hand ysnacks

Transcription

hand ysnacks

PET
HANDYSNACKS
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FORTEACHERS,
BYTEACHERS.
2007 {
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Cik Zaharah Ismail Ali
SK AU, Keramat, Jalan,
5/56 AU 3, Keramat,
54200, Kuala Lumpur
En. Hashimi Bin Ismail
Sek. Keb. Kuala Jengal,
23000 Dungun,
Terengganu Darul Iman.
Intan Syafinaz Mohd. Kamal
SK Gombak Utara, KM 11,
Jalan Gombak,
53100 Kuala Lumpur.
Pn. Zaiton Minhat
Sek. Keb. Jalan Raja Syed Alwi,
01000 Kangar, Perlis.
Mohd Rasyid Bin Ramli
SMK Tun Ismail,
86400 Parit Raja, Johor Darul Takzim.
Cik Nik Azida Bt. Nik Mahmood
Sek. Men. Keb. Labuan,
Peti Surat 81094,
87021 Wilayah Persekutuan Labuan.
Centre of Learning Department,
PETROSAINS The Discovery Centre
KLCC.
PET
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2007
TEACHERS
SNACKBOOK
Introduction
BUSKING
MINISHOW
SIMULATION
WORKSHOPACTIVITY
How do we keep students
interested in science? It has
always been a challenge for
science teachers to engage
students
in
meaningful
learning
activities.
This
snackbook is produced to
provide teachers with ideas
or suggestions of creative
science activities.
This snackbook is a resource
material produced for science
teachers by science teachers.
It was compiled by teachers
who participated in the
Teachers Fellowhip Program
2007 which was coordinated
by
Centre
of
Learning
Department,
PETROSAINS
The Discovery Centre, KLCC.
All the suggested activities
have been tested by the
teachers. We suggest that
these activities are to be
carried out during your
‘Teaching and Learning’, and
we hope that this book will be
an exciting resource for you!
BUSKING
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PAPERBALLCUP
WONDERDICE
MAGICROCK
RINGGITBUNNYHOP
DANCINGCOIN
MOVINGBOTTLE
FIERYSTEELWOOL
2007
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2007 Snack Book
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PAPER BALL CUP
Introduction:
This activity is to help pre-school learn about gravity. It also involves hand-eye
coordination and encourages to learn to count
What Do I Need?
- Crumple a used A4 paper to make a paper ball
- 40cm ribbon
- A mug
What Do I Do?
1. Tie the ribbon to the paper ball. Let the ball out of the mug.
2. Swing the ball backward and forward slowly. Then swing it up and try to catch it
with the mug.
3. See how many times you can catch the ball in the mug.
4. Ask questions: “Why did the ball fall?” and “How did the ball get into the mug?”
What Happened?
Gravity affects everything. By throwing the ball up, it goes against the gravity but it
will still fall due to gravity pulling it back.
To get the ball into the mug, you will need to use your hand-eye coordination and
try to move the mug using your hand to the right location, right before the ball falls.
Tearchers Fellowship Program 2007/COL/Busking
prepared by: Zaharah Binti Ismail Ali
PET
2007 Snack Book
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TeacHERS
PAPER BALL CUP
Pre-school Curriculum:
Bahasa dan Komunikasi:(Bahasa Melayu)
4.1.1 Melakukan Koordinasi mata-tangan.
(Bahasa Inggeris)
4.1.1 Engage in activities requiring hand-eye coordination.
Kognitif (Matematik)
4.1.1 Membilang objek 1-5.
4.2.1 membilang objek 1-10
Kandungan :- 4.4 Mengetahui konsep nombor 10-20.
Sains
7.1.3 Menerangkan pemerhatian yang dilakukan.
Kerohanian dan Moral
A) Moral
Kandungan:- 1.6 Memupuk kejujuran.
1.10 Berlaku adil.
1.12 Memupuk sikap sabar.
B) Fizikal – Keselamatan
Kandungan:- 4.1 Mengawal objek, tempat perlakuan dan tindakan yang boleh
menyebabkan kemalangan dan bahaya.
Kreativiti dan estetika
2.1.6 Menggunakan pelbagai bahan secara kreatif dalam rekaan pelbagai kraf
untuk pembentukan.
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TeacHERS
WONDER DICE
Introduction:
This activity is about the centre of gravity and how the distribution of weight affects
the stability of an object. One side of the dice has a different colour. When the dice
is thrown, the coloured side is seldom on top.
What Do I Need?
• Create your own dice with one side coloured differently from the rest.
• A weight
What Do I Do?
1. Place a weight at an angle on the inner surface of the dices and make sure the
weight is placed close to the coloured side.
2. Throw the dice and observe. Try to get the coloured surface to the top as often
as you can.
What Happened?
The use of the weight makes the dice unstable on side. The weight is placed at an
angle inside the dice. The weight is close to the different coloured side of the dice.
This will make the side unstable and it topples every time it is at the top. Even
though the dice has surfaces of equal size but the distribution of weight will influence its centre of gravity.
prepared by: Nik Azida binti Nik Mahmood
PET
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WONDER DICE
Curriculum Specifications Link
• Science Form two syllabus.
• The theme of “Technological and Industrial Development in Society”,
• The learning area of “Stability”.
• Learning outcomes:1) Relate the point of equilibrium as the centre of gravity of an object
2) Relate the centre of gravity to the stability of an object.
References:
• Curriculum Specifications Science: Form Two
prepared by: Nik Azida binti Nik Mahmood
2007 Snack Book
TeacHERS
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MAGIC ROCK
Introduction:
This activity is to expose pre-school children to the different types of rock.
What Do I Need?
1. Rocks – pumice rock, lodestone, granite
2. Paper clips.
pumice rock
lodestone
granite
What Do I do?
• Get a volunteer.
• As him/her to put the different rocks close to the paper clips one by one.
What happened?
1. One of the rocks attracted the paper clip. The rock is a lodestone.
2. Lodestone can attract the paper clip because it has a magnetic mineral called
magnetite.
3. Lodestone is a dark brown magnetic mineral. It is iron ore which is a “rock”
embedded with iron.
Preschool Curriculum:
(Theme: Alam Semulajadi/Nature)
Komponen : Kognitif
Kandungan
(11.1) Menyelesaikan masalah.
(11.2) Mencadangkan pelbagai idea untuk mengatasi konflik.
Komponen: kreativiti + Estetika
Kandungan
(1.1.3) Menyatakan perasaan diri terhadap unsur – unsure keindahan alam secara
lisan dan perlakuan
prepared by: Intan Syafinaz Mohd. Kamal
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RINGGIT BUNNY HOP
Introduction:
This activity is about stability and centre of gravity
What Do I Need?
• A volunteer
• One Ringgit
What Do I Do?
1. Place the ringgit flat on the floor. Ask a volunteer to stand with the ringgit in
front of him. Tell him to bend over and grab his toes.
2. Challenge him to jump over the ringgit bill while holding onto his toes (without
falling over). Tell him that if he can do it, he can keep the ringgit.
What Happened?
This busking involves to center of mass, center of gravity. This is a point where the
body mass is concentrated. This trick is virtually impossible to do without losing
balance because the centre of mass shifts when trying to jump over the ringgit.
Initially the center of mass is over the feet. When jumping, the centre of mass tend
to shift forward. Most people need their arm to counterbalance this shift.
Curriculum Specifications Link.
1. Stability : Form 2
Prepared by: Mohd Rasyiq Bin Ramli
PET
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DANCING COIN
Introduction:
This activity is to discover the properties of a magnet.
What Do I Need?
• A magnet bar that has been wrapped.
• A 1 cent and a 5 cent coin
What Do I Do?
1. Put the wrapped bar magnet on your palm.
2. Put the cent coin on top of the bar magnet.
3. Shake your hand and make the coin move.
4. Ask the students to try but change the 1 cent coin to a 5 cent coin.
What Happened?
A 1 cent coin is made of copper and can be attracted by the magnet but the 5 cent
coin is made of nickel and will not be attracted by the magnet. So, not all metals
can teact with magnets. This busking can correct the misconception that all metal
can react with magnet.
Curriculum Specification Link.
1. Land and it resources: Form 3
2. Magnestism: Form 3
prepared by: Mohd Rasyiq Bin Ramli
PET
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MOVING BOTTLE
What Do I Need?
• A4 size paper
• Table top
• A bottle of water
What do I do?
1. Place the bottle on the paper.
2. Try and remove the paper from underneath the bottle.
3. Bang on the table (beside the paper / bottle) repeatedly while slowly removing
the sheet of paper with the hand.
4. The paper will come up easily.
What Happened?
1. When we bang on the table, we create vibrations which will eventually create
space between the surface of the table and the bottle.
2. With less friction the paper is easily removed.
prepared by: Zaiton bt Minhat
2007 Snack Book
TeacHERS
PET
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FIERY STEEL WOOL
Introduction
This busking activity is to show how to start a fire by using the 9-volt battery and
steel wool.
What Do I Need?
A piece of aluminium foil
(8 cm x 8 cm)
Kitchen stell wool
9-volt battery
What Do I Do?
1. Put the steel wool on the aluminium foil.
2. Rub the battery terminals on the steel wool.
3. Blow slowly to light up the steel wool.
What Happened?
This ‘fiery steel wool’ works by sending an electric current through the tiny steel
wool, which in turn gets super heated and produces light. This is similar to how the
wires in light bulbs and toasters operate. This method of starting a fire is useful as
it will catch fire even while wet.
Curriculum Specification Link
Science Year 5
Theme: Investigating Material
Learning Area: Energy
Learning Area: Electricity
Learning Area: Heat
Science Year 4
- Learning Area: Properties of materials
prepared by: Hashimi Bin Ismail
MINI SHOWS
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DININGCOINS
FLOATINGFLOWERS
DEEPINTOTHEBOTTOM
ADOZENNAILS
CATCHINGTHERINGS
THEDANCINGMOTHBALLS
HOMOPOLARMOTOR
RISINGCOLOUREDHOTWATER
2007
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SNACKBOOK
2007 Snack Book
TeacHERS
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DINING COINS
Introduction:
This activity is to help pre-school children learn about gravity. It also involves motor
skills (picking up and throwing) and cognitive skills (using numbers).
What Do I need?
• Water
• 1 cent coins
• A small glass
• A big bowl / beaker
1 sen
A big bowl / beaker
A small glass
Water
1 cent coins
What Do I do?
1. Get a small empty glass.
2. Put the coins into the glass.
Now, put the glass in a bowl of water. Try to throw the coins into the glass.
3. What happens? Why is it so difficult?
1 sen
1 sen
1 sen
1 sen
What Happened?
Your aim will not be accurate. This is because the water pushes the coins aside.
The coins will drop into the bowl/beaker instead.
Tearchers Fellowship Program 2007/COL/Mini Shows
2007 Snack Book
TeacHERS
PET
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DINING COINS
Bahasa dan komunikasi
Bahasa Melayu
1.1.2 Mengecam dan membeza pelbagai jenis bunyi.
1.1.5 Mendengar dan memberi geak balas terhadap:- a) arahan b) perbualan.
2.2.4 Bersoal jawab secara bersopan
Bahasa Inggeris
1.4.1 Listen and carry out simple instruction.
Kognitif
4.1.1
4.2.1
7.1.1
7.1.3
Membilang objek 1-5.
Membilang objek 1-10
Memerhati dan merekod pemerhatian.
Menerangkan pemerhatian yang dilakukan.
2.5.2 Menerangkan tujuan membayar zakat.
Fizikal
2.3.1 Membilang objek ke sasaran.
2007 Snack Book
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FLOATING FLOWER
Introduction:
This activity is to provide one of many opportunities to introduce the pre-school
pupils to scientific concepts and processes by helping them to gain the scientific
habit of observing what’s around them. The children are able to experiment with
water. In this activity, pupils are able to explore how capillary action can cause
paper to “bloom”.
What Do I Need?
A sheet of colored paper
A pair of scissors
Water
Posters colour
What Do I Do?
1. Draw the shape as given in the picture. Paint it and cut it out.
2. Tell them to write a secret message or draw a surprise icon in the middle of the
flower. Fold all the corners in so they meet in the centre.
3. Now Place this paper flower on the water very carefully.
PET
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FLOATING FLOWER
What Happened?
This paper flower will open slowly.
Do You Know Why?
• The water penetrates, by capillary action, into the little empty space in the fibres
of the paper.
• This makes the fibres swell, including those along the fold.
• This swelling makes the lines unfold, opening the flower.
Preschool Curriculum
Development Skills
Bahasa dan Komunikasi
Kreativiti dan Estetika
Kognitif
Fizikal
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DEEP INTO THE BOTTOM
Introduction
This activity is about surface tension of water. Surface tension is an effect within the
surface layer of a liquid that causes that layer to behave as an elastic sheet.
What Do I Need?
50 se
n
Coin
• 2 plastic containers
• Black pepper and talcum powder
• Water
• Coin
• Bottle cap
• Liquid soap
Water
Talcum
Power
Black
Peper
Soap
Bottle cap
Liquid soap Black pepper and talcum powder
2 plastic container
What Do I Do?
1. Add water into the plastic containers.
2. Place coin and bottle cap in each of the container.
3. Sprinkle surface of the waters with black pepper and talcum powder.
4. Ask a student to pick up all the items that have been inside the plastic containers
without touching the sprinkled black pepper and talcum powder.
T
a
Po lcum
we
r
B
P al
ep c
er k
If they cannot pick the items.
Try by
• Put some liquid soap on your finger.
• Pretend that you will touch surface of the water with magic powder.
• Then pick up the item.
50 sen
50 sen
Soap
50 sen
What Happened?
When liquid soap touches surface of the water, surface tension weakens. The particles of the sprinkle powder will be pulled to the wall. This will make a hole on the
surface. Thus the item can be easily pick without touching the powders.
1. Water and solution Science Form 2
prepared by: Mohd Rasyid Bin Ramli
2007 Snack Book
TeacHERS
PET
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A DOZEN NAILS
Introduction
Factors that affect the stability of an object.
What Do I Need?
A wooden board
A hammer
A dozen iron nails
What Do I Do?
1. Hammer an iron nail into the wooden board firnely.
2. Put 5 iron nails together on one side. Put the other four on the other side.
3. Place one iron on the top of others.
4. Hold all the nails at both ends and lift them?
5. Then, stabilized these iron nails on the standing still nail?
6. For the second challenge, hammer 3 iron nails on a wooden block?
7. Then, using the remaining nails, build a square on top of these three nails?
prepared by: Nik Azida Binti Nik Mahmood
PET
2007 Snack Book
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A DOZEN NAILS
What Happened?
When the iron nails is arranged in a pattern of two sides comb or a square on top
of the three nails, the weight distributed fairly. When all these nails able to hanged
freely on one standing nail, they are kept hanging due to a balance centre of gravity.
The distribution of the weight through all the nails help them to be stabilized.
Another reason is, the wide area of the base is formed when the nails hang over
with all the sharp ends spreading out. This will also increase the stability of the nails.
• Science Form Two syllabus.
• The theme of “Technological and Industrial Development in Society”,
• The learning area of “Stability”.
• Learning outcomes:1) Relate the point of equilibrium as the centre of gravity of an object
2) Relate the centre of gravity to the stability of an object
3) Relate how the weight affect the stability of an object
4) Relate the size of base area to the stability of an object
5) Suggest ways to improve the stability of an object
References:
• Curriculum Specifications Science Form Two
• http://www.metacafe.sciencetrick.com
2007 Snack Book
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CATCHING THE RINGS
Introduction
Plastic is a form of synthetic polymer. It is made through the polymerisation process, and its raw material (ethylene-a type of gas) comes from petroleum. It is tough
yet cheap and widely used in everyday applications.
What Do I Need?
• Sharpened pencils
• Various type of plastic rings ( various colours)
• Various type of wooden rings
• Plastic bag (medium size)
• Water
Sharpened pencils
Water
What Do I Do?
Various type of wooden rings
Plastic bag (medium size)
Various of plastic rings
( various colours)
1. Fill a plastic bag with water and seal the top tightly.
2. Put some colourful rings in the plastic bag. Allow the plastic bag to hang freely to
make the activity easier.
3. Stab one pencil into the plastic bag and try to get many rings without any water
spilling out.
4. Puncture the bag with several newly sharpened pencils, to ensure the water
won’t leak out.
What Happened?
Most plastic bags are made of polyethylene. When polyethylene is heated, its molecules shrink, so when you stab a pencil through the polyethylene bag, the friction
of the pencil against the plastic heats the polyethylene molecules and causes them
to shrink around the pencil. That’s one reason why no water will leak out.
The wooden ring is easily picked by the pencil it is less dense and half float in the
water compared to the plastic ring.
PET
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CATCHING THE RINGS
• Science Form One syllabus. With the learning area of “Synthetic Materials in
Industry – Synthetic Polimers”.
• Learning outcomes:1) Defining what synthetic polymers is
2) Analysing plastics
3) Practise responsible attitudes in the disposal of synthetic polymers
References:
• Curriculum Specifications Science Form Five
2007 Snack Book
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PET
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THE DANCING MOTHBALLS
Introduction
In the activity students think about the scientific explanation of the puzzling ‘dancing mothballs’
What Do I Need?
2 beakers
1 box of Nopthatene (ubat gegat)
2 bottle of vinegar
1 bottle of salt and sugar
1 bottle of Soda Bicarbonate
Vinegar Vinegar
2 bottle of vinegar
1 bottle of salt and sugar
3 beakers
1 box of Nopthatene (ubat gegat)
1 bottle of Soda Bicarbonate
What Do I Do?
1. Label the 3 beakers A, B and C
A
B
C
eg
Vin
ar
2. Then pour vinegar into each of the beakers in equal amount.
A
B
C
A
B
C
3. Put 3 tablespoons of _______ into:
Beaker A
Sugar
Beaker B
Salt
Beaker C
Soda
Bicarbonate
prepared by: Zaiton Binti Minhat
2007 Snack Book
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4. Stir the mixture in each beaker
A
5. Lastly, take 6 balls of naphthalene
A
B
C
6. Now, observe the reaction. What do you see?
C
What Happened?
The naphthalene balls in Beaker C were dancing. The bicarbonate of soda is the
compound of sodium, hydrogen, carbon and oxygen. In the chemical reaction, it
breaks up in contact with the vinegar.
prepared by: Zaiton Binti Minhat
2007 Snack Book
TeacHERS
PET
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HOMOPOLAR MOTOR
Introduction
This activity will show you on how to make an interesting homopolar motor that
makes screws spin. The homopolar motor demonstrated by Michael Faraday in
1821 at the Royal Institution in London.
What Do I Need?
• Metal screw
• Connecting wire
• Alkaline battery
• Neodymium disk magnet
DURACELL
Connecting wires
Alkaline battery
Metal screws
Neodymium disk magnet
What Do I Do?
1. Put a screw on the neodymium disk magnet.
2. Attach the sharp point of the screw to the negative pole of the battery.
3. Attach one end of the connecting wire to the positive pole of the battery.
4. Bring the other end of the connecting wire towards the magnet.
5. Observe what happens to the screw.
DURACELL
1
2
3
DURACELL
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HOMOPOLAR MOTOR
What Happened?
A homopolar motor has a magnetic field along the axis of rotation and an electric
current that at some point is not parallel to the magnetic field. Homopolar means
the absence of polarity change. The screw and magnet contact the bottom of the
battery cell and are held up by magnetic attraction.
Moving electric charges (an electric current) in a magnetic field experience a
Lorents force. This force is perpendicular to both their direction of movement and
the magnetic field. In the homopolar motor above, the electric current produced by
the battery moves radially through the disk magnet, which has a magnetic field
along its longitudinal axis. The resulting Lorentz force in the tangential direction produces a torque in the magnet. Now it is free to rotate with the attached screw.
Science Year 3 – Magnet
Science Year 5
Theme: Investigating Force And Energy
Learning Area : Energy
Learning Area : Electricity
Learning Area : Heat
Science Year 4
Learning Area: Properties of materials
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RISING COLOURED HOT WATER
Introduction
The activity below demonstrate the principle of the rising of coloured water using
hot and cold water or heat transfer.
What Do I Need?
Sharp pencil
• Dark food colouring
Transparent plastic
food wrapping
• Small jar
• Small pitcher
• Transparent plastic food wrapping
HUHU
• Scissors
Strong rubber band
• Strong rubber band
• Sharp pencil
• Large jar
• Small towel
• Large pitcher
• Hot water
small jar
large jar
hot water
• Cold water
small picther
scissors
Small tower
cold water
What Do I Do?
1. Pour some of the food coloring into the small jar. You may need to add more later;
to give your solution a deep colour. This will make the last stage easier to see.
2. Fill the small jar with hot water up to the brim.
3. Cut a circular piece of the plastic food wrapping about 10 cm bigger than the top
of the small jar. Place it over the top and secure it with a rubber band.
4. With the sharp end of the pencil, carefully make two small holes in the plastic that
is covering the top of the jar.
5. Place the small jar inside a large jar. Fill the large jar with cold water until the water
level is about twice height of the small jar.
6. Observe what is happening in the jar.
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RISING COLOURED HOT WATER
What Happened?
The coloured hot water begins rising from the holes because it is lighter or less
dense than the cold water around it.
This activity also show the concept of heat transfer where heat moves from hot
areas to cold areas to form equilibrium of temperature in the water. Heat is transferred when there convection current is formed due to this concept.
Science Year 5
Theme : Investigating Force And Energy
- Learning Area: Energy
- Learning Area: Heat
- Learning Area: States of Matter
SIMULATION
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WHEREISMYMUM?
HUMANMOLECULE
STIMULUSRESPONSE
MEETTHESUN
2007
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SNACKBOOK
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WHERE IS MY MUM?
Introduction:
This activity is to help pre-school children understand and identify the characteristics of a frog and other animals and their life cycles. It also helps enhance their
creativity.
What Do I Need?
• A story script
• Props – frog, butterfly, cow, cat and toad
• Narrator
9
Story
Props – frog, butterfly, cow, cat and toad
A story script
Narrator
What Do I Do?
1. Understand the story.
2. Choose the characters
What Happened?
The story is about a frog that wants to find its mother. The characteristics of a frog
is different form other animals. Its lifecycle is different from animals in the farm.
Tearchers Fellowship Program 2007/COL/Simulation
Prepared by: Zaharah Binti Ismail Ali
PET
2007 Snack Book
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WHERE IS MY MUM?
Bahasa dan Komunikasi
Bahasa Melayu
1.1.5 Mendengar dan memberi gerak balas terhadap:a) Arahan
b) Cerita
c) Perbualan
2.1.1 Berbual dalam Bahasa mudah dengan sebutan yang betul.
2.4.1
Merekodkan watak-watak menggunakan bahasa yang sesuai untuk
menghidupkan watak tersebut.
3.9.2 Menceritakan semula bahan yang dibaca melalui lisan, tulisan atau lukisan.
Bahasa Inggeris
1.3.2 Listen to words said aloud and match them with pictures.
1.4.1 Listen and carry out simple instructions.
2.3.3 Say out repeated sentences in stories.
2.5.1 Sing songs and perform appropriate actions.
2.7.1 Enact familiar daily situations.
3.3.1 Recognise and pronounce simple words.
Kognitif
7.1.2 Membuat perbandingan dan perbezaan pemerhatian.
8.1.2 Membuat ramalan apa yang akan berlaku selepas memerhati sesuatu peristiwa.
9.1.2 Menceritakan peristiwa mengikut masa.
1.2.1 Menyebut sifat wajib Allah S.W.T
4.7.4 Menceritakan tentang haiwan kesayangan dan haiwan peliharaan.
Moral
1.5.1 Menunjukkan sifat kasih saying.
1.9.1 Memberi bantuan kepada orang lain.
Fizikal
4.2.5 Menjaga keselamatan diri
Kreativiti dan estetika
4.1.2 Mengambil bahagian dalam lakonan drama dan bacaan puisi.
4.1.3 Menunjukkan semangat kerjasama dalam persediaan dan persembahan.
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HUMAN MOLECULE
Introduction
This activity is to simulate the movement of molecules of water in the forms of solid,
liquid and gas.
What Do I Need?
• Volunteers
• Black plastic rubbish bags
• An A3 poster with pictures of fire, ice and water molecules
7
an A3 posters with pictures of fire,
ice and water molecules
9
volunteers
black plastic rubbish bags
What Do I Do?
1. Ask 30 students to volunteer for this simulation.
2. 10 students will pretend to be molecules of water.
3. 10 students will wear black plastic rubbish bags.
4. 5 students will pretend to be fire and the other 5 will be ice.
5. Ask the students wearing the rubbish bags to form a pot. Ask the (10) water moecules to go inside the pot.
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HUMAN MOLECULE
6. Ask 6 water molecules to stand together in the middle of the pot and ask the
other 4 to be just around the group of 6.
7. Ask the students (ice) to go near the pot.
8. When this happens, the pot will be cold. Ask the students (water molecules) what
they would do when they are in a cold condition. Normally they would hug themselves and get close to each other.
9. Ask the students (fire) to go near the pot.
10. When this happens, the pot will be hot. Ask the water molecules what they
would do when they are in a hot condition. Normally they would move apart.
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HUMAN MOLECULE
11. When the heat is increased, the pot will get hotter. So the molecules inside the
pot will try to get out.
12. Ask the student who pretends to be the cover to open the pot.
13. Some of the students (water molecules) will try to escape from the pot.
What Happened?
This activity shows the simulation of water molecules changing forms between
solid, liquid and gas. In this simulation, we see what happens to the water molecules. In the form of a solid, all the water molecules will attach with each other due
to a covalent bond. When heat is present, the water molecules absorb heat energy,
weakening the covalent bond and the water molecules move away from each other.
If we put the water in a cold condition, the kinetic energy of each molecule is
reduced thus increasing the covalent bond between them.
1. Matter Science Form 1
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STIMULUS - RESPONSE
Introduction
This is a simulation of how the human sensory responds to various stimuli. In this
simulation, it will focus on the skin as it is one of the most important sensory
organs. Various stimuli are used to stimulate the receptors in the human skin.
What Do I Need?
•
•
•
•
•
•
•
Pictures of skin, hand, impulse, brain, nerve and effectors
String (to hang the pictures)
Plastic rubbish bags
18 volunteers
2 envelopes (with written messages)
Red ribbon
Blue ribbon
7
9
18 volunteers
black plastic rubbish bags
Brain
Skin
2 envelopes
(with written messages)
string
(to hang the picture)
Hand
Impulse
Effectors
Nerve
Red ribbon
Blue ribbon
What Do I Do?
1. Ask for 18 volunteers to participate in the simulation.
2. 1 volunteer will play the role of the brain. 1 volunteer will play the role of skin. 1
volunteer will play the role of the hand. 5 volunteers will play the role of impulses, 5
volunteers will be the various stimuli (hot kettle, knife, flower, ice and fire).
3. Each participant will wear the respective pictures to be easily identified.
4. All the participants will be arranged in an oval shape in the order shown below:
Hand, skin, impulse, 5 nerves, brain, 5 effectors.
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STIMULUS - RESPONSE
5. The participants playing the role of stimuli will move close and touch the hand.
The hand will pass the red ribbon to the skin, stimulating it.
6. The skin receptor takes the impulse and passes it to the nerve. The impulse will
then continue to be carried along the nerves.
7. Later, this impulse is sent to the brain and it will decide how to respond.
8. After making a decision, the brain will send a message in an envelope along the
effectors.
9. The last of the effectors will remove the message from the envelope and read it
out loud.
10. The effectors will react according to the message.
11. Repeat the steps 5 to 10 by using another stimulus to see the response.
What Happened?
When the stimulus (hot kettle, knife, flower, ice and fire) touches the hand, it will
stimulate the skin receptors. An impulse will be produced and is carried along the
nerve to the brain. The brain will interpret the message received and decide how to
respond. The brain will send the message in a form of an impulse back to the hand.
This time, the message is carried by the effectors. The effectors help the hand
respond towards the stimulus.
• Science Form Two syllabus. With the theme of “Matter in Nature”, the learning
area of “Water and Solution”.
• Learning outcome:- Describe the physical characteristics of water
• Science Form Four. Chapter 2.
• Learning area, Body coordination.
• Learning outcomes: Analysing nervous coordination.
References:
• Curriculum Specifications Science Form Two
• Curriculum Specifications Science Form Four
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MEET THE SUN
Introduction
Wind, water, plants, animals and fuels produce energy. All of them contain stored
energy from the Sun. This simulation shows how important the Sun is as the main
source of energy.
What Do I Need?
Use a puppet symbolysing the sun
for all the following dialogues.
Props
Props – a flower, a tree branch, a toy dinosaur, a toy car.
What Do I Do?
Get a person to be the flower, tree branch, toy dinasour and toy car.
The Sun
:
Hello boys and girls. I’m the Sun. I don’t want to brag, but I’m
an important source of energy.
The flower :
Plants don’t eat like people do. Instead, they use sunlight for
energy to grow and stay alive. If there were no plants, what would animals and
people eat? Your people certainly need me.
The tree branch
:
As a tree grows it stores the sun’s energy in its wood.
When the wood is burnt, it releases the sun’s energy as heat and light.
The dinosaur :
Long ago, when the dinosaurs were still alive, plants and
animals used the sun’s energy. When they died, the sun’s energy was stored in
them. Today some of these plants and animals with the stored energy have transformed into coal, petroleum and natural gas.
The toy car :
When we use petrol in a car we are using very old sun’s energy
to make the car go!”
The Sun
:
By myself, I can keep you warm and give you light. I can be
used to heat your home and your water. You must agree that I’m very useful.
What Happened?
Fuels are a natural source of energy. Fuels are materials that burn to give out heat
energy. Examples of fuels are wood, coal, charcoal, petroleum and natural gas.
Curriculum Specifications
Science Year 4 and 5
Prepared by: Zaiton bt Minhat
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WORKSHOP
ACTIVITY
RAINBOWCREAMSANDWICH
MAGNOHARBOUR
WEATHERINDICATINGFLOWER
ELECTRICALBUGS
2007
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RAINBOW CREAM SANDWICH
Introduction:
This activity is to help pre-school children
• use their senses to differentiate shape, size taste, texture, and sound;
• be creative.
• use kitchen tools in a safe way.
The
What Do I Need?
3 – 4 sieves
ABC
s
New
newspapers
mahjong paper
icing sugar
1. a loaf of bread
2. sugar
3 – 4 plastic / paper plates
3 – 4 bowls
3 – 4 butter knives
3. icing sugar
4. butter
5. 3 -4 tablespoons
a loaf of bread
butter
vanilla essence .
3 – 4 wooden spoons 3 -4 tablespoons
6. 3 – 4 wooden spoons
7. 3 – 4 bowls
8. 3 – 4 plastic / paper plates
9. 3 – 4 butter knives
10. newspapers
colourful icing
colourful rice beads
chocolate rice
(for decoration).
11. 3 – 4 sieves
12. mahjong paper
13. vanilla essence
14. chocolate rice, colourful icing, colourful rice beads (for decoration).
Vanilla Essense
The Sun
What Do I do?
1. Get a few students to taste the butter, sugar, icing sugar, vanilla essence, and
bread. Ask the children how the taste is.
2. Show the students the normal sugar. Students then watch the teacher grind the
sugar.
Tearchers Fellowship Program 2007/COL/Workshop Activity
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3. Sieve the sugar, it is now fine sugar which is called icing sugar.
4. Put 1 tablespoon of icing sugar and 2 tablespoons of butter into the bowl.
5. Stir the two ingredients until it is well mixed and becomes creamy.
6. Add vanilla essence to the mixture and stir well.
7. Take the butter knife and spread the cream on a slice of bread.
8. Decorate it with chocolate rice, colourful icing and colourful rice beads.
9. Lastly, clean the room and enjoy the quick and yummy snack!
What Happened?
When heat is applied to the icing sugar and butter, it increases the friction and melts
the butter. The more we stir, the hotter the mixture gets. It also causes the mixture
to become fluffy and creamy. We are also able to see the changes to the texture and
taste the cream. We also hear the sound as the mixture is being creamed. We use
all our senses for this.
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Preschool Curriculum:
Bahasa Melayu
1.1.5 Mendengar dan memberi gerak balas terhadap arahan dan perbualan
2.1.1 Berbual dalam bahasa mudah dengan sebutan yang betul.
3.1.2 Mengaitkan huruf dengan bentuk objek di persekitaran.
4.2.1 Menulis perkataan
Bahasa Inggeris
1.4.1 Listen and carry out simple instructions.
3.3.1 Recognize and sound simple words.
4.1.1 Engage in activities requiring had-eye coordination.
Kognitif (Matematik)
1.1.1 Mengelaskan objek mengikut satu ciri:a) warna
b) saiz
c) bentuk
1.1.4 Mengelaskan objek mengikut rasa.
1.1.5 Mengelaskan objek mengikut bau.
4.1.1 Membilang objek 1-5.
7.1.1 Memerhati dan merekod pemerhatian.
7.1.3 Menerangkan pemerhatian yang dilalukan.
9.1.1 Menyusun peristiwa mengikut urutan masa.
A) Moral
Kandungan:1.12 Memupuk sikap sabar.
B) Agama Islam
4.2.1. Melakukan amalan seharian mengikut adab:a) Mengingati Allah S.W.T. dengan membaca Bismillah.
b) Bersyukur atas NikmatNya dengan membaca Alhamdulillah
c) Menyatakan adab makan minum.
B) Fizikal
1.1.1 Menggunakan jari untuk aktiviti seperti mengacau, menabur.
3.4.1 Mengamalkan makanan dan pemakanan yang baik dan seimbang.
3.5.3 Menjaga kebersihan pakaian, tempat dan peralatan yang digunakan.
4.2.2 Menerangkan tempat menyimpan alatan atau bahan yang berharga.
4.2.5 Menjaga keselamatan diri.
Kreativiti dan Estetika
2.1.11 Menceritakan hasil kerja
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MAGNO HARBOUR
Introduction
This activity is to discover the properties of different type of magnets and how it can
be useful in our lives.
What Do I Need?
• different types, shapes and sizes of magnets
• a basin of water
• different shapes of bottles and plastic containers
A water of basin
Different shapes of bottles and plastic containers
different types, shapes and
sizes of magnets
What Do I Do?
1. With the basin of water design your own harbour.
Create the landscape with your own imagination.
2. Use the bottles and plastic containers to create a boat,
a ship, a submarine using your own creativity.
3. After completing the models, stick the magnets inside each model.
Prepared by: Rasyiq Bin Ramli
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MAGNO HARBOUR
4. Place the models inside the designed harbour.
5. Try to move the models by using magnets outside the basin. Give some challenge to the players.
What Happened?
A magnet is a material or object that produces a magnetic field. A “hard’’ or ‘’permanent’’ magnet is one which stays magnetized for a long time. Such magnes are
often used on refrigerator doors.
Permanent magnets occur naturally in some rocks, particularly lodestone, but are
now more commonly manufactured. They are many type of magnets (shoe horse,
u-shape, ring and etc) and most common magnets are south magnetic pole and
north magnetic pole.
When 2 magnets with the same pole will repel each other. Magnets with different
poles will attract each other.
So all the vehicles can be pushed or pulled in the ‘Magno Harbour’ using the magnets.
1. Magnetism Science Form 3.
Prepared by: Rasyiq Bin Ramli
2007 Snack Book
TeacHERS
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WEATHER INDICATING FLOWER
Introduction
This activity is to indicate the humidity of air. The weather-indicating flower can be
used to forecast the weather. It can show the moisture of air. It can even indicate the
low humidity of air during a dry spell. The weather changes can be seen by the
cobalt chloride colour change.
What Do I Need?
Button
Scissors
Hair dryer
A pot
Water sprinkler
Leaf
Cotton thread
A bowl of water
Cobalt chloride (about 20g)
Modelling clay
Thick wire (about 15 cm)
Blotting paper
Sewing needle
What Do I Do?
1. A small sheet of blotting paper is cut into shapes of flower.
2. Then, the flower is tied to a thick wire using the cotton thread.
3. About 20 g of cobalt chloride is added into a bowl of water to form a concentrated solution.
Prepared by: Nik Azida binti Nik Mahmood
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4. The blotting paper flower is dipped into this solution and dried using a hair dryer.
5. Put the weather indicating flower in a pot. It should be filled with modelling clay.
6. The wheather-indicating flower is ready to be tested. If the colour of the flower
turns pink, it indicates rain. If the colour turns blue, it indicates dry weather.
7. The hair dryer is used to create dry weather conditions. The water srpinkler is
used to sprinkle water as rain.
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What Happened?
The use of cobalt chloride is to show one of the physical properties of water. It is as
colourless, tasteless and its boiling point is100�C. Its freezing point and melting
point is 0�C. Water can also change the colour of cobalt chloride from blue to pink.
So, the change of colour of the flower depends on the weather change.
•
Science From Two syllabus. With the theme of “Matter in Nature’’, the learning area of “Water and Solution’’.
•
Learning outcomes:-Describe the physical characteristics of water.
References:
•
Curriculum Specifications Science Form Two
2007 Snack Book
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ELECTRICAL BUGS
Introduction
Some materials allow electricity to flow through them. These are known as conductors. In this experiment, you can make a bug to which conducts electricity. When
the bug touches a conductor, its nose will light up.
What you need?
DURACELL
Aluminium foil
electrical wire
colour pencil, colour paper
Masking tape
**
**
*** ***
* ****** * * ***** ** *
* ****** * * ***** ** *
**
small bulb
ping pong ball.
battery (D size)
Some decoration for its leg.
scissors
What do you do?
1. Cut a piece of plastic-coated electrical wire as long as a D size battery. Cut
another piece twice as long.
DURACELL
*
*
***
*
* ****** * * ***** ** *
2. Without cutting the metal wire, cut into the plastic a finger’s width from each end
and pull the plastic ends off.
*
**
*
* ****** * * *******
3. Tape one end of the long wire to the flat end of the battery. Tape the wire alongside the battery.
DURACELL
Prepared by: Zaiton Binti Minhat
2007 Snack Book
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ELECTRICAL BUGS
4. Wrap one end of the short wire around the metal base of a small torch bulb.
5. Hold the bulb base against the wire – free end of the battery. Use poster tack to
secure it.
DURACELL
6. Scrunch a palm-sized piece of kitchen foil tightly around each of the free ends of
wire to make two bulbs.
DURACELL
7. Cut a piece of bright paper big enough to cover the battery and tape it on.
DURACELL
8. Draw two wing shapes on some thick paper. Cut them out and glue them onto
your bug’s back.
9. Cut two pipe cleaners in half. Tape three of the pieces across the bottom of the
bug. Then bend them into legs.
DURACELL
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ELECTRICAL BUGS
10. Make eyes from circles of paper. Draw pupils in the middle. Glue
them onto the poster tack near the bulb.
*******
*
DURACELL
11. Now touch different things with both foil balls. If the objects are conductors the bug’s nose will light up.
*******
*
DURACELL
What Happened?
Metal is a good conductor. When the foil balls touch metal, electricity
flows from the battery and lights up the bulb. The electricity flows from
the bulb along the wire, through the conductor and back to the other
end of the battery through the wire. This is called a circuit.
If the bulb doesn’t touch a conductor, electricity can’t flow, so the bulb
doesn’t light up.

hand ysnacks

Transcription

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