1. The document describes a lesson plan for a Form 4 Home Economics class on the topic of selecting and storing fresh foods like vegetables. 2. It involves 20 students (7 boys, 13 girls) and uses various active learning techniques over 80 minutes including introducing the topic, explaining concepts, group work analyzing pictures of vegetables, and assessments. 3. The intended learning outcomes are that by the end of the lesson, students will be able to list 5 out of 8 vegetable classifications and describe the characteristics of selecting and storing vegetables.

1. RPH Kepelbagaian pelajar
Matapelajaran : Ekonomi Rumah Tangga
Tarikh : 30 Januari 2012 ( Rabu)
Kelas : 4 ERT 3
Bilangan pelajar : 20 orang
Komposisi : 7 Lelaki, 13 Perempuan
Masa : 8.20 – 9.40 pg (80 minit)
Tajuk : Pemilihan dan Penyimpanan Makanan
Sub –tajuk : Makanan Segar- Sayur-sayuran
Pengetahuan sedia ada : Pelajar mempunyai pengalaman mengendalikan makanan
segar semasa amali masakan semasa Tingkatan 1 hingga
Tingkatan 3.
Hasil pembelajaran :
Sebelum tamat pengajaran dan pembelajaran, dalam masa 5 minit (C), pelajar
Tingakatan 4 ERT3 (A) dapat:
1. menyatakan ( B-aras) 5 daripada 8 (D) klasifikasi sayur-sayuran
2. menghuraikan (B-aras) 60% (D) ciri-ciri pemilihan dan penyimpanan sayur-
sayuran.
Nilai : Kerjasama dan tolong menolong
KBKK : Menjana minda
Kemahiran Sosial : Menjadi penyokong yang baik
Fasa-fasa Pembelajaran Hunter Pelajar
Sederhana
1 Set induksi - sometimes called a "hook" to grab the student's attention:
actions and statements by the teacher to relate the experiences of the
students to the objectives of the lesson. To put students into a receptive
frame of mind.
• to focus student attention on the lesson.
• to create an organizing framework for the ideas, principles, or
information that is to follow (c.f., the teaching strategy called
"advance organizers").
• to extend the understanding and the application of abstract ideas
through the use of example or analogy...used any time a different
activity or new concept is to be introduced.
2 Maklumkan hasil pembelajaran - Before the lesson is prepared, the
teacher should have a clear idea of what the lesson outcomes are. What,
specifically, should the student be able to do, understand, care about as a

2. result of the teaching. Bloom's Taxonomy ofMager’s Educational
Objectives.
3 Input pengajaran - The teacher provides the information needed for
students to gain the knowledge or skill through lecture, film, tape, video,
pictures, etc.
4 Permodelan - Once the material has been presented, the teacher uses it
to show students examples of what is expected as an end product of their
work. The critical aspects are explained through labeling, categorizing,
comparing, etc. As much as possible, students are taken to the
application level (problem-solving, comparison, summarizing, etc.)
5 Semak kefahaman murid - Determination of whether students have
"got it" before proceeding. It is essential that students practice doing it
right so the teacher must know that students understand before
proceeding to practice. If there is any doubt that the class has not
understood, the concept/skill should be retaught before practice begins.
Usually through questioning
6 Pantau dan ubah suai – if required, reteach
7 Praktis terbimbing - An opportunity for each student to demonstrate
grasp of new learning by working through an activity or exercise under
the teacher's direct supervision. The teacher moves around the room to
determine the level of mastery and to provide individual remediation as
needed. Guided practice [in class "seat work." With the teacher
circulating [e.g., "praise, prompt, and leave"]. Monitor students' work,
providing corrective feedback as necessary, and assess performance of
the group in determining whether the class is ready for the next
instruction. Additional time for those whose aptitude calls for a longer
learning period can be provided by giving "extra credit" assignments,
supplementary activities, etc.
8 Praktis bertempoh - Once pupils have mastered the content or skill, it
is time to provide for reinforcement practice. It is provided on a
repeating schedule so that the learning is not forgotten. It may be in class
formative testing, home work or individual work in class. It can be
utilized as an element in a subsequent project. It should provide for
decontextualization: enough different contexts so that the skill/concept
may be applied to any relevant situation...not only the context in which it
was originally learned. The failure to do this is responsible for most

3. student failure to be able to apply something learned. Independent
practice [additional class time or homework] begins when students have
achieved an 85 to 90% accuracy level. To insure retention and develop
fluency, students practice on their own without assistance and with
delayed feedback [e.g., comments on graded papers]. Five or more brief
practice activities distributed over a month or more may be required to
"fix" the new concept/skill
9 Penutup - Those actions or statements by a teacher that are designed to
bring a lesson presentation to an appropriate conclusion. Used to help
students bring things together in their own minds, to make sense out of
what has just been taught. "Any questions? No. OK, let's move on" is not
closure. Closure is used:
• to cue students to the fact that they have arrived at an important
point in the lesson or the end of a lesson,
• to help organize student learning,
• to help form a coherent picture, to consolidate, eliminate
confusion and frustration, etc.,
• to reinforce the major points to be learned...to help establish the
network of thought relationships that provide a number of
possibilities for cues for retrieval. Closure is the act of reviewing
and clarifying the key points of a lesson, tying them together into
a coherent whole, and ensuring their utility in application by
securing them in the student's conceptual network
Matapelajaran : Ekonomi Rumah Tangga
Tarikh : 30 Januari 2012 ( Rabu)
Kelas : 4 ERT 3

4. Bilangan pelajar : 20 orang
Komposisi : 7 Lelaki, 13 Perempuan
Masa : 8.20 – 9.40 pg (80 minit)
Tajuk : Pemilihan dan Penyimpanan Makanan
Sub –tajuk : Makanan Segar- Sayur-sayuran
Pengetahuan sedia ada : Pelajar mempunyai pengalaman mengendalikan makanan
segar semasa amali masakan semasa Tingkatan 1 hingga
Tingkatan 3.
Hasil pembelajaran :
Sebelum tamat pengajaran dan pembelajaran, dalam masa 5 minit (C), pelajar
Tingakatan 4 ERT3 (A) dapat:
1. menyenaraikan ( B-aras) 5 daripada 8 (D) klasifikasi sayur-sayuran
2. menghuraikan (B-aras) 60% (D) ciri-ciri pemilihan dan penyimpanan sayur-
sayuran.
Nilai : Kerjasama dan tolong menolong
KBKK : Menjana minda
Kemahiran Sosial : Menjadi penyokong yang baik
Fasa-fasa Pembelajaran Pelajar Sederhana
Hunter
Set Induksi 1. Guru merangsangkan minda pelajar tentang pelajaran hari ini
( 4 minit ) dengan menunjukkan sayur kangkung dan tomato di depan
kelas. (BBM 1- Sayur kangkung dan tomato)
2. Pelajar diminta meneliti sayur kangkung dan tomato yang
ditunjukkan
3. Pelajar diminta meneka tajuk pelajaran.
4. Guru memberi respon kepada jawapan pelajar dan
mengaitkan jawapan pelajar dengan tajuk yang akan diajar.
Maklumkan Hasil 5. Guru memaklumkan hasil pembelajaran dan kepentingan
Pembelajaran menguasai hasil pembelajaran berkenaan.
(1 minit)
Input Pengajaran 6. Guru membuat penerangan secara menyeluruh tentang
(15 minit) klasifikasi sayur-sayuran dan contoh yang sesuai; konsep
pemilihan ; dan penyimpanan sayur-sayuran. (BBM 2- Slaid
Powerpoint)
Permodelan Kecerdasan Pelbagai- Visual
(10 minit) 7. Guru membahagikan pelajar kepada 4 kumpulan yang terdiri
daripada 5 orang pelajar dalam satu kumpulan. Setiap
kumpulan diberi sekeping gambar. Gambar yang diberi
berkaitan dengan isi pelajaran hari ini. (BBM 4- Gambar

5. sayur-sayuran)
7. Setiap kumpulan perlu mengenalpasti jenis sayuran,
klasifikasi sayuran, cara pemilihan dan penyimpanan
sayuran.
Semak Kefahaman Murid 9. Guru mengemukakan panduan bahan rangsangan (BBM 5 –
(10 minit) GO banding beza kosong) untuk membantu murid membuat
keputusan terbaik dalam aktiviti
10. Pelajar diminta untuk merekodkan hasil perbincangan
daripada apa yang mereka lihat pada gambar itu dan
dikaitkan dengan pembelajaran hari ini
11. Guru menerangkan keperluan melakukan tugasan secara
berkumpulan dengan memberi peluang kepada setiap rakan
dalam kumpulan untuk menyumbang idea
Pantau dan Ubahsuai 11. Guru memantau pergerakan pelajar dan memberi panduan
(5 minit) agar perbincangan mereka tidak tersasar.
Praktis Terbimbing 12. Guru memberikan kertas mahjung kepada pelajar dan
(20 minit) meminta pelajar untuk menyediakan peta konsep merujuk
daripada GO- banding beza kosong (BBM 6) yang telah
diisikan mengikut kreativiti mereka.
13. Pelajar dikehendaki untuk membentangkan hasil
perbincangan yang telah disiapkan bersama kumpulan.
14. Guru akan memberikan penjelasan lanjut bagi mengukuhkan
maklumat yang dibentangkan.
Praktis Bertempoh 15. Guru meminta pelajar merumuskan apa yang telah dipelajari.
(10 minit) 16. Guru mengedarkan soalan taksiran dan memberi pelajar 5
minit untuk menjawab diikuti dengan semakan jawapan yang
ditulis di papan putih.
Penutup 17. Guru merumuskan isi pembelajaran dan menekankan sekali
(5 minit) kepada pelajar berkaitan isi pelajaran yang perlu dikuasai
oleh pelajar