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“Sparkling” love of science in elementary school

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“Sparkling” love of science in elementary school

The MOE and the Singapore Science Center have teamed up to do what they do best: make science fun! Outcome: A set of hands-on activities for primary school students called “SPARKLE” – Resource kits for research activities for learning. Learn how teachers bring SPARKLE to their classrooms to stimulate conversation about science.


How do scientific concepts come to life in school for your primary school child? When teachers encourage them to think and talk about science using a variety of activities filled with practical materials.

The latest entertainment resource that fascinates students is called SPARKLE, which stands for Science Pack Activity Resource Kits for Learning.

The kits, developed by the Ministry of Education (Ministry of Education) and the Singapore Science Center, encourage students to research and test their scientific ideas through a variety of “practical, smart” activities that are accompanied by questions and discussions.


SPARKLE examples to support student learning diversity and the cycle of living things.

We met with teachers from Zemin Primary School and East Spring Primary School to see how these activities encourage thinking and nurture the joy of learning.

Games for learning life cycle concepts

Ms. Elga Tan and Ms. Shirley Lim, teachers of Zemin Elementary School, used the SPARKLE “Life Cycle” set to engage 4 elementary school students to build and compare animal life cycles. Seeing magnetic boards and disks, students felt the excitement of watching magnetic disks with images of animals at different stages of their life cycle. Arrows were then added so that students could assemble the correct sequence of animal development stages.

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Building and comparing life cycles using magnetic boards and disks.

In the process, students also discussed the similarities and differences between the life cycles of different animals. To further engage students in understanding and evaluating the topic, teachers asked a variety of questions to help them consolidate what they had learned: “Do life cycles begin at the ovum stage?” “Which of the young animals looks like adults?” “How does changing arrow directions affect life cycles?”

Asked what they think of playing with SPARKLE, 4th grade elementary school student Theo Zi Qi said: “With the sets it was very fun to play! I was very happy to build different animal life cycles on the magnetic board. “

Another 4th grade elementary school student, Arvind Prajna, added: “Since we worked in pairs, I was able to hear a different opinion from my friend. In the process, we both got more ideas from each other. ”

Game classification to learn the characteristics of animals

At East Spring Primary School, Ms. Nur Huda, a science teacher at Primary School 3, used the SPARKLE “Let’s Explore Living Things” kit to support her students in studying animal groups. Pupils were happy to receive classification cards, which showed colorful pictures of different animals and interesting information about them. They took action to observe and compare the characteristics of the animals.

During the discussion, students noticed that animals of the same group have common characteristics but also have some differences. For example, observing the characteristics of penguins and chickens, the student remarked, “Both animals have wings. But if penguins can’t fly, chickens can. ”

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Survey and discuss animal similarities and differences.

In addition, students also had the opportunity to play the game “Animal Classification”. In groups of four, students asked questions and collected animals belonging to one group. For example, a student looking for a bird asked questions such as “Do you have a card with an animal that can fly?”

The students also pondered how they could sharpen their questions, as the question of the “flying animal” could have led them to receive cards that showed insects rather than birds.

In addition, students also had the opportunity to play the game “Animal Classification”. In groups of four, students asked questions and collected animals belonging to one group. For example, a student looking for a bird asked questions such as “Do you have a card with an animal that can fly?”

The students also pondered how they could sharpen their questions, as the question of the “flying animal” could have led them to receive cards that showed insects rather than birds.

image_4Grouping animals using animal classification cards.

As classes progressed, students began to ask more specific questions, such as, “Do you have an animal with feathers?” Ms. Hood was delighted to see the students take part in their studies, helping each other clarify issues. This enabled students to better understand the characteristics of different groups of animals.

Asked what they thought of the lesson, 3rd Elementary School student Muhd ​​Taslim said: “It was a lot of fun to ask questions to my friends so they would give me the right cards! While I initially thought that animals in one group of animals have only similarities, today I learned that they also have their differences. ”

Classmate Annur Rauda enthusiastically said: “Before the lesson I always thought that snakes are amphibians! Now I have learned that snakes are reptiles because of their outer cover. ”

Nothing is better to see students interested and willing to learn. SPARKLE supports the teaching and learning of science – students enjoy, understand and appreciate the world around them!

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