabric more suitable than plastic for clothing?
The 3E Model: A Learning Journey
This model structures the learning experience to be engaging and effective.
Engagement
Watch a short video "Which Material is Best?"
Enhancement
Do a digital activity – Sorting Game (types of materials & properties).
Extension
Students design an object model using recycled materials and upload it to the class Padlet page.
The 3R Framework
Rigor
HOTS quiz activity and self-reflection (Google Form).
Relevance
Relate material properties to real-world uses (e.g., why glass is used for mirrors).
Relationship
A virtual gallery showcases student work; students provide constructive comments to each other.
Colaborative Inquiry Cycle Model
Ask Scientific Questions
What, why, and how are materials used?
Investigate & Collect Data
Using videos and direct observations.
Discuss & Reflect
Analyze and make sense of the findings.
Share Results
Publish findings on a class page (Google Site / Padlet).
Deep Learning Daily Lesson Plan (RPH)
Objective: By the end of the lesson, students will be able to classify at least 8 out of 10 objects based on their basic source materials (plants, animals, rocks, petroleum).
🎯 1. Learning Goal
To develop pupils’ ability to understand the relationship between the origin, properties, and uses of materials through exploration, creativity, and reflection, in line with the theme “Curiosity Sparks Scientific Thinking.”
Pupils will not only be able to identify the basic sources of materials but also apply this knowledge in real-world contexts and practice environmental responsibility.
🧩 2. Deep Learning Focus
| Domain | Deep Learning Focus |
|---|---|
| Cognitive (Thinking) | Pupils analyse and classify materials according to their sources and characteristics. |
| Affective (Values & Attitudes) | Pupils appreciate the importance of natural resources and practise responsible usage of materials. |
| Psychomotor (Action & Creation) | Pupils produce creative digital outputs (sketches, Padlet posts, mini-projects) showing understanding of material sources. |
🌍 3. Connection to Real-Life Context
Learning is extended beyond the classroom — pupils explore materials used in their homes and communities, reflecting on sustainable and eco-friendly choices.
This encourages environmental awareness, critical decision-making, and application of scientific knowledge in real-life problem-solving.
Example Activity:
🧤 “Material Detective Challenge” – Pupils find five household objects, identify their basic material sources (wood, metal, fabric, plastic, glass), and explain why that material is used in a Padlet gallery.
Teaching Aids
This section contains interactive materials designed to support the learning process.
The items above are made from different types of materials. Why?
Related Video: Properties of Materials
Explore the World of Materials!
Click on the pulsing areas on the map to learn.
Basic Sources of Materials
Where Do Objects Around Us Come From?
Basic Source: Plants
Rubber Tree
Rubber
Tire
Gloves
Timber Tree
Wood
Wardrobe
Chair
Cotton Plant
Cotton
Shirt
Towel
Basic Source: Animals
Sheep
Wool Yarn
Wool Hat
Sweater
Cow
Leather
Leather Shoes
Leather Sofa
Silkworm
Silk
Necktie
Silk Fabric
Basic Source: Petroleum
Petroleum
Plastic
Plastic Bag
Plastic Bottle
Petroleum
Synthetic Fabric
Raincoat
Tent
Basic Source: Rocks
Metal
Gold/Copper
Necklace
Coin
Pewter
Soil
Clay
Bowl
Brick
Soil
Sand
Mirror
Glass Bottle
Lesson Activities
| Phase / Time | Teacher's Activity | Student's Activity | Teaching Aids / Digital Tools | Skills / 6C Focus |
|---|---|---|---|---|
| Engage (5 mins) | Teacher shows a Mystery Box and asks students to guess its contents. After opening, the teacher asks: “What are these objects made of?” | Students guess the objects and their basic materials. They share initial ideas verbally. | Mystery Box, short video | Communication, Curiosity |
| Enhance (20 mins) | Teacher divides students into groups. Each group receives a basket of objects. The teacher explains the task: “Sort these objects according to their basic sources.” | Students collaborate to classify objects into four categories (Plant, Animal, Rock, Petroleum). They use the Interactive Explorer application to check their answers and add other examples. | Basket of objects, tablet (Interactive Explorer), Jamboard | Collaboration, Critical Thinking |
| Extend (10 mins) | Teacher asks each group to choose one object and present: “What is it made of and why is it suitable for its use?” | Each group presents their findings creatively in front of the class. | Padlet / Canva poster | Creativity, Communication |
| Closure / Homework | Teacher summarises the day's learning: “We learned that materials come from different sources and have unique properties.” Homework: “Material Hunt” – find three objects at home and identify their source material. | Students write down the homework in their books / Google Classroom. | Google Form / Worksheet | Character, Citizenship |
📅 GANTT CHART (3-Week Period)
17.09.2025 - 06.10.2025 (18 days)
Week 1
Activity:
DSKP Analysis & Google Site layout sketching.
Result:
Site structure completed.
Week 2
Activity:
Create digital materials (video, infographics, quiz).
Result:
Learning resources completed.
Week 3
Activity:
Site arrangement, rubric review, reflection.
Result:
Google Site completed & submitted.
Hello, I'm Teacher Anis!
I am a trainee teacher from Institut Pendidikan Guru Kampus Tengku Ampuan Afzan, specialising in Guidance and Counselling with a Science elective. I am passionate about nurturing curiosity and meaningful learning among young learners.
This digital project represents my effort to integrate the Pedagogical Capacity for Deep Learning (PDCL) model into the topic Basic Sources of Materials. Through this Google Site, I aim to design science learning experiences that are engaging, relevant, and thought-provoking helping pupils connect what they learn to the world around them.
SCES3274 PRIMARY SCIENCE EDUCATION
| Nama | : | NURANIS FADHILAH BINTI MOHAMAD RAZLAN |
| No. K/P | : | 050925-08-0854 |
| Angka Giliran | : | 2024112440097 |
| Program | : | PISMP |
| Ambilan | : | OGOS 2023 |
| Unit | : | BIMBINGAN DAN KAUNSELING 1 |
| Nama Pensyarah | : | EN A ZAMRI ABDUL RAHIM |
| Tarikh Hantar | : | 6 OCTOBER 2025 |
References
- Fullan, M., & Langworthy, M. (2014). A rich seam: How new pedagogies find deep learning. Pearson.
- Kementerian Pendidikan Malaysia. (2018). Dokumen standard kurikulum dan pentaksiran (DSKP) sains tahun 4. Bahagian Pembangunan Kurikulum.
- Kementerian Pendidikan Malaysia. (2020). Science year 4 textbook. Anyflip. https://online.anyflip.com/ohvf/qxhx/mobile/index.html
- Wiggins, G., & McTighe, J. (2005). Understanding by design. Association for Supervision and Curriculum Development (ASCD).