Primary 5

Topic: Animal with backbones – Fish

The Set up

Unit goal:

To understand the characteristics of fish (animal with backbones).

Learning objective:

At the end of the lesson, the pupils will be able to:

i)             classify 5 fresh water fishes and 5 sea water fishes;

ii)            examine and identify the characteristics of fish;

iii)           explore different function of fish;

iv)           construct and label the parts of the fish correctly; and

v)            develop their interest of the colour and the beauty of fishes.

Materials for the lesson:

i)             to introduce the lesson, teacher use a song that describe the characteristics of fish using laptop and speaker;

ii)            to teach habitat, characteristics and functions of the part of a fish, teacher use laptop, media projector (PowerPoint) and video about fish;

iii)           to allow pupils to get extra information about fishes, teacher use internet access, video and handouts containing trivia questions; and

iv)           to enable enjoyable learning environment, teacher use a 3-by-3 board, pictures, questions cards and whiteboard marker and speakers;

The Lesson

The Hook:

Teacher uses song and video to attract students’ attention and PowerPoint to stimulate the pupil’s interest rather than just using the textbook itself during explanation. The PowerPoint includes explanation of habitat, characteristics and functions of the part of a fish for the pupils to learn and understand. Then, pupils are allowed to use internet access to broaden their knowledge about fish. The main focus of this lesson is to expose the pupils about fish and thus widen their understanding. Furthermore, in the middle of the lesson, the teacher will conduct a tic-tac-toe game using 3 by 3 board so that it allows pupils participation in the class.

Exploration and Practice:

First, the teacher let the pupils investigate and find out everything about fish such as the characteristics of fish by observing the real fish and using internet resources. It is then followed by game to test whether the pupils understand what they have learned. Pupils can also ask questions if they are in doubt about the lesson. The teacher will then re-teach certain part of the lesson, which includes explanations until the pupils understand. This is to make sure that the lesson objective will be achieved. After that teacher shows video to the students and teacher will also give handouts and worksheets as homework to the pupils to ensure that they really understand the lesson of the day.

Summary:

Teacher and pupils review the topic of the day. Teacher gives homework to pupils.

For PowerPoint presentation please refer this link http://www.sendspace.com/file/omjpng

For lesson plan, internet access activity, tic-tac-toe and homework worksheet, please refer this link http://www.sendspace.com/file/2e7ozj

For video please refer this link http://www.sendspace.com/file/yxqjo5

Primary 2

Topic: Geometry – Pattern of shape

The Set-up

Unit goal:

To understand the patterns of shape according to shapes, sizes, colours and orientation.

Learning objectives:

At the end of the lesson, the pupils should be able to

i) continue the pattern given, that is, in the form of shapes, sizes, colours and in sequence.

ii) to build pattern of shapes of their own choices by themselves.

iii) recognize the repetitive pattern and symmetrical pattern.

Materials:

 The use of ICT (CD-ROM – PowerPoint form), plastic shapes blocks of different colours and sizes.

The Lesson

The hook:

Teacher starts the lesson by asking 6 girls and 6 boys to stand in front. The teacher will divide the pupils into 2 rows. First row, 3 boys and 3 girls will be arranged alternately, (b g b g b g). Second row, the pupils will be arrange by 3 girls and 3 boys, (g g g b b b). Then teacher will clap her hands twice and knock on the desk repeatedly.

Exploration:

Teacher use PowerPoint (refer to link) to capture students understand and explore the concept.

Practice:

Teacher divides the students into groups and gives them the plastics shape for them to discover some pattern.

First activity:

1.    By asking them to pick 2 types of block shapes and make a pattern of symmetrical.

2.    By asking them to pick 2 colours of the same shapes and make a pattern of repetitive.

Second activity:

1.    Asking the pupils to choose 3 shapes with the same colors to make symmetrically pattern.

2.    Asking the pupils to choose 3 different colours with the same shapes or size.

Summary:

Teacher gives individual task to each student to test their understanding. The students are required to do some pattern problem through a short quiz. Finally, the teacher review the lesson today and also asking the pupils to give some examples of 2-d shapes in the class that they can make patterns.

For PowerPoint presentation please refer this link http://www.sendspace.com/file/b8u7la

For lesson plan (commonly used lesson plan) please refer this link http://www.sendspace.com/file/kxl8e5

Primary 5

Topic: Sound

Sub-topic: How sound travel

The Set up

Unit goal:

To understand sound can travel through solid, liquid and gas.

Learning objective:

At the end of the lesson, the pupils will be able to

i) infer that sound travel through solid, liquid and gas;

ii) recognize that sound cannot travel through vacuum.

Materials for the lesson:

i) to prove that sound travel through solid, we use string, plastic cup (already being punched with small hole), desk or bench;

ii) to prove that sound travel through liquid, we use small container (half filled with water), spoons and balloons (fully filled with water and watch);

iii) to prove that sound travel through gas, just ask the pupils to speak.

The Lesson

The Hook:

 Using PowerPoint as one of the learning tool to stimulate the pupil’s interest rather than just using the textbook itself. The PowerPoint will include different types of sounds for the pupils to guess. Then, pupils will review how sound is produced, loud and soft sound, the sound from different distances. The focus during this lesson is about how sound travels. In order to attract the pupil’s interest in learning, the teacher will give hands-on-experiments to be done during the lesson.

Exploration and Practice:

First, the teacher let the pupils investigate whether sound can travel through solid, liquid and gas. Follow by experiment(s) to show that sound travels through solid, liquid and gas. Pupils can ask questions if they are doubt. The teacher will then explain again until the pupils understand. This is to make sure that the lesson objective will be achieved. Teacher also give additional information that sound cannot travel through vacuum. Teacher will also give handouts and an exercise to the pupil’s to make sure they really understand the lesson for the day and related to sound.

Summary:

 Review the topic on sound.

For PowerPoint presentation please refer this link http://www.sendspace.com/file/5j1lgn

For lesson plan (commonly used lesson plan) please refer this link http://www.sendspace.com/file/cnmznv

For homework worksheet please refer this link http://www.sendspace.com/file/n9r4x2

For test worksheet please refer this link http://www.sendspace.com/file/qdyrek

2. Wrong Answers Can Help!
While accuracy is always important, a wrong answer could help you and your child discover what your child may not understand. The wrong answer tells you to look further, to ask questions, and to see what the wrong answer is saying about the child’s understanding. It is highly likely that when you studied math, you were expected to complete lots of problems using one, memorized method and to do them quickly. Today, the focus is less on the quantity of memorized problems and memorized methods and more on understanding the concepts and applying thinking skills to arrive at an answer.

• Sometimes, a child may arrive at the wrong answer to a problem, because the child misunderstands the question being asked. For example, when children see the problem 4+____ = 9, they often respond with an answer of 13. That is because they think the problem is asking, “What is 4+9?” instead of “4 plus what missing number equals 9?”
  
• Ask your child to explain how a math problem was solved. The explanation might help you discover if your child needs help with the procedures; the number skills, such as addition, subtraction, multiplication, and division; or the concepts involved. In working with your child, you may learn something the teacher might find helpful. A short note or call will alert the teacher to possible ways of helping your child learn math more easily.
  
• Help your children be risk takers. Help them see the value of trying to do a problem even if it is difficult for them. Give your child time to explore the different approaches to solving a problem. Your child’s way might differ from yours, but if the answer is correct and the strategy or way of solving it has worked, it may be a great alternative. By encouraging children to talk about what they are thinking, we help them to have stronger math skills and become independent thinkers.

3. Doing Math in Your Head Is Important

• Have you ever noticed that today very few people take their pencil and paper out to solve problems in the grocery store, restaurant, department store, or in the office? Instead, most people estimate in their heads, or use calculators or computers.
  
• Using calculators and computers demands that people put in the correct information and that they know if the answers are reasonable. Usually people look at the answer to determine if it makes sense, applying the math in their heads (mental math) to the problem. This, then, is the reason mental math is so important to our children as they enter the 21st century. Using mental math can make children become stronger in everyday math skills.

4. It’s Okay to Use a Calculator

• It’s okay to use calculators and computers to solve math problems. In fact, students are taught to use calculators at young ages and are often required to use them to do homework and take tests. The Scholastic Assessment Test (SAT), for example, permits the use of calculators for its timed tests. Many schools teach computer courses that include how to do spread sheets, statistical display, and computer-assisted designs for mechanical drawing and graphics. Schools often sell calculators to families at a low cost or supply them for all students to use. Knowing how to use a calculator and computer is a benefit for all students.

Reference: http://www.math.com/parents/articles/intro.html

Sometimes, the computer frustrates you so much that despite most of the time and effort you have to invested to fixing the damaged software or removing a virus to no avail. You have tried all sorts of ways to revive your system but it still runs so slowly, unless we have expertise knowledge on certain areas of troubleshooting. Therefore, when this happens, reformatting the computer usually helps – a clean reformat eradicates all problems and brings your computer back to a ‘healthy’ state!

Understanding the Reformatting Process and Its Causes

A full formatting means clearing everything in your hard disk, checks and mark bad sectors and installs a fresh new working operating system. Therefore, reformatting means get to start over, getting rid of old data, leftover files, and unused programs that were cluttering your hard disk. But, before reformatting process starts, backup any important files, especially those that reside in MY DOCUMENTS folder. This is because once you format your computer, you might have a hard time saving those files which you might have missed out on backing-up even with data recovery.

What Should You Do Before You Start

Before you start, the following is a must-have, that is,

• Windows operating system installation disc with CD-KEY
• Device Drivers
• Antivirus software (that you prefer)

If you do not have the following items, you will encounter a hard time in fixing certain issues once the new system awaits you.

Click on the link below for the steps on how to reformat your computer.
reformat the computer