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Science Fun Science Topics - Systems

P6 Science/28 June 2018/Thursday – reproduction

We have 2 P6 Science classes and they move at different speed, according to what their schools are teaching. We are seasoned in making customization and catering to our students’ learning seamlessly. For Class 1, we did a recap on Reproduction In Animals. This is always a controversial topic and the time where every student regardless of levels (P5, P6), race or gender, gets alive, we mean, really alive. Curious questions are exchanged fast and furious, and we can hardly keep up. However, we welcome such questions and use the opportunity to educate our students what is right and what is wrong, like respecting each gender’s bodies. We rather to use this chance to teach them properly rather than get inappropriate sources from the internet, which may not be accurate and realistic. After their curiosity were quenched, we moved on to some proper work to wrap up the lesson. This activity was a simple recap on the different stages of when a baby is born. As our founder is also expecting, the girls opened another whole new conversation of the birds and bees, which our founder also gladly explained. Real life experience and sharing, that is the spirit of Sowing Seedz!

Class 2 sees a different lesson though. This is a fairly new class and we needed to set some rules and enforce some of our teaching methods for them to practice on, hence we moved into something heavier. However, it is our practice to make lessons less non routine, except when exams are nearing. We pulled out our flashcards and got them into a mini quiz and timed them to answer 5 questions. Although this got them excited, their bubbles were burst when they realized they were unable to answer all the questions! They fretted for a while but pressed on to answer as best as they could. We then verbally got them to give us their answers, and then went deep into dissecting the questions into parts for them to understand. We are strict when it comes to work. We reinforced that when we teach, students are expected to learn well and remember what are taught, to produce quality work and results. Otherwise, their attendances in lessons are wasted. Fun aside, which we at Sowing Seedz aim for as well, needs to be balanced with actual work with serious and hardworking attitude too. The class picked up well but we tell them they also need to apply what they have learnt in schools. Let us observe if our students actually done that.

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Categories
Science Fun Science Topics - Energy

P4 Science/28 June 2018/Thursday heat & temp

This P4 class got “heated” up with our hands on activities. Both schools are currently on the topic of Heat, and what  good way to have some “heat” in the class. The weather was cooling too!

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1st experiment. The class was taught how to read markings off a thermometer, taking note of avoiding parallax error (not reading markings at eye level). The first reading was always boiled water and we cautioned the girls to avoid touching the glass beaker. Next, they carefully took turns to drop the ice cubes into the hot water, to avoid splashing of hot water droplets. Observe and record for both variations.

2nd experiment: Class explored the differences between the good conductors of heat and poor conductors of heat. Using 3 different materials, they touched the spoons before placing the spoons into another hot beaker of water, timed them, observed and recorded, with intervals of 1 min, 2 min and 3 min. They were supposed to observe the “hotness” of the 3 materials after the intervals. It was interesting to note that the girls predicted the metal spoon would get hottest after 3 minutes when we asked them to predict whether the spoons gained heat or lost heat at the end of the experiment. To their surprise, they discovered the metal spoon lost heat and were cooler to the touch after 3 min. On the other hand, the wooden spoon and the plastic spoon were warmer than the metal spoon. We helped them to “Think & Link”; metal gains heat fast and loses heat fast too. Non metals gains heat slower and loses heat slower too. As the hot water also loses heat to the surrounding, the metal spoon reacts the same way too. On the other hand, the poor conductors of heat were able to retain heat well and emerged as “winners”. This also helps explains why styrofoam boxes are the best choices to “ta-bao” (packet) food back. The girls were able to understand and link head knowledge and actual situation.

Wrapping up the lesson, we recapped the conductors of heat and gave the girls time to write down their notes.

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Categories
Science Fun Science Topics - Systems

P5 Science/27 June Wednesday/2018 – plant reproduction

Reboot of another round of not so little pollinators buzzing in our room. We did this activity over the June Programme and we were doing it again, in details. This time, we modified how the activity was carried out and were pleased with the outcome. The girls were happy to eat the cheese puffs again, and were able to rattle off the aims and objectives for the activity. A happy tummy makes learning happy? Perhaps so!

We placed sticky tape over their “pollination” to prevent ants from attacking their worksheets. Another reason was to capture the activity done so they could revise and recap over the exam period. We had no time to record the task done as the first part of the lesson was on the teaching aspects. It will be carried over to the next lesson.

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We use our Think & Link ideas to teach our students how to recall prior concepts and link them to current topics learnt. That is always the missing link, and we aim to bridge the gap. All teaching notes to be jotted down in mind maps or pictorial forms.

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The last part of every lesson is always seat work, application time. They will use the time to clear any corrections, seek clarifications and/or simply do written work given by us. Lesson always ended in a flash, they say.

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Categories
English Fun

K2 English/27 June 2018/Wednesday

We were looking forward to use our carefully curated crafts to teach our K2 girls. At their age, we still believe the use of experiential learning to help them read and write more effectively.

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Our first to go was the Bat & Ball Craft. We started teaching them what procedural writing is, as that is one of the foundations for writing. First, they tore the plastic wrap, then they reached one hand in to pull out the bat. Next, they laid the bats on the table and started filling the craft with colours. Viola!

Before colouring, we got the girls to write down the procedures first.

As their bats had different images, we catered accordingly. We wanted them to freely share and describe their own pictures too. The colours chosen were used and woven into their writing too, which we helped them form sentences.

After getting the girls to read their own individual pieces, they got to write down again, in our writing book.

Tasting their fruit of labour.

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Categories
Educational Products Science Fun

Q&A Study Notes

This is one of our founder’s Science materials, a project she wanted to do for her own students, after seeing the struggle for them to do well in the open-ended section, through the different batches each year. We give credit to the various sources taken from print and/or media. However, the breaking down of the questions into titles, topics, key words and tips are solely from our founder. This is a good revision for students who self-study, or tutors/parents using this Study Notes as a guide. A more comprehensive guide is enclosed in this Q&A Study Notes.

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MORE INFO:

FOREWORD (Q&A Study Notes)

Science Q&A Study Notes is intended for revision purposes for your child. This notebook is versatile, as it can be used in various ways. This Notebook is divided into DICES(Diversity, Interactions, Cycles, Energy, Systems), and the questions (P3-P6) were taken from various exam sources(online and offline), to help you child prepare for PSLE (Primary School Leaving Examination) or for other study purposes. Do note that the rest of the format layout is done by our founder.

In this notebook, all questions (over 150 plus) are broken down into topics, key words to take note of, suggested answers and tips to watch out for. There are various ways to use this Notebook. For self-studying purposes, your child may cover the answer portion (right side) and attempt to answer, where he/she can check for understanding. For tuition purposes, your tutor may randomly pick questions throughout the Notebook and test your child according to his/her strengths and weaknesses.

This is a must get Notebook to revise the topics taught in schools. The contents are not exhaustive, and students are encouraged to add more points to the Notebook to aid them in their learning.

Science Q&A Study Notes is dedicated to all our existing/graduated students who have/had helped us to make our lessons come alive! Every one of them is the reason for our founder coming up with this book. Learning Science can be a fun and engaging process! Enjoy it!

From the desk of
Sowing Seedz
Shirleen Tan


Excerpts of our Q&A Study Notes:

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Cost: $15 (for existing students)

Categories
English Fun

P6 ENGLISH/26 JUNE 2018/TUESDAY

Things can get mundane if the same methods repeat themselves over and over again. Thus at Sowing Seedz, we strive to strike a balance in our curriculum to meet MOE’s learning needs and to achieve our goals in Sowing Seedz too. For English, as it comes to the Upper Level, we like to use newspapers to teach many different aspects of the language. We coined it the 3-in-1 method. We will explain in details in another post. We aim to break the momentum of getting our students to complete stacks of grammar, vocabulary, editing worksheets. We acknowledge these aspects are important, but there are other ways to teach the components in other ways too. When the exam dates draw near, we do provide actual exam sitting conditions to help our students integrate. For our regular classes, one of the aspects we focus on is the W+H model. This model helps students to focus and filter the necessary facts and information to answer efficiently. These were the recent work done by YT. We taught her once, and she was able to produce the work we wanted, and we love how she displayed her work.

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Categories
English Fun

P1-P2 ENGLISH/26 JUNE 2018/TUESDAY

The class was excited when they saw us taking out the bags of crafts to pass to them. They could not keep still and we had to spend some time to settle them down and explain what we are going to do for the term.

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After setting our rules and discipline, we got straight to work and they were again, too excited to start their crafts right away. We made it clear that the crafts are going to be done on an alternate basis, and aside the fun, they still need to write out their stories related to the crafts.

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Their first task was to sketch what they did over the holidays on their vases. Their expressions told us how could that be done and we demonstrated to them. They were awestruck, but we believe it is just due to exposing our students to different genres and expand their learning in different ways. Children do see adults as role models, and if we carry out our actions appropriately, children indeed will model us effectively. Watch their serious expressions when at work.

We had to keep to a time limit and time was not enough for them to complete as much as they wanted to. However, it was due to the previous part of explaining our Term 3 lesson objectives. We assured them they will have more time to complete for subsequent lessons. Are not their crafts fantastic? Personalized vase crafts for home display!

The last part for writing, had to be done as homework as they had time only to complete the procedural part.

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Categories
Science Fun Science Topics - Cycles Science Topics - Systems

P3-P4 Science/25 June 2018/Monday – seed dispersal

We started our Lower Primary Science class with Seed Dispersal. Usually, we are unable to start lesson proper until their school Science teachers have informed them the topics to learn. We then use the first few lessons to recap, revise and refresh! Seed Dispersal by wind is the easiest to start with, as our students immediately are able to identify the characteristics of wind dispersal. Wing-like structures and light in weight are the main give away, especially if the seeds look like fan blades. One very good observation by J.

We gave them space and time to experiment with the seeds. Be gentle, we reminded them. They touched, felt and threw the seeds into the air and observed gleefully.

We linked the characteristics of wind dispersal once more. On paper, students learn how seeds are dispersed by wind. But by doing a simple hands on activity, students are able to think and link how the wing like structures help seeds to disperse their seeds. That is one difference we believe in. Moving on, we showed them specimens on the different types of seed dispersal and the characteristics that accompany.

We ended the lesson by getting them to fill up their mind mapping as we taught them on the topic. Their “homework” is to observe and pick up dried seeds along their way home, to school, elsewhere and so on. Our only exception is to remind them NOT to pluck off existing seeds on the plants/shrubs/trees.

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Categories
English Fun

P4 English/25 June 2018/Monday

First lesson started with our P4 class learning about narrative writing. With our new materials, we reminded them the importance to weave descriptive phrases into their writing. Descriptive phrases help add flavours and colours to one’s otherwise bland story.

For the first part of the lesson, we got the class to read through a sample passage that we had sourced for. After reading, we asked them to bracket all the descriptive phrases they could find and share with one another later. It was impossible to cram all the information to them, especially the direction we are heading for is heavier as compared to the first part of the year. Thus, we thoroughly went through the first paragraph of the story and explained to them the nitty gritty details, getting them to jot down explanation for selected descriptive phrases.

The next part of the lesson, of course, our usual hands on activity! The class was excited to see us taking out a stack of cards. They had done this before, but they are never tired of doing it repeatedly. For composition writing, we believe children need to see something tangible and visible, before they are able to make connections to apply to their writing. And before they are able to write, they need to visualize the sights and sounds before attempting to write. One effective way is to go the “Show & Tell” way, see a pictorial image, brainstorm a story plot, and share with every one. We love to see our students hard at work, choosing pictures, and making connections. That is the very foundation of creating a story.

We enjoy viewing their heart work too, pieces of their own masterpieces coming to life. Splashes of coloured markers written neatly in a form of concept mapping allows them to focus on the W+H questions for them to discuss with each other in pairs.

Showtime! They definitely enjoyed themselves and were able to share confidently.

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