ScienceScienceA Multimedia Teaching Approach in A Multimedia Teaching Approach in

A Thematic-Learning EnvironmentA Thematic-Learning Environment

Nov / Dec 2006Nov / Dec 2006

Brought to you by:Brought to you by:Our dedicated team of trainersOur dedicated team of trainers

A.L. Khoo, BSc. (UM)A.L. Khoo, BSc. (UM)S.S. Tee, MEd. BSc. (UTM)S.S. Tee, MEd. BSc. (UTM)P.Y. Loke, MSc. BSc. (USM)P.Y. Loke, MSc. BSc. (USM)

Science for young childrenScience for young children

Knowledge obtained by observationsKnowledge obtained by observations Based on experimentsBased on experiments Proven factsProven facts

Objectives:

To train children to have reasoning thinking

To understand the cause-and- effect relationship

To make predictions based on reasoning thinking and the cause-and-

effect relationship

Natural ScienceNatural Science Living and non-living things Human, animals, plants Food, things around us

Environment Weather, seasons

Energy Water, wind, sun

Nature Sea, land, mountain

How to teach children Science?How to teach children Science?

Observe (close-to-far)Observe (close-to-far)Compare (known-to-unknown)Compare (known-to-unknown)Record / Measure (elaboration)Record / Measure (elaboration)Discuss / Make predictions or inferencesDiscuss / Make predictions or inferences

Scientific thinkingScientific thinking

Mastering scientific thinking skills allows Mastering scientific thinking skills allows children to interact with materials and children to interact with materials and environmental phenomena.environmental phenomena.

We should cultivate an exploratory and We should cultivate an exploratory and investigative behaviour in children from young.investigative behaviour in children from young.

The fundamental skills of the scientific thinking The fundamental skills of the scientific thinking process is mastered through process is mastered through observations, observations, comparisons, measuring, and making comparisons, measuring, and making predictions or inferences.predictions or inferences.

For topics that involve For topics that involve experimentsexperiments eg. forming eg. forming a rainbow, carry out the experiment in class.a rainbow, carry out the experiment in class.

Firstly, demonstrate to the children how to Firstly, demonstrate to the children how to conduct the actual experiment or by using the conduct the actual experiment or by using the multimedia.multimedia.

Allow the children to do the experiment on their Allow the children to do the experiment on their own and it is best that each child gets a chance.own and it is best that each child gets a chance.

Learning visually never beats hands-on Learning visually never beats hands-on experience. experience.

Theme: My BodyTheme: My BodyOur 5 SensesOur 5 Senses

SightSight SoundSound SmellSmell TasteTaste TouchTouch

Scope:Scope: Living things: Human – Our bodyLiving things: Human – Our bodyObjective:Objective: To train children to react positively To train children to react positively

to to a certain stimulus so that they are a certain stimulus so that they are able to respond accurately to able to respond accurately to

further further taskstasks

Activity: Rhyme

“Hands on shoulders, Hands on knees, Hands behind you

If you please. Touch your elbows,

Then your nose, Touch your hair,

Now touch your toes. Raise your hands up high,

Wave hello, Stretch those arms and

Watch you grow! Then bring hands down,

Touch the floor, Now clap your hands... One, two, three, four!”

 

Theme: Our Five SensesTheme: Our Five Senses

Theme: Our Five SensesTheme: Our Five Senses

Activity: RhymeActivity: Rhyme

““Fee, fi, fo, fum Fee, fi, fo, fum (Thump little finger, ring finger, middle finger, index finger, on desk.) (Thump little finger, ring finger, middle finger, index finger, on desk.)

Hear my fingers, Hear my fingers, (Thump fingers on desktop) (Thump fingers on desktop)

Hear my thumb. Hear my thumb. (Thump thumb on desktop) (Thump thumb on desktop)

Fee, fi, fo, fum... Fee, fi, fo, fum... (Repeat first action.)(Repeat first action.) Fingers gone, Fingers gone, (Pull fingers into a fist) (Pull fingers into a fist)

So is my thumb!" So is my thumb!" (Pull thumb into fist)(Pull thumb into fist)    

Theme: Our Five SensesTheme: Our Five Senses Activity: Human body diceActivity: Human body dice

Six sides of the dice pasted with different Six sides of the dice pasted with different pictures.pictures.Side 1 – EyeSide 1 – Eye

Side 2 – EarSide 2 – Ear

Side 3 – NoseSide 3 – Nose

Side 4 – Tongue/MouthSide 4 – Tongue/Mouth

Side 5 – Hand/Foot/SkinSide 5 – Hand/Foot/Skin

Side 6 – Boy/Girl/Animal/PlantSide 6 – Boy/Girl/Animal/Plant

Roll the dice and tell a story step-by-step.Roll the dice and tell a story step-by-step.

Activity: What do the different parts Activity: What do the different parts of a plant do?of a plant do?

RootsRootsStemStemLeaveLeaveFlowerFlowerFruitFruit

Theme: PlantsTheme: Plants

Flower – Head/FaceFlower – Head/Face Stem – BodyStem – Body Leaves – ArmsLeaves – Arms Roots - FeetRoots - Feet

Theme: PlantTheme: Plant

ActivityActivity: Do you know that the parts of plant : Do you know that the parts of plant can use to make food? can use to make food?

Flower (e.g. flower tea, Flower (e.g. flower tea, chrysanthemum chrysanthemum teatea)) Leave (e.g. tea, vegetables dishes)Leave (e.g. tea, vegetables dishes) Stem (e.g. vegetables dishes)Stem (e.g. vegetables dishes) Root (e.g. ginseng tea)Root (e.g. ginseng tea)

Draw a plant on the board.Draw a plant on the board.Draw a few examples of food from Draw a few examples of food from

different parts of a plant.different parts of a plant.Let the children sit in a circle.Let the children sit in a circle.Play the music.Play the music.Let the children pass the pics of food.Let the children pass the pics of food.When the music stops, he has to paste the When the music stops, he has to paste the

drawing on the certain part of plant.drawing on the certain part of plant.

Theme: Get to know yourselfTheme: Get to know yourself

Topic: What does your body do?Topic: What does your body do?

Other gamesOther gamesAre you left-handed or right-handed?Are you left-handed or right-handed?Why do we have fingers?Why do we have fingers?

Theme: My FamilyTheme: My FamilyActivityActivity

Topic: Animals and their homesTopic: Animals and their homes Draw a picture of where you live. Draw a picture of where you live. Include pictures of the things you need to live Include pictures of the things you need to live

where they do; for example, a place to cook and where they do; for example, a place to cook and keep food, a place to sleep, a neighbourhood. keep food, a place to sleep, a neighbourhood.

Discuss what you drew. Discuss what you drew. Close their eyes and imagine: a bird's home, an Close their eyes and imagine: a bird's home, an

ant's home, a bee’s home etcant's home, a bee’s home etc

Theme: Our EarthTheme: Our Earth

Activity: Words that come to mind when I think of the Activity: Words that come to mind when I think of the sky…sky…

What objects do you see? What objects do you see? Are any of these objects moving? Describe how they Are any of these objects moving? Describe how they

are moving. are moving. Which of these objects do you think you would be able Which of these objects do you think you would be able

to see at night? to see at night? What do you think will still be here tonight?What do you think will still be here tonight? What do you think will still be here tomorrow?What do you think will still be here tomorrow?