Pictures of a frog (life cycle)

Picture of life cycle of a butterfly

A framework of learning science

Below are the stages of how the children accumulate knowledge or new ideas and accommodate the new ideas into the existing or previous knowledge.

First, having new experience then

from the new experience, the children raise a lot of question, e.g, how? Why? What?. After that, pupils will relate the new knowledge with the existing knowledge that they already know. Then the ideas that explained the linked experience is used to predict something new about the new experience that has so far not been observed.

some useful links for teaching science

·Fun Science Projects for children: How to do water magic in science class (http://www.youtube.com/watch?V=nq8uRbGMApk

·        Plants science experiments for kids (HYPERLINK “http://.youtube/watch?V=67nNdpHuzrY”http://.youtube/watch?V=67nNdpHuzrY

·        HYPERLINK “http://www.enchantedlearning.com/”HYPERLINK “http://www.enchantedlearning.com”www.enchantedlearning.com

·        (offers alot of worksheet exercises for science teacher )

 

·         

Lesson Plan … PS 2206

PS 2206 ICT in Science and Mathematic.

LESSON PLAN

 

Day:

Date:

Primary: 5

Pupils: 20 pupils.

School: Sekolah Rendah Cemerlang

Teachers: Nur Ridzwannah Moktar (06B0418)

                Kartika Puasa (06B0421)

                Hamizah Haji Mahali (06B0422)

Time:

Duration: One session (1 hour)

Topic: Cycles.

Sub-topic: Life cycles of a butterfly and frog

Objectives: At the end of the lesson, pupils should be able to:-

·        Investigate the main stages in the life cycle of a butterfly and a frog which include the egg, larva and adult stages.

·        To sequence and label the life stages of the butterfly and frog.

·        Finish each of the four drawings around the line of symmetry. Butterfly Life Cycle Pictures: egg, larva or caterpillar, pupa, and adult.

·        Explore the importance of butterfly and frog in the food chain of the habitat.

Title: Life cycles of a butterfly and frog
Set induction	Teacher asks the pupils if they have seen butterflies and frog. Ask them to describe how the butterflies look like and where do they found the butterflies. Ask the pupils to describe the characteristics of a butterfly and frog that they already know. Then invite the pupils into a story telling session about butterfly and frog. Through telling story, pupils may able to see the pictures of the life stages of a butterfly and frog.
Stage 1	When the story telling session is done, teacher should explain to the pupils each stage of grow of a butterfly and frog. With the aids of pictures. Some pupils may need some concrete materials so that they can relate their existing knowledge. Teacher will able to find out how to relate when the pupils are able to answer correctly the worksheet given. Butterflies have four main stages in their life cycles, and they are in the following order: Egg stage – First an adult butterfly lays oval eggs on specific kinds of leaves. Caterpillar stage – After the butterfly lays eggs, little caterpillars emerge from them. They eat a lot and grow big on the host plant. Chrysalis (Cocoon) Stage – The caterpillars shed their skins (this process is called molting) a few times, and finally grow a hard covering and lie inactive. This is the cocoon or chrysalis stage. Adult Stage – Finally from the cocoon, emerges a fully grown butterfly, that resembles its parents.   Teacher shows a video of the life cycle of a butterfly Life cycle of a butterfly http://www.youtube.com/watch?v=cFN4cuBiWns
Stage 2	The life stages of a frog   Egg stage: Female frogs lay a large number of eggs which look like a mass of jelly. Tadpole Stage: The eggs hatch and out of them come little frogs or little toads that look like fishes. They are called tadpoles (or pollywogs). They have tails and they swim and breath like a fish in water using their gills. Adult Stage: Gradually the tadpole loses its tail and forms front and hind legs. It no longer can breathe in water and becomes an adult frog or an adult toad. Teacher shows a video of a life cycle of a frog The Life and Times of Froggy J. Wiggle http://www.youtube.com/watch?v=ymGNNSZXiiQ CB Frog Life Cycle Video http://www.youtube.com/watch?v=5GGuEr-MQf4
Stage 3	Teacher divide the pupils into 4 groups that is 5 person in a group Each of the group will be named: Butterfly 1, Butterfly 2, Frog 1 and Frog 2. For the butterfly groups, they will be doing a small research on a life cycle of a butterfly Whereas, the frog groups will be doing a small research on the life cycle of a frog Each group will be ask to find pictures of each stage of the life cycles and explore the sites to get the information of each stages. Each group also have to find the importance of the two animals in the food chain within their habitat Then each group will be presenting what they have found.
Stage 3	For this stage, it is where the pupils will do the online activities. Here are the links:- Butterfly games http://www.primarygames.com/science/butterflies/games.htm Frogs activity http://www.softschools.com/science/frog/life_cycle.jsp Butterfly life stages http://www.softschools.com/science/butterfly/life_cycle.jsp Butterfly quiz http://www.softschools.com/quizzes/biology/butterfly/quiz248.html Frog quiz http://www.softschools.com/quizzes/biology/frogs/quiz251.html Interactive froggy fun and games http://allaboutfrogs.org/funstuff/java/index.html
Stage 4	Here are for the hand written worksheet. The pupils will label the stages, correctly sequence the life stages of butterfly and frog and draw the symmetrical of the butterfly. Refer to appendices for the worksheet.
Closure	Teacher show again the PowerPoint presentation of the butterfly and frog life stages.   Verbally ask the pupils some question about butterfly and frog.   How many stages are there in the life cycle of butterfly and frog?   What is another name for chrysalis?   How do tadpole breath? Teacher concludes the lesson by showing a story about a frog through a video.

Evaluation

Presentation of Demonstration Strategy in teaching science

DEMONSTRATION TEACHING STRATEGY

By: NUR RIDZWANNAH MOKTAR

06B0418

Content

•     Introduction.

•     Active Learning.

•     Types of models.

•     Purpose of using Demonstration Strategy.

•     Advantages.

•     Limitation

 

•     How to overcome the limitations

•     Application in classroom

•     Conclusion

•     Activity

 

•   INTRODUCTION

Introduction

•     Demonstration :-

–   Showing and proving something.

 

–   A way as to how to show something is done or work in the present of people. For example, showing children how to light up a bulb in a simple circuit board.

Introduction

•     Demonstration can be integrated with class practical.

•     Children are involved in the learning process.

•     Children are not just as passive learner but also as active learner.

Introduction

•     Demonstration teaching strategy is commonly use in schools especially in science.

•     Demonstration involves investigation, practical work, projects and others.

•     Teacher explains and demonstrated how to do something.

Introduction

•     The demonstration is an instructional strategy which explains by concrete means a concept, a fact, or problem.  

 

•     These sorts of activities may involve the use of living specimens, models, objects, charts, slides, pictures and/or pieces of equipment.

http://www.ualr.edu/crgrable/id93.htm

 

•     In order to tend to the visual learners, demonstrations are useful when describing a structure and it’s function. 

 

•     For example demonstration on the structure and function of the cell membrane. 

 

 

 

 

•     It describes how proteins, carbohydrates, and lipids each play a role in protecting the cell from foreign materials. 

 

•     The only task of the students during a demonstration is to observe.

 

Various definition of Demonstration

•     the act, process, or means of making evident or proving

•     an explanation by example, experiment, etc.

•     a practical showing of how something works or is used; specif., such a showing of a product in an effort to sell it

 

•     a display or outward show a demonstration of grief

•     a public show of feeling or opinion, as by a mass meeting or parade

 

 

•     Demonstration is also the simple act of pointing to an object, area, or place, like the sun, moon, or a large mountain top, and then naming and defining it.

 

•     http://en.wikipedia.org/wiki/Demonstration_(teaching)

 

•     ACTIVE LEARNING

Active Learning

•     Meyers and Jones (1993) define active learning as learning environments that allow “students to talk and listen, read, write, and reflect as they approach course content through problem-solving exercises, informal small groups, simulations, case studies, role playing, and other activities — all of which require students to apply what they are learning”

Active Learning

•     Many studies show that learning is enhanced when students become actively involved in the learning process.

•      Instructional strategies that engage students in the learning process stimulate critical thinking and a greater awareness of other perspectives.

Active Learning

•     http://station05.qc.ca/css/cybersite/reach-out/strategies/TEACHING.htm

 

•   TYPES OF MODELS

Types of Models

•     In Demonstration strategy there are 3 types of model:

 

        a) Real model

        b) Symbolic model

        c) Perception model

       

 

REAL MODEL

 

•            Using a real life model to show to the children. For example, teacher brings different types of flowers.

 

•            Using this model, children can tell the teacher different characteristics of the flowers.

 

 

 

•     SYMBOLIC MODEL

 

•     Use to explain a scientific concept using texts and illustration.

 

•     This can be use only after the children has seen the real model.

 

 

•     PERCEPTION MODEL

 

•     Teaching techniques that uses a video to show a demonstration of doing something.

•     For example: how to clean your teeths.

•     Teacher pauses the video in between to allow teacher to explain further how it is done.

 

•   PURPOSES

Purposes

•            Demonstration is use to attract pupils’ attention and enthusiasm.

 

•            Increase confident level of the pupils.

 

•            Reduce the possibilities of any minor accident.

 

•            May obtain new learning skills.

Purposes

5) To ensure pupils understanding will last long.

 

6) Reduce minor mistakes pupils will make based on readings.

 

7) Practice practical work as individuals and as a group.

 

•   ADVANTAGES

Advantages

•     Pupils can see how some things are look like and how it functions.

 

•     Pupils are actively involve in the process.

 

•     To attract pupils attention to learning

Advantages

•     Any ideas and concept can be illustrated to pupils easily.

 

•     To increase to confident level.

 

•     Encourage creativity and psychomotor among children.

 

•   LIMITATION

Limitation.

•     Time consuming.

•     The lesson objectives can be mislead

•     Lack of preparation.

•     Lack availability of materials.

•     Classroom management.

•     Classroom space.

 

 

•     there is little scope for independent learning by pupils.

•     Highly structured strategy and, if insufficient effort is put into planning, the demonstration lessons can become very dull and routine.

 

•     http://members.tripod.com/~SHAFFE/strapp.htm

Overcome the limitations

•     Time consuming= Teacher must have plan earlier when using this strategy. This is to make sure that there are sufficient time.

•     By planning earlier, teacher can set up proper lesson objectives and always check the objectives so to avoid mislead.

Overcome the limitations

•     Teacher also need to prepare all the necessary materials.

•     Seating arrangements must be arrange prior the pupils entering the classroom.

•     With proper seating arrangement, there will be enough space to work.

 

 

•   APPLICATION IN CLASSROOM

Application in classroom

•     Set the scene

•     Explain and demonstrate the skill/content

•     Student practice with teacher feedback

•     Apply/transfer skill/content in another context

 

•      http://station05.qc.ca/css/cybersite/reach-out/strategies/TEACHING.htm

 

How to implement in classroom

•     Before Lesson:-

–    Choose a suitable topic.

 

–    Make sure the topic is parallel to the use of demonstration.

 

–    Prepare the necessary material.

 

–    Set the appropriate amount of time.

How to implement in classroom

•     During Lesson:-

 

•     Make sure teacher’s voice is loud and clear.

 

•     Explain more than once and clearly how to carry out class practical.

 

•     Use questioning to attract pupils’ attention

 

•     Class Practical.

  

How to implement in classroom

•     After Lesson:-

 

•     Have discussion with the pupils.

 

•     Give the pupils work activity.

 

•     Give time to complete.

 

•   When they have done, ask them to explain to check whether they understand the lesson

 

•   CONCLUSION

Conclusion

•     aims to promote acquisition of new skills through observation and imitation

•     used to help develop thinking skills and problem-solving skills

•     commonly used in subjects such as, PE, Handwriting, Spelling, Music etc

Conclusion

•     does not promote individual learning

•     the implementation is crucial, maintaining interest and enthusiasm at all times

 

 

•     Melvin L. Silberman (1995),

 

•     “ People are more likely to understand what they figure out for themselves than what you figure out for them”

ACTIVITY

•     Primary 5

•     Theme 2: Energy and Force

•     Unit 5: Light

•     Section D page 45.

ACTIVITY

•     Form four groups.

•     Appoint a leader.

•     The leader must came forward to teacher’s bench.

•     Conduct the experiment of light and rainbow using torch light and a glass prism.

•     Draw and name the colours of a rainbow

 

Goals of Science Education in Brunei Darussalam.

There are three goals; science for the informed citizen (scientific literacy), Science for further and lifelong learning and science for the world of work. ( CDD,2002)

1) Science for informed citizen.

This is where peole in the society have some knowledge about any scientific matter that helps them to function in daily basis. In order to be scientifically know how, the people must be educated about science starting with young children at the primary school. When they have acquire the knowledge, this assist them to make the rigth decision in term of science and technology. It does not really necessary concern mainly about gadget. It also includes the knowing of how to insert wires in a plug.

2) Science for further and lifelong learning.

Science is a knowledge where it is constantly changing.The theories in science will always be replace with a new theory. It is important for an individual to constantly be accomodating new knowledge which is at par with the current issues and new founded theories. A person must not hold on to one single classic theory whne a new theory is in the making by scientist. Other than that, learning science by enquiry will help to strengthen critical thinking especially among children.

3) Science for the world of work.

According to CDD (2002), Brunei Darussalam need to promote science and technology for human resource development to ensure the country’s future growth and its ability to compete. Science and technology is very crucial especially now we are in the era where technology is dominant. There have been an increasing number of jobs that require science and technology base qualification. Most of the job requires the individual to know about science processes and principle.

Goals of Science Education in Brunei Darussalam.

There are three goals; science for the informed citizen (scientific literacy), Science for further and lifelong learning and science for the world of work. ( CDD,2002)

1) Science for informed citizen.

This is where peole in the society have some knowledge about any scientific matter that helps them to function in daily basis. In order to be scientifically know how, the people must be educated about science starting with young children at the primary school. When they have acquire the knowledge, this assist them to make the rigth decision in term of science and technology. It does not really necessary concern mainly about gadget. It also includes the knowing of how to insert wires in a plug.

2) Science for further and lifelong learning.

Science is a knowledge where it is constantly changing.The theories in science will always be replace with a new theory. It is important for an individual to constantly be accomodating new knowledge which is at par with the current issues and new founded theories. A person must not hold on to one single classic theory whne a new theory is in the making by scientist. Other than that, learning science by enquiry will help to strengthen critical thinking especially among children.

3) Science for the world of work.

According to CDD (2002), Brunei Darussalam need to promote science and technology for human resource development to ensure the country’s future growth and its ability to compete. Science and technology is very crucial especially now we are in the era where technology is dominant. There have been an increasing number of jobs that require science and technology base qualification. Most of the job requires the individual to know about science processes and principle.

Sharing a Lesson Plan from the previous assignment during diploma years.

Done by Dk Muhyidatul Syifa Pg Mohin and Nur Ridzwannah Moktar

 

Science Lesson Plan.

 

 

• Day: Wednesday

 

• Date: 22^nd March, 2006.

 

• Time:

 

• School: Sekolah Rendah Sinaut, Tutong.

 

• Class: 5 Rose.

 

• Number of pupils: 20 pupils.

 

• Absentee/s:      -

 

• Topic: Classification of Living Things.

 

• Sub-topic: Invertebrates, which is the insects

 

• Previous knowledge:

 

         The pupils already learned about some animals have backbones, vertebrates.

          They also have learned about the 5 classification of the animals. They able

          to differentiate the different characteristics of the groups of animals. From

          this previous knowledge, the teacher can introduce a new sub-topic which is

          the life cycle of insects

 

• Materials: 1) Pictures of different kinds of insects( butterfly and grasshopper)

                       2) Flash cards,

                       3) Puzzles in envelopes

                       4) Big Book,”It’s a good thing there are insects”, by Allan Fowler.

                       5) Reference books. (Thorax, abdomen, head, wings, legs etc)

                       6) Worksheets with exercises.

 

• Content: 1) Story telling about insects

                           2) The characteristics of insects.

                           3) The body parts of the insects

                           4) The life stages of the insects.

                           5) Open-discussion about the insects that the pupils’ know of

 

• Resources:

 1) Textbook (Primary 5

        2) Workbook.

        3) Parker, Steve (1994) Beastly Bugs: Creepy crawlies and irritating insects!

            Steck-Vaughn Company Austin.

 

        4) Mo, Laurence (1993) Amazing Insects Dorling Kindersley Limited London Great                     

            Britain

 

        5) Burton, Maurice (Dr) (1974), The Life of Insects Macdonald and Co Limited 

             Scotland

 

         6) MacQuitty, Miranda and Mound, Laurence (1995) Megabugs : the natural history                          

              museum book of insects. Carlton Books Limited. UK London.

 

 

• Aims: 1) To make pupils understand that there are different types of animals.

 

                 2) To arouse the pupils interest and curiosity about the insects

 

 

• Objectives:

                       1) List down some of the insects they have learned.

                       

                             2) Describe different characteristics of the insects

 

                             3) Describe the stages of a life cycle of the insects

 

                             4) Identify the body parts of the insects.

 

                             5) Define the functions of the insects body parts.

 

Stages	Content	Activities	Materials
Pre Activity (Induction set)    5 – 8 minutes	In this section, the teacher would start of the lesson by reading the pupils a story about insects. This assist to arouse pupils’ interest and curiousity about insects	The teacher will ask the pupils’ to gather around at the middle of the class. The pupils will seat at a carpet.   Before starting the induction set. The teacher would let the pupils to guess what they are going to read about.   The teacher ask question such as:   Ok, can anyone guess what are we going to read about?   Look at the picture on the front cover.   Expected answer: About insects.   When the pupils get the correct answer the teacher would praise them and starts the story telling session	Big Book, ‘It’s a good thing there’s bugs’ by Allan Fowler.
Activity 1   5 minute	After, the teacher has finished with story telling activity.   The teacher would then introduce the topic and teacher would ask the pupils individual about insects.  When the pupils give the teacher answers, teacher list them on the board.   This assist the teacher whether, the pupils have any general ideas about insects	The teacher could ask them some questions. Such as:   1) What kinds of insects do they knew of?   2) Where could they find those insects?   3) What is or are the common insects?   4) Where do the insects mentioned earlier, live?   5) What kind of insects are they? Is it good or bad insects?	List of questions ask by teacher orally.
Activity 2   8 – 10 minutes	When the questioning session was over, the teacher would show the pupils 2 simple examples of insects, which are a butterfly and grasshopper.   While the pupils are looking at the pictures, the teacher explains to them about their characteristics, body parts and the insects’ life stages.	When the teacher explains, teacher ask some question, such as:   1) What can you see in these two pictures?   2) Have anyone seen these insects?   Pupils answer: 1) a butterfly and grasshopper   2)In the garden.   Before doing an activity, the teacher asks the pupils if they still do not understand or confused about the characteristics, body parts, functions of the body parts and the life stages   Then, the teacher shows of some word card with the insects named body parts on it. Selected pupils will be asked to come to the front to match the word cards to the body parts of the insects	Pictures of different insects such as butterfly and grasshopper.       Flashcards – thorax, head, antennae, abdomen, legs, wings etc.       Pictures of insect life cycles – butterfly life stages (taken from book)       Books that show the characteristics of insects.
Activity 3   10 – 12 minutes	Next, when the matching activity has finished, the pupils will asked to go back to their seats.	The teacher would hand out three envelopes and a piece of paper to be given to three groups.   The pupils are not allowed to open the envelope until the teacher asked them to do so.   When the teacher has given the instruction, the pupils are required to rearrange a picture of butterfly.   This activity helps to arouse excitement and interest of the pupils	Envelope containing a puzzle of 2 pictures of insects – butterfly and grasshopper.(but students are only asked to complete the picture of butterfly).
Activity 4   8 – 10 minutes	Teacher gives exercises for students to complete.	These next activities are meant for group work.   Then, the teacher gives out 3 work sheets.   The activities need the pupils to work together and discuss the answer to the questions.   This will allow the pupils to share ideas and experience with other	Worksheets.
Post activity   8 – 10 minutes	During the post activities. The teacher would recap back what have been taught and learned. The teacher would ask the pupils as whole about the life stages of the insects. To make sure whether the pupils know the basic body parts of the insects especially body parts of butterfly and grasshopper.	Some selected pupils would be asked to name an insect that they knew of. Another selected pupils would be asked about the functions of the body parts of the insects.	Pictures of butterfly and grasshopper.
Closure	Teacher gives enrichment activities for students to complete individually.		Worksheet – exercise.

 

 

 

 

 

 

 

The worksheets used.

 

Name: __________________________    Date: _______________

 

Draw a butterfly in the box provided and label each parts of the insect.

 

 

 

Draw the life stages of the insect you have draw above.

 

 

 

 

 

 

 

INSECTS

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Name: ___________________________________

Date: _______________________

 

 

Draw and Compare Bugs

 

Insect 1

Insect 2

 

 

Which bug is bigger? ____________________________________________________

 

Which bug is uglier? ____________________________________________________

 

Which bug is scarier? ___________________________________________________

 

Which bug could run faster? _____________________________________________

 

Which bug do you like better? ___________________________________________

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Science Education

 

Through science the pupils’ burning questions can be answer. Questions such as, how the trees can grow so big? How does people on the outer space floats instead of walking? Why is there day and night? Those kinds of questions can be answer through scientific exploration. Thus, science is important in daily life. Science does not always revolve around complicated issues. Science can happen in the pupils surrounding. For example, home science or cooking, how can the handle of a frying pan does not feel hot compare to the pan itself?

 

The children curiosity level at this age is very critical because they do not have enough experience to relate or accommodate the knowledge. Their curiosity can be satisfied by using scientific enquiry. Here, they can acquire scientific knowledge and skills. Other than that, they can also learn how to develop and evaluate things that they have encountered whether at school or at home. This will then foster the pupils mind to think critically and develop creative thinking so that they can get the explanation as to how things become as they are.

 

Science also helps them to comprehend the contribution of science in technology. The pupils will able to relate the usefulness of science in other areas such as industry, business, medicine, environment and improving quality of life. When these children are scientifically literate, they will able to questions that are based on scientific views that may have some effect on their normal daily life.