ict-virtual-manipulatives

a) differentiate between conductors and non-conductors of electricity,

b) name at least 3 examples of conductor materials and 3 examples of non-conductor materials,

c) setup an experiment to test conductors and non-conductors of electricity. The materials needed for this experiments are as follow: circuit boards, cells, bulbs, wires, and conductor kit (e.g. iron rod, coin, pencil lead, safety pin, paper clip, rubber band, wood, aluminium rod, copper wire), and 4) explain the usefulness of conductors and non-conductors/insulators in electrical appliances.

As for science, we have chosen the topic on ‘Electricity: Conductors and Non-Conductors’. For the first step in the set induction, we would switch of all the lights in the Science lab and ask the pupils whether the could see in the dark or not? Then, we would ask the puils of what they should do when the lights are off. It is expected that they would answer as ‘to switch on the lights’. Before this lesson they have learnt about circuits, switch, bulbs, wire and cells. So, we would remind the pupils that in order for the bulbs to light up, the switch has to be close to allow the flow of current. Then, we would explain to pupils that the switch has to be a ‘conductor’ of electricity so that electric current could flow throughout the circuit. At this point, we could introduce the new topic about ‘conductor and non-conductor’ to the class.

For the Science lesson on the topic ‘Conductors and non-conductors of electricity’, there are various exploration and investigative activities that can integrated in the lesson. A particular activity that can be carried out is through group practical experiment, for example investigating a list of materials for conductors and non-conductors. Each group will be given the following materials: circuit board, batteries, wires, bulb, materials (packed in a plastic bag) and investigative form. Each group’s task is to test the materials given and classify whether they are conductors and non-conductors and report their findings in their investigation form. At the end, each group’s representative will present their findings to the whole-class. During the presentation, the teacher can look for learning misconceptions and correct the errors, and discuss with the whole-class.

 Done by:

Angela, Yati and Dhani

For Mathematics, we would like to choose the topic on ‘place values’, particularly from units to one thousands.

The unit goal is to ensure children understand the concepts of place values and apply the knowledge for daily usage. The learning objectives of the lesson are as follow:

At the end of the lesson, pupils will be able to:

a) recognise the place values of units, tens, hundreds and one thousands,

b) write the value in BOTH numerals and words,

c) orally pronounce the values correctly (e.g 35: “thirty-five” NOT “three five”,

d) explain the usefulness of place values in the real world situation (e.g. labelling items, quantity, age, year, prices etc), and

e) construct numbers in various place values mentally.

The essential materials needed for this lesson are: dienes block, abacus, flash cards, concrete materials (e.g. sea shells, paper clips, stones, beads, beans, marbles–> used to represent place values creatively, particularly for class projects).

For mathematics, we have chosen the topic on place values from units to one thousand. So, as the hook or the set induction, we would take out some objects with price tags (say that i have bought them from a store). Example of objects would be like a story book, a bag, a digital camera. The price should be vary from at least a dollar to hundreds of dollar. We would ask the pupils to guess how much each if the object worth. Which is the cheapest and the most expensive. (say that the book would cost around $7, the bag costs around $30 and the digital camera worth $200). We would write the suggested price on the board and finally, telling them the real price of the item. We would then ask the pupils what they notice about the price and when they seem to have ideas about the lesson going to be taught, we would introduce the topic of the lesson which is going to be on Place values.

For exploration, on the mathematic subject topic Place values, we would set hands on activities for them to do. As a first activity, we would divide the pupils into groups of 4 or 5 and provide them with dienes block, abacus, flash cards, concrete materials (e.g. sea shells, paper clips, stones, beads, beans, marbles). Each of the group would be given with a worksheet that they would answer together. One example of question would be “Which of the number is larger? 245 or 542?” They would need to explain how they come up with the answer with the help of the materials given. For the individual exercise, a worksheet would also be given in which they are required to write the value of numbers in words.

-Angela, Yati and Dhani -

For the topic of ‘shapes’ pupils could develop and image of a ship (or other images) with the combinations of ‘triangles’, ‘circles’, ‘squares’ and ‘rectangles’…Pupils could also illustrate a mathematical problem by drawing pictures to represent the problem and use them to help solving it. For a writing activity pupils can write a story about the weights of 2 cats and a dog (weigh 6 kilos) and a dog (weigh 2 kilos) Then compare the two weights..

These are the suggested activities b y drawing and writing

Examples of the activities are like, Matching the numbers with the correct spelling Adding two or three numbers Creating a story about 3 + 4 = 7 (which pupils could post it into the blog) As a classroom activity, pupils may present their stories in a storytelling session.. (creating story helps pupils to analyse and stimulate creative thinking about mathematical problems)

-Angela-

Just want to share this thing with you.. (in case you are tired with the common sound too..^^ ) Firstly, go to control panel, then choose sounds and audio devices..then, press the tab at the top that shows sound..So far so good??++ Next step is to look at the bottom and look under the Program events. Scroll down and look for Start Windows. When you click on that, look down at ‘sounds’. Browse for your music file in your laptop or PC to replace the common and current sound.

Anyway, before you use any music as a startup sound make sure you convert them into a ‘wave’ format because thats the only music file format compatible as a Windows Startup sound. And also!^^ Do not put the whole song as a Startup sound..haha or you have to wait for 3 or 5mins before the music stop because you cannot stop startup sound..So, cut the part of a music that you like as the sound..10 seconds or 15 seconds would be long enough…

 Alright..happy trying!v^^v

Here are some links that you may try to learn those shortcuts..

http://support.microsoft.com/kb/301583

 http://www.microsoft.com/enable/products/keyboard.aspx

Please try and you would find this helpful just like they help me..

Thats it, if you have any comments please feel free to drop them in..^^

Peace v^^v