paper airplanes

ACTIVITY: PAPER AIRPLANES

Goal: To understand that air helps hold up paper airplanes so they can fly

           To explore ways to design paper airplanes that can fly well

Skills: observing,planning, designing, testing, redesigning, discussing, comparing, explaining,  generalizing, evaluating results of experiments

PROCEDURE AND QUESTIONING STRATEGY

Demonstrate for the students one possible way to make a basic paper airplane. As you make the airplane, describe what you aredoing, i.e. folding,creasing,lining up edges,folding up or under, etc. Go over the names of the parts: wing,nose,tail, etc.

Fly the airplane a few times then ask students the following questions.

1.      How would you describe the flight of the airplane?

(Perihalkan penerbangan kapal terbang kertas kamu)

2.      What made the airplane fly?

The way you held it/ the way you throw/ the way it was made

3.      What helped hold it up?

The air under it

4.      How did the plane land?

5.      What do you think wo could do to make the airplane fly farther

Students make their own airplanes. Find a suitable place. Allow teamwork, allow partners to explain to one another why they are making changes in design.

WHAT MUST YOU DO

Kenal pasti pembolehubah dan nyatakan pembolehubah yang didefinisi secara operasi. Jalankan aktiviti. Kongsi dapatan dengan rakan.

elephant observations

(Activity 2)

ELEPHANT OBSERVATIONS

Long time ago in a distant land, six blind men lived together.  All of them had heard of elephants, but they had never “seen” one.  When they heard that an elephant and his trainer would be visiting their village, they all wanted an encounter with this beast.  They made their way to the site where the elephant was being kept.  Each blind man touched the elephant and made his observations.  The observations are listed below.

One man touched the elephant’s side and said.

“ An elephant is like a wall.”

Another man touched the trunk and said,

“An elephant is like a snake.”

Another man touched a tusk and said,

“An elephant is like a spear.”

Another man touched a leg and said,

“An elephant is like a fan.”

The last man touched the tail and said,

“An elephant is like a rope.”

·              Did the blind men make appropriate inferences?  Explain.

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·              How might the blind men improve their inferences? 

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·              One of the characteristics of science is that scientists communicate their ideas, observation, results, and inferences with each other.  Why is this a good idea?

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 In the space below, write a sentence or two explaining what you have learned.

Qualitative Observations

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Quantitative Observations

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Did the activities above help you to make better observations?  Explain.

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How does telling stories can make teaching more fun to primary students?

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Mastery of Knowledge

At the end of these activities, answer the following questions:

1.     What have you learnt from these activities?                                (5 marks)

2.      Which part of the primary science curriculum teaches this particular topic?

(5    marks)

3.     Discuss how you can use these activities in your teaching and learning?                                                                                                                                                                                                                                                                       (5 marks)

4.    Creativity is an important element of Thinking and Working Scientifically.

      What are the creative characteristics in the process skill of observing?                                                                                                                                                                                                                (5 marks)

5.     In developing children’s ability to think and work scientifically, there are a 
 number of techniques a teacher could do to encourage the development of
 creativity. Discuss some of these things you can do?                 (5 marks)