We covered cell division over the lesson. As easy as it seems, our students thought the hands on was easy by just drawing lines and circles. But as they filled the spaces, they giggled and realized cell division was not as easy as it seemed! As they were busy splitting the cells, we orally recapped the reason why cells need to divide and the importance behind it. This hands on was short, but the lesson was covered in depth.
Materials, a p3 topic and it is a good refresher for the p4s and new learning for the p3. So it is a win-win situation. For our Science classes, our lesson deliveries are always peppered with current and previous topics, to jolt our students’ memories and test for understanding each time.
Hence, for the lesson, we pulled out some materials and got our class to feel the different textures. We had them write down notes in their Scrapbook for further learning. The class also did a simple hands on Investigative Task and reflected their own learning.
When it comes to the Upper Primary, we focus on Comprehension Open-ended skills as well as Oral skills to help prepare our students to be ready in P6. We created our compre skills strategy – TASER, each letter representing a focus skill. We are very sure most school teachers also have their own skills to pass on to their students. The question is – do students follow? Do students put into practice?
Thus, for the lesson, we frankly told our students that comprehension OE is the most dreaded part of the exam component to be tested, and we have yet to find one student who loves doing that! We know it takes a lot to score the marks, and we want to make learning more enjoyable and palatable for our English students. Thus, we come up with a tacky TASER acronym and lots of colours to entice learning!
Whilst covering our TASER skills, we squeezed in time for compo brainstorming as well. Just to make sure they are on track.
We love to use newspaper cuttings as part of our lesson delivery. Our P5 class was taught how to search for relevant news, cut out their chosen articles, read and complete their tasks. Besides mapping out the W+H questions, they were also to find vocabulary words and the meaning behind the words. English may not be as fun as Science, but we make it a point to have as many engagements with our students to encourage them to love English!
What to do with a class full of students? We hit the max over the lesson as some had to do make up. We took this opportunity to do a back to back recap of topics with our students. Armed with their Lower Block Investigative Task book, we got them ready to snip, cut, paste and present! We timed them as they tend to get carried away whilst carrying out their hands on.
It was pretty promising, as we managed to cover what we wanted over the 2h packed lesson. For the last part, we got them to share their observations, aims and other reflections after doing the activities.
What is acid rain and how does it affect our daily lives? This was something we discussed over lesson. How does acid get into the water cycle? We showed them how as well. It was always a pretty sight to catch their note jotting in action.
We moved on to P3 work on Classification as part of our recap motion. We always make it a point to recap previous topics over on going lessons to keep our students’ minds active. Cut, snip, paste!
Cells. A tough topic with needing lots of visuals to teach the message across. For this topic, we like to use our trusty microscope to do the “talking”. As the saying goes, “A picture paints a thousand words”. With this, we let the specimen slides do the “teaching”. Touching on important notes on the topic and getting them to jot in their Scrapbook, we moved to the hands on. Teaching them the basics of the parts of a microscope, we got them to observe and sketch what they had seen through the lens. Time was not on our side. We would have loved to show them more slides but we cut that short and promised to have another round with them again!
Today’s lesson was a bat-ty craft again. As the boys do not really like musical instruments, we have to crack our heads to source for alternatives. Digging into our stocks, we managed to pull out non musical crafts for them to do.
Lesson is the same. The materials and procedures are made known to them, and then they are off to create and colour their own craft pieces. Although R had done it before, he was excited to get another bat to play with his sister. Writing always will take up the last part of our lesson, and they created a simple yet endearing story about their craft.
One seed, many uses, in a way. We use seeds to teach across our levels. Science lessons are that versatile and fun! Whenever we hear any students telling their parents Science is boring before they come to us, we make it a mission to show them Science is FUN!
With this in mind, we got our P3-4 boys to grow their seed beans. The procedures were the same, but the aims and objectives were different. In this case, we wanted them to observe how tall the seed beans will grow, measure the heights and make their conclusions.
We also managed to have another simple hands on about Light. As our boys were observing via the DIY kaleidoscope, we ran through important key notes verbally. After which, they had to write and conclude any observations.