The four states of matter video

The object of teaching a child is to enable him to get along without a teacher.
- Elbert Hubbard (1856-1915) American author, editor and printer.

Lesson plan for teaching the three states of matter (Science)

This was done quite sometime ago.

-elly-

Class: Primary 4-8 Number of pupils: 40 Date: 26th March 2008 Time: 9am to 10am		Topic: The three states of matter (Science) Ability: High Duration of lesson: 1 hour (2 periods)
Prerequisites	At the end of the lesson, the pupils will be able to 1) Identify matters. 2) Define the characteristics of matter.
Specific instructional objectives	At the end of the lesson, the pupils will be able to 1) State the three states of matter. 2) Identify characteristics of liquid and gas.
Activity Type	Tuning in: (20 minutes) Resources: States of matter powerpoint 1. Go through corrections for previous activities. 2. Redo the experiment for inverted cup in water as demonstration. Get students to feel the air coming out of the hole and at the same time see that the water does not enter through the small hole. 3. Recap the concepts taught for matter.
	Development: (20 minutes ) Resources: Box, packed air, textbook. 1. Get students to watch the video on the states of matter in the powerpoint. 2. Ask students the questions “How many states of matter did you see in the video?”; “What are the different states of matter?” 3. Discussion on the states of matter that they see on the video. 4. Go on to the slides with the different states of matter. 5. When discussing about solid: - Get students to see and touch the solid objects and see that the shape cannot be altered easily and has a definite shape and volume. 6. When discussing about liquid: - Get students to pour liquids into different shape containers, to see that liquid takes up the shape of the container. 7. When discussing about gas: - Get one of the students in the group to blow up a balloon and tie the balloon up. Pass the balloon around the group and get the students to squeeze the balloon to see whether they can alter the shape of the balloon. - Ask the students what is inside the balloon. - Note: Warn the students not to burst the balloon and blow the balloon to its maximum size. 8. Tell the students that they are going to be doing a science activity to investigate whether a liquid and a gas can be compressed.
	Application (Science activity) : (15 minutes ) Resources: Plungers and coloured water. 1. Get students to complete pg 27 and 28 of their activity book. 2. Students are to finish up their activity book during the lesson.
	Summary of lesson: (5 minutes) Resource: video clip on 4 states of matter. 1. Reinforce the definition of matter. 2. Get feedbacks from students on whether they think whether air is matter.

The object of teaching a child is to enable him to get along without a teacher.
- Elbert Hubbard (1856-1915) American author, editor and printer.

Lesson plan for teaching Magnets 2 (Science)

Here's the 2nd Magnets lesson plan. Did this in 2 hours as my CT swooped lessons with me.

-elly-

Class: Primary 4-8 Number of pupils: 40 Date: 17th April 2008 Time: 11am – 1pm		Topic: Magnets and their characteristics (Science) Ability: High Duration of lesson: 2 hour – 120 minutes (4 periods)
Prerequisites	Pupils should be able to: 1) Sate the characteristics of a magnet. 2) Identify the materials that are attracted to a magnet. 3) Draw conclusions that magnetic materials are the only ones that are attracted to magnet.
Specific instructional objectives	At the end of the lesson, pupils will be able to: 1. Identify the parts of the magnets that are the strongest. 2. Use a magnet to find the North-South direction. 3. State the push and pull of magnets as poles of the magnets repel and attract respectively.
Activity Type	Tuning in: (10 minutes) Resources: Video on magnets 1. Recap the properties of a magnet and what non-magnetic materials and magnetic materials are. 2. Play the video to show where magnets come from and the history of magnets.
	Development: (100 minutes ) Resources: Magnets, materials needed for activity, videos on magnets, SmartBoard, textbook and activity book. 1. Go through the steps to test which parts of a magnet are the strongest. 2. Get students to do Activity 1.2. 3. Show students an actual compass. 4. Tell students that they can make their own simple compass by just using a magnet. 5. Get students to do Activity 1.3. 6. After finishing both Activities 1.2 and 1.3, get students to settle down on the floor and show them video clips on magnets. The video clips will explain why magnets will lie in the north-south direction. 7. Using the SmartBoard, get students to come up to the board to try the digital format of magnets and see the properties that magnets can push and pull. At the same time, get students to do the Activity 1.4 while waiting for their friends to have a try at the SmartBoard.
	Summary of lesson: (10 minutes) 1. Get students to recall which parts of a magnet are the strongest. 2. Get students to explain the properties of a magnet allow it to be a compass. 3. Get students to explain that a freely-turning magnet will lie in North-South direction.

The object of teaching a child is to enable him to get along without a teacher.
- Elbert Hubbard (1856-1915) American author, editor and printer.

Lesson plan for teaching Magnets (Science)

Here's a daily normal lesson plan that I did for my class. It's nothing fab, but hope it helps you in gaining some extra hours of sleep or to mark worksheets :)

-elly-

Class: Primary 4-8 Number of pupils: 40 Date: 11th April 2008		Topic: Magnets and their characteristics (Science) Ability: High Duration of lesson: 1 hour (2 periods)
Prerequisites	Pupils should be able to: 1) Identify magnets. 2) Know that there are two poles – north and south in a magnet.
Specific instructional objectives	At the end of the lesson, pupils will be able to: 1) Sate the characteristics of a magnet. 2) Identify the materials that are attracted to a magnet. 3) Draw conclusions that magnetic materials are the only ones that are attracted to magnet.
Activity Type	Wrapping up of previous unit - Matters: (20 minutes) Resources: Cycles activity book, summary video on states of matter (focusing on water) 1. Recap the different states of matter with the pupils. 2. Show the summary video on different states of matter for water. 3. Go through corrections activity book and worksheet.
	Development: (35 minutes ) Resources: Magnets, magnetic and non-magnetic materials, textbook and activity book. 1. Go through the characteristics of a magnet. 2. Define what the terms - magnetic materials and non-magnetic materials mean. 3. Get students to predict a variety of materials that they have in their pencil cases whether it is a magnetic material.
	Summary of lesson: (5 minutes) 1. Get students to recall what determines a magnetic material. 2. Get students to list the characteristics of a magnet.

The object of teaching a child is to enable him to get along without a teacher.
- Elbert Hubbard (1856-1915) American author, editor and printer.

Science lesson idea for Matters (with worksheet attached)

This experiment is very simple and yet it illustrates the properties of matter well. I did this in my class and it made the pupils think and really think HARD.

I have capture the pictures of my worksheet that I designed above for your convenience to use or plan your own lesson.

Materials you will need:
1. a glass
2. a plate
3. coloured water
4. matches/lighter
5. 1 tealight candle

Step 1: Filled a little coloured water in a plate, just enough to cover the surface of the plate.
Step2: Put the tealight candle on the water.
Step 3: Light up the candle.
Step 4: Invert the glass and cover the candle.
Step 5: Observe what happens to the coloured water.

-elly-

The object of teaching a child is to enable him to get along without a teacher.
- Elbert Hubbard (1856-1915) American author, editor and printer.

Science MCQ constructed for Theme: Interactions - 'Adaptations for Survival' and 'Our Impact on the Environment'

1. Air spaces help aquatic plants to ________________________.

A) float

B) photosynthesize

C) keep upright

1) A and B only

2) B and C only

3) A and C only

4) All of the above

( )

2. Which of the following best describes man’s positive impact on the environment?

1) Activities that affect our environment in a harmful way.

2) Activities that does not affect our environment in any ways.

3) Activities that affect our environment in slightly harmful way.

4) Activities that affect our environment in a helpful way.

( )

3. Which of the following animals display behavioural adaptations?

1) Banded gecko having to hide in the shade, away from the sun.

2) Camel having humps to contain energy to keep going for long.

3) Desert fox having large ears to help get rid of excess body heat.

4) Polar bear having thick fur and fat to protect itself from cold.

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4. Which of the following best describes the greenhouse effect?

1) The Sun’s heat reaches the Earth and all of the heat reflected is trapped by the greenhouse gases.

2) The Sun’s heat reaches the Earth and some of the heat reflected is trapped by the greenhouse gases.

3) The Sun’s heat reaches the Earth and more heat is reflected and trapped by the greenhouse gases.

4) The Sun’s heat reaches the Earth and no heat is reflected and trapped by the greenhouse gases.

( )

5. Joe wants to know whether an animal living in water is a mammal. What should he ask?

1) Does the animal have a streamlined body shape?

2) Does the animal have a blowhole or nostrils?

3) Does the animal have an air tube or air bubble?

4) Does the animal have blubber under its skin?

( )

Answers:

Q1: (3); Q2: (4); Q3: (1); Q4: (2); Q5: (2)

-elly-

The object of teaching a child is to enable him to get along without a teacher.
- Elbert Hubbard (1856-1915) American author, editor and printer.