Kids' Time Science Book 3 samplebook

Book

3

In line with the latest National Preschool Curriculum

g Thinkin Order Higher

Skills

pp eality A nted R Augme

g App ecordin Voice R

Suggested Activities P2

Bring a T-shirt, a raincoat and a jacket to class. Show the clothes to the children and tell them the names. Ask them, “How do these clothes protect our body?” (e.g. keep our skin from getting sunburnt, keep our body dry when we are walking in the rain, keep us warm when we are in a cold place, etc.)

P3

Bring a T-shirt (made of cotton), a scarf (made of wool) and a jacket (made of animal skin) to class. Show them to the children. Ask them what the clothes are made of.

P4

Bring a mirror to class. Prepare and give each child two small pieces of paper. Ask them to write their names on one piece of paper. Ask them to hold the paper and stand in front of the mirror. Then, get the children to write down what they see in the mirror on the other piece of paper.

P6

Bring empty bottles of different shapes to class. Pour water from one bottle to another to show the children that water has no shape of its own. Ask the children to drink some water.

Ask them, “Does water have taste?”

P7

Tell the children that all living things need water to stay alive. Talk about the uses of water (e.g. cooking, drinking and washing).

P8

Prepare video clips of water turning into ice and water turning into steam. Play the video clips in the class. Ask the children to describe the changing states of the water in the video clips.

P 9- 10´

Bring things that float (e.g. ping-pong ball, toy duck and drinking straw) and things that sink (e.g. scissors, marble and metal spoon) to class. Prepare two basins of water. Let the children place the things in the basin to see whether the things float or sink.

P 12´

Prepare picture cards of the farm animals. Show the children one card after another while teaching them the animals’ names.

P 13´

Prepare picture cards of the farm animals and their young. Ask the children to match the adult farm animals to their young.

P 14´

Prepare a picture card of an egg, a chick and a hen. Show the children the growth of a hen from an egg, by sticking the picture cards on the whiteboard and drawing arrows.

Repeat this activity for other animals.

P 15´

Prepare some picture cards of some food items and things (e.g. cheese, egg, chicken, leather belt, woollen jacket). Stick picture cards of a cow, hen and sheep on the whiteboard.

Ask the children to match the picture cards to the animals based on what the animals give us.

Suggested Activities ´ 18´ P 17-

Tell the children that air is all around us and we breathe in air. Ask a few children to stand in front of or below a moving fan. Ask them what they feel. Tell the children that wind is moving air. (Suggest using Kids’ Voice application to encourage children to record and listen to their voice for better pronunciation.)

P 19´

Contents

Prepare picture cards of sea animals. Divide the children into two groups and give some picture cards to each group. Ask Group A to show one of the picture cards and name the sea animals. Then, get Group B to do the same. (Suggest using Kids’ Voice application to encourage children to record and listen to their voice for better pronunciation.)

Unit

Unit

Things to Wear

P 20

4

To the Beach

Prepare a picture of a fish and word cards for the parts of its body (e.g. tail, eyes and fins).

Stick the picture of the fish on the whiteboard. Give the word cards to the children and guide 2 Air them in matching the cards to the correct parts of the body. Teach them the names of the What are clothes made of?

3 Wind parts of the body.

Mirror 4 Sea animals

18

Let’s revise P 22

20

Clothes

5 Parts of a fish Prepare picture cards of fruit trees. Show them to the children and teach them the names Let’s revise of those trees. Divide the children into 2 groups. Show both groups picture cards of fruit

17 19 21

trees and get them to name the fruit trees. One correct answer earns the group one point.

Reward the group with the most points.

Unit

Unit

2 P 23

My Birthday a Fruit Farm Prepare word cards (e.g. leaf, flower, fruit, roots and of a chilli plant.

5stem) and pictureAtcards

Water

Guide the children in labelling and naming the parts of the plant. (Suggest using Kids’ Time Fruit trees 6 application to view 3D animations.)

Uses of water

7

Parts of a plant

23

What do plants need to grow?

Water, ice and steam 8 P 24-25 Tell the children that plants need sunlight, air and water to grow. Ask them what will How do plants grow?

Float and sink happen to a plant if there is no 9water or sunlight.

Let’s revise Let’s revise 11 P 26

22 24 26 27

Prepare picture cards of different growth stages of plants that grow from seeds and plants that grow from parts of the plants. Jumble up the cards. Get the children to rearrange the

Unit

growth stages of the plants in the correct order. Then, Unit get the children to name the plants.

P 28 Farm animals

Prepare a toy box. Get one volunteer to push the toy box. Then, ask another volunteer to

On the Farm

3

6

Let’s Go!

pull the toy box. Let the children12say out what each volunteer Pull and push is doing. Then, get two more

28

to demonstrate the pushing and pulling using a toy car.

Farm animals andvolunteers their young 13 Fast actions and slow

29

How do animals grow?

14 Vehicles and show the children15a video clip of vehicles moving. Ask them which vehicles AnimalsPand uses Let’s revise 29 their Prepare

30

Let’s revise P 30-3 1 ´

are fast and which vehicles are16slow.

Prepare picture cards of vehicles and ask the children to name the vehicles. Divide the whiteboard into three sections and label them “Land”, “Water” and “Air” respectively.

Give the children picture cards and ask them to place the cards in the right sections.

Name:

Class:

32

Unit 1

Date:

Things to Wear

Clothes

Clothes protect us from the sun.

Clothes protect us from the rain.

Learning Standard: • State an observation through one’s work, or orally.

2

Clothes protect us from the cold.

Performance Standards: 1

2

3

Date:

What are clothes made of?

Some clothes are made of cotton.

Some clothes are made of wool.

Some clothes are made of animal skin.

Learning Standard: • State an observation through one’s work, or orally.

Performance Standards: 1

2

3

3

Date:

Mirror We can see our image in the mirror.

Let’s do this!

Write the word ‘dress’ on a piece of paper. Put the paper in front of a mirror. How does the word look like in the mirror? Circle.

sserd Learning Standard: • State an observation through one’s work, or orally.

4

sserd Performance Standards: 1

2

3

Date:

Let’s revise

What are the things below made of? Match to the correct answers.

animal skin

Learning Standard: • State an observation through one’s work, or orally.

wool

cotton

Performance Standards: 1

2

3

5

Unit 2 My Birthday

Date:

Water

Water has no colour or taste.

Water has no shape of its own.

Water helps to keep our body healthy. We need to drink 6 to 8 glasses of water every day.

Learning Standard: • State an observation through one’s work, or orally.

6

Performance Standards: 1

2

3

Date:

Uses of water Water is very important and useful to all living things.

Living things need water to live.

We use water to cook.

Learning Standard: • State an observation through one’s work, or orally.

We use water to wash things.

Performance Standards: 1

2

3

7

Date:

Water, ice and steam Water turns into ice when it becomes very cold.

Ice turns into water when it is not cold enough.

Water turns into steam when it becomes very hot.

We must be careful with hot water and steam.

Why? Learning Standard: • Explain the changing states of water: (i) from water to ice, and vice versa (ii) from water to steam, and vice versa.

8

Performance Standards: 1

2

3

Date:

Float and sink Some things float on water.

float

Some things sink in water.

sink Learning Standard: • Find out about objects that sink and float.

Performance Standards: 1

2

3

9

Date:

Let’s do this!

Drop these things into a bowl of water. Do the things float or sink?

Put a tick ( ) in the correct boxes.

Items

Learning Standard: • Find out about objects that sink and float.

10

Float

Sink

Performance Standards: 1

2

3

Suggested Activities ´ 18´ P 17-

Tell the children that air is all around us and we breathe in air. Ask a few children to stand in front of or below a moving fan. Ask them what they feel. Tell the children that wind is moving air. (Suggest using Kids’ Voice application to encourage children to record and listen to their voice for better pronunciation.)

P 19´

Prepare picture cards of sea animals. Divide the children into two groups and give some picture cards to each group. Ask Group A to show one of the picture cards and name the sea animals. Then, get Group B to do the same. (Suggest using Kids’ Voice application to encourage children to record and listen to their voice for better pronunciation.)

P 20

Prepare a picture of a fish and word cards for the parts of its body (e.g. tail, eyes and fins).

Stick the picture of the fish on the whiteboard. Give the word cards to the children and guide them in matching the cards to the correct parts of the body. Teach them the names of the parts of the body.

P 22

Prepare picture cards of fruit trees. Show them to the children and teach them the names of those trees. Divide the children into 2 groups. Show both groups picture cards of fruit trees and get them to name the fruit trees. One correct answer earns the group one point.

Reward the group with the most points.

P 23

Prepare word cards (e.g. leaf, flower, fruit, roots and stem) and picture cards of a chilli plant.

Guide the children in labelling and naming the parts of the plant. (Suggest using Kids’ Time application to view 3D animations.)

P 24-25

Tell the children that plants need sunlight, air and water to grow. Ask them what will happen to a plant if there is no water or sunlight.

P 26

Prepare picture cards of different growth stages of plants that grow from seeds and plants that grow from parts of the plants. Jumble up the cards. Get the children to rearrange the growth stages of the plants in the correct order. Then, get the children to name the plants.

P 28

Prepare a toy box. Get one volunteer to push the toy box. Then, ask another volunteer to pull the toy box. Let the children say out what each volunteer is doing. Then, get two more volunteers to demonstrate the pushing and pulling actions using a toy car.

P 29

Prepare and show the children a video clip of vehicles moving. Ask them which vehicles are fast and which vehicles are slow.

P 30-3 1 ´

Prepare picture cards of vehicles and ask the children to name the vehicles. Divide the whiteboard into three sections and label them “Land”, “Water” and “Air” respectively.

Give the children picture cards and ask them to place the cards in the right sections.

programme to ignite A fun-filled Science of the world around children’s curiosity ientific skills them and develop sc

Contents are in line with the latest National Preschool Curriculum Varied interesting contents (Kids’ Voice application and AR technology) to make learning fun and engaging Book

es atic approach mak The use of the them l and ng more meaningfu teaching and learni effective Infusion of contents that help build Higher Order Thinking Skills (HOTS) to encourage children to think critically and creatively ook

Activity B

Systematic reviews for more learning

effective

Learning Standards and Performance Standards are given to ease teachers’ assessment of children’s progress

Kids’ Time series aims to develop children’s essential language skills, while boosting their skills in technology through the use of mobile applications that complement the books.

The engaging contents available in the mobile applications are able to stimulate children’s interest and to encourage fun learning.

Download the free mobile applications from App Store or Google Play.

kids’ time

kids’ voice

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