SCIENCE SHARING SESSION FOR PARENTS2019 LOWER BLOCK sharing for parents...Materials Diversity Cycles Systems Energy Interactions ... Mnemonics Is a learning technique that aids memory

SCIENCE SHARING SESSION FOR PARENTS2019 LOWER BLOCK

School of Excellence, Individuals of Character

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COVERAGE OF WORKSHOP

2

MOE Science Framework

Syllabus for P3 and P4

Experiments and Variables

Strategies for answering Science questions

Applying Answering Techniques for HOT

Questions

Alternative Conceptions




MOE SCIENCE FRAMEWORK stimulate their curiosity about their environment

learn scientific concepts to help them

understand themselves and the world around them

opportunities to developskills and attitudes necessary to solve problems

help students

appreciate how science influences people and the environment

MOE SCIENCE SYLLABUS

Where do we get a copy of the 2014* syllabus?

https://www.moe.gov.

sg/docs/default-

source/document/edu

cation/syllabuses/scie

nces/files/science-

primary-2014.pdf

Coverage of the Syllabus

Five themes

Primary 3 Primary 4

Living

and Non-

Living

Things

Materials

Diversity Cycles Systems Energy Interactions

Cycles in

plants

and

animals

Matter

Plant parts

and

functions

Human

systems –

Digestive

system

Light and

heat

energy

Magnets

5School of Excellence, Individuals of Character



SYLLABUS CHANGE

6

THEME CHANGES

Diversity Classifying animals into amphibians and

reptiles

Diversity Hardness (scratch test) is taken out of

syllabus

Cycles Pupils required to know the cycles for

animals introduced in TB (butterfly,

beetle, mosquito, grasshopper, cockroach,

chicken and frog)

Otherwise, will be labelled as Animal X




THINGS TO NOTE – NOT REQUIRED

Pupils are only required to identify the muscular and skeletal system. Detailed knowledge of the muscular and skeletal systems (such as names of the bones/muscles in the body and descriptions of how they work) are not required.

Pupils are only expected to know that Iron and Steel are magnetic materials. Recall of other magnetic materials such as nickel and cobalt is not required.

The laws of reflection are not required.

Recall of the rate of heat transfer of specific materials (such as different types of metals) is not required.

Pupils are not required to recall names of specific living things (e.g. guppy) and their characteristics (e.g. give birth to young alive)




CHANGES TO ASSESSMENT

SUMMATIVE ASSESSMENT – P3

SA1 (Term 2) SA2 (Term 4)

Diversity Living and Non-living

things

Plants

Animals

Fungi & Bacteria

Exploring Materials

Living and Non-living

things

Plants

Animals

Fungi & Bacteria

Exploring Materials

Cycles Life cycles of some

animals

Life cycles of plants

Matter

Weightage 50 marks – SA1

(100%)

80 marks – SA2

(100%)

Overall 30% 70%




SUMMATIVE ASSESSMENT – P4

SA1 (Term 2) SA2 (Term 4) *SBB

Systems Body Systems

Plant Systems

Body Systems

Plant Systems

Energy Light Energy Light Energy

Heat Energy

Interactions Magnets & their Properties

Making Magnets

Using Magnets

P3 topics P3 – Cycles

Life cycles of

some animals

and plants

Matter

P3 – Diversity & Cycles

Weightage 100 marks – SA1 100 marks – SA2

Overall 30% 70%




SCIENCE PROCESS SKILLS

• Observing• Comparing• Classifying• Inferring• Predicting• Analysing• Evaluating• Communicating• Generating possibilities

• Formulating

hypothesis

• Creative Problem

Solving

• Decision-making

• Investigation




PROCESS SKILLS IN PRIMARY SCIENCE

Comparing Identifying the similarities and differences

between two or more objects, concepts or

processes.

Classifying Grouping objects or events based on common

characteristics.

Inferring Interpreting or explaining observations or

pieces of data or information.

Analysing Identifying the parts of objects, information or

processes, and the patterns and relationships

between these parts.

Evaluating Assessing the reasonableness, accuracy and

quality of information, processes or ideas and

also the quality and feasibility of objects.

Communicating Transmitting and receiving information

presented in various forms – written, verbal,

pictorial, tabular or graphical.




COMMON TERMS USED Term Description of meaning

Classify to group things based on common

characteristics

Compare to identify similarities and differences

between objects, concepts or processes

Describe to state in words (using diagrams where

appropriate) the main points of a topic

Identify to select and/or name the object, event,

concept or process

Infer to draw a conclusion based on observations




COMMON TERMS USED

Term Description of meaning

Investigate to find out by carrying out experiments

List to give a number of points or items

without elaboration

Measure to obtain a reading from a suitable

measuring instrument

Observe to obtain information through the use

of the senses

State To give a concise answer with little or

no supporting argument




HELPING YOUR CHILD TO REVISE SCIENCE

Importance of key concepts / ideas

Strategies for recall

Mnemonics

Mind maps

Online resources for drawing mind maps




IMPORTANCE OF KEY CONCEPTS AND IDEASScientific vocabulary are used in answers to

explain scientific concepts better, with lesser

room for errors.

The current testing of Science is on scientific

concepts and their application in different

situations.

There is a need to relate how an answer

relates to a concept or how the concept is

applied.




STRATEGIES TO HELP IN RECALLING

Mnemonics

Is a learning technique that aids

memory. To improve long term memory,

mnemonic systems are used to make

recall easier as it helps us to organize

and retain information.





Steps to create Mnemonics

1.Take the information that you need to remember and

choose one word out of each of the phrases that is

meaningful.

2.Choose the first letter from each of these words.

3.Make a word (acronym) or sentence from it or a

combination from it.

4.The sentence should be made easy to remember by

making it humorous.






Mnemonics (Example 1)

Seeds need

W

O

W

to germinate

Plants need

S

A

W

to make food

Warmth

Oxygen / Air

Water

Sunlight

Air

Water



STRATEGIES TO HELP IN RECALLING Example 2

P3: Properties of Materials

S

T

A

F

F


Strength

Transparency – Ability of material to allow light to pass

through

Flexibility

Float / Sink

Absorbs water or not (waterproof)




Mind maps

•a graphic organiser

•represent words, ideas, tasks, or other items

linked

•arranged around a central key word or idea




AN EXAMPLE

Image from beautifylminds.com.sg

USES OF MIND MAP

Helping children to recall previous knowledge and

identify areas with misconceptions or that have been

forgotten.

Helping pupils to understand and retain latest

knowledge.

Connecting prior knowledge with new knowledge.

Identify things that pupils have forgotten or has not

been able to make connections.




SCIENCE EXPERIMENTS AND QUESTION TYPES




IMPORTANCE OF SCIENCE EXPERIMENTS


1. We learn better through experiences.

2. Science experiments help to bridge your

alternative conceptions with the actual

concepts.

3. Students learn better and retain information

longer through active experimentation.



KEY TOPICS WITH EXPERIMENTATION (LOWER BLOCK)


P3: Materials, States of matter

P4: Plant systems, Light energy, Heat energy,

Magnets



VARIABLES IN AN EXPERIMENT


A variable is any factor, trait, or condition

that can exist in differing amounts or types.

What are some of the variables in this

experiment?



Independent variable is the variable tested

(Only ONE variable is changed for an

experiment). It is the difference between

experimental and control set-ups.

Controlled variables are all other variables

kept constant for the experiment that would

affect the results.

Dependent variable are the observations and

measurements to be taken for an experiment.

VARIABLES




Usually, the variable that he wants to test out

(and therefore, the only one that he must

change) is found in the question stem.

The experiment is trying to find how a variable

changes the results of the experiment. Therefore,

we must keep all other variables the same to

ensure a fair test.

VARIABLES




IDENTIFY CHANGED AND MEASURED VARIABLE.


Length of Wooden Block (cm) Length of shadow (cm)

10 15

20 30

30 40

Changed variable: Length of wooden block

Measured variable: Length of shadow



QUESTION – VARIABLE

Tom wanted to check whether the thickness of Material B affects

how many paper clips a magnet can attract.

What is the variable that he must change?

What are the variables that he must keep the same?

Thickness of

material BHeight Z




ANSWER – VARIABLE

Tom wanted to check whether the thickness of Material B affects

how many paper clips a magnet can attract.

What is the variable that he must change?

The variable is the thickness of Material B.

What are the variables that he must keep the same?

Height Z, Number of paper clips, Type of magnets etc.

Thickness of

material BHeight Z


Variable to be tested



FAIR TEST


In a fair experiment, only ONE variable is CHANGED

in the set-up and only ONE variable is MEASURED as a

direct consequence of the changed variable.

If we change more than one variable, we do not know

which of the changed variable affected the measured

variable.

Changed variable and measured variable can

sometimes be represented in a table of data.



QUESTION – FAIR TEST/CONTROL

Tom wanted to check the strength of 3 different magnets.

Is this a fair test?

Ma

gnet A

Ma

gnet B

Ma

gnet C




ANSWER – FAIR TEST/CONTROL

Tom wanted to check the strength of 3 different

magnets.

Is this a fair test?

No. Only one variable (magnets) must change for an

experiment to be fair. The heights that the magnets

are hung from and the amount of paper clips below

each magnet must be the same.

Ma

gnet A

Ma

gnet B

Ma

gnet C

How many variables

are changed in this

experimental set-up?

Aim of experiment/hypothesis:

Is what an experiment is testing. Most are

given in statements like “to find out….” / “to

investigate…”

Combines variable altered/changed/tested

with the observation/results/measurements

Eg. To find out how the surrounding

temperature (variable changed) affects the

rate of evaporation of water (measured)

AIM / HYPOTHESIS




One way to remember how to answer

Aim questions is to use this structure:

A (altered)

i

M (measured)

He / she wanted to find out how (what she

altered) affects (what she measured)

AIM / HYPOTHESIS




AIM OF AN EXPERIMENT


What is the aim

of this

experiment?

Changed

variable:

Size of the food

Measured

variable:

Amount of time

for food to be

digested.

Aim:

To find out how the size of the food

affects the amount of time for the

food to be digested.



Relationship : To state how changes / patterns in the

variable changed (tested) affects the observations/

measurements. (from graph / results table)

(eg. as …increases, ….increases/decreases)

Eg. As the temperature increases, the rate of

evaporation increases.

Conclusion : answers the aim of the experiment

RELATIONSHIPS / CONCLUSIONS




QUESTION 1 – RELATIONSHIP / CONCLUSION

The results of Siti’s experiment is shown below.

What is the relationship between Distance X and the Length of the shadow?

Scr

een

Distance X

Leng

th o

f sh

ad

ow Distance X (cm) Length of shadow (cm)

10 24

12 20

14 13

16 10




ANSWER 1 – RELATIONSHIP / CONCLUSION

The results of Siti’s experiment is shown below.

What is the relationship between Distance X and the Length of the shadow?

The greater the Distance X, the shorter the length of the shadow.

As Distance X increases, the length of the shadow decreases.

What can you conclude about this experiment?

When Distance X increases, the length of shadow decreases.

Scr

een

Distance X

Leng

th o

f sh

ad

ow Distance X (cm) Length of shadow (cm)

10 24

12 20

14 13

16 10


Distance X

increases

Length of

shadow

decreases



In the experiment below, Roxanne wanted to test how the thickness

of Material A affects the time taken for an ice cube to melt. The

results of her experiment is shown in the table.

QUESTION 2 – RELATIONSHIP / CONCLUSION

Thickness of

Material A

Thickness of Material A(cm) Time taken for ice cube to

melt (min)

5 3

10 7

15 10

20 15

Lid

What is the relationship between the thickness of Material A

and the time taken for the ice cube to melt?

As the thickness of Material A increases, the

time take for the ice cube to melt increases.

STRATEGIES FOR ANSWERING SCIENCE QUESTION TYPES




1. Identify and interpret the key information given in the

question. (highlight/annotate)

2.Identify the topic and

concept(s) applicable to the

question.


STRATEGY TO UNDERSTAND THE QUESTION



IDENTIFY AND INTERPRET THE KEY INFORMATION GIVEN IN THE QUESTION. (HIGHLIGHT/ANNOTATE)

Study the following table carefully. The table below

shows the characteristics of 5 organisms, V, W, X,

Y and Z.

OrganismMoves from

place to placeMakes its own

foodResponds to

changesAble to

reproduce

V √ √

W √ √ √

X √ √ √

Y √

Z √ √

Which of the organism(s) in the above table

can be classified as living things? [1m]

Headings Characteristics of

Living Things




Study the following table carefully. The table below shows the

characteristics of 5 organisms, V, W, X, Y and Z.

OrganismMoves from

place to placeMakes its own

foodResponds to

changesAble to

reproduce

V √ √

W √ √ √

X √ √ √

Y √

Z √ √

Which of the organism(s) in the above table can be

classified as living things? [1m]

Topic: Diversity

Concept:

All living things are able to reproduce. Thus

W, X and Z are living things. 46School of Excellence, Individuals of Character



3. Answer the question in the appropriate manner using most appropriate words

(scientific vocabulary) to express answer.

4. When asked to explain, it is important

to link how the concept is applied in the situation given.


STRATEGY TO UNDERSTAND THE QUESTION



ANSWER THE QUESTION IN THE APPROPRIATE MANNER USING MOST APPROPRIATE WORDS (SCIENTIFIC VOCABULARY) TO EXPRESS ANSWER.

It shows that heat reduces/weakens/loses/

lower down / take away some of the

________________________________.

Rachel carried out the activity shown below.

What does the experiment above show about the

effect of heat on magnetism? [1]


magnetism / magnetic force



SOME QUESTION WORDS…

1. State – To write down a fact

2. Relationship – How the variable tested affects the

observation

3. Explain – link science concept into explanation

4. Compare – to group things based on common

characteristics

5. Classify – to identify similarities and differences

between objects, concepts or processes




SOME QUESTION WORDS…

6. Why – Give reason

7. What – stating some observation, variable, object

etc…

8. Which – choose the right object, variable etc…

9. When - time

10. How – method. way of doing something etc…




TYPES OF QUESTIONS

• Identify / State

• Predict / What..

• Similarity and Differences

• Aim / Hypothesis

• Explanation Questions




QUESTION (1) – STATE / IDENTIFY

Gabriel classified some animals into two groups,

A and B, as shown below.

Group A Group B

Grasshopper Chicken

Beetle Sparrow

Butterfly Pigeon

Cockroach Flamingo

State two characteristics that the animals in Group B

have.


Topic: Diversity

Concept:

Characteristics that are unique to birds



ANSWER (1)

Topic: Diversity

Concept:

Characteristics that are unique to birds

Pupil A Pupil B

Ans : <incomplete ideas>

• They have a pair of wings.

(Insects also have a pair of

wings.)

• They don’t give birth to

young alive. (Method of

reproduction is not

spelled out.)

Ans : <acceptable>

• They have feathers as

their outer covering.

• They have a beak




QUESTION (2) – STATE / IDENTIFY

Study the two groups of objects below.

The objects in groups, X and Y, have one property that a paper

bag does not have. Identify this property.

Group X Group Y

coin sewing needle raincoat plastic bag


Topic : Diversity

Concept : Property of material



ANSWER (2)

Topic : Diversity

Concept : Property of material

Observe (O) : The material of the objects in Group X is

plastic while the material of the objects in Group Y is

metal. The paper bag is made of paper.

Interpret (I) : The objects are made from different materials.

Conclude (C) : Classification is based on the property of

the materials of the objects shown.

Ans : The objects in groups, X and Y, are

waterproof

unlike the paper bag that is not waterproof




QUESTION (3)


Sue placed a leather shoe in each of two identical boxes, A and

B. She also placed a packet of silica gel in box A. Silica gel

absorbs moisture. The two boxes were then covered and placed

in a corner of a room.

After three weeks, Sue found some grey powdery substance on

the shoe in box B. This was not observed on the shoe in box A.

(a) What could this grey powdery substance be?

(b) Where did this grey powdery substance come from?

Topic : Diversity

Concept : Conditions which mould will grow.



ANSWER (3)


Observe (O) : Both boxes were covered. In Box A, there was silica gel

while in Box B, there was some grey powdery substance.

Interpret (I) : Silica gel that absorbs moisture implies a dry

environment. Covered boxes implies a dark and warm environment.

Conclusion (C) : Environment in Box A is dry and warm while

environment in Box B is moist and warm.

Pupil A Pupil B

Ans :

(a) It can be fungi.

Ans :

(a) It can be mould.

(b) It came from the spores on

the shoe.

(b) Mould tend to grow in

warm and moist environment.

(a) What could this grey powdery substance be?

(b) Where did this grey powdery substance come from?



QUESTION (4)


(a) Ali inverted a clear plastic cup and push it down completely

into the tub of water as shown below. Did the water level in the

cup rise? Why?

Concept :

Air occupies space. Water cannot be compressed

(due to its definite volume)

(b) While the inverted plastic cup is still in the water, pierce a

hole at the base of the cup with a thumbtack. Explain why the

water level in the cup starts to rise.



ANSWER (4A)


Topic : Diversity

Concept : Air occupies space. Water cannot be compressed

(due to its definite volume).

Observe (O) : decide the observation – The water level did not

rise in the cup.

Interpret (I) : Air occupies space in the cup.

Conclusion (C) : Water therefore cannot enter as air occupies

the space in the cup.

Pupil A Pupil B

Ans :

No. Air occupies space.

Ans :

No. The air in the cup occupies the space and

prevents water from entering the cup.

OR

Yes, the water level rises slightly in the cup as

air can be compressed. The air in the cup

occupies the space and prevents water from

entering the cup.



ANSWER (4B)


Topic : Diversity

Concept : Air occupies space. Water cannot be compressed

(due to its definite volume).

Observe (O) : The water level in the cup starts to rise when a

hole is being pierced at the base of the cup.

Interpret (I) : Volume of water in the cup increases as the air

escapes through the hole.

Conclusion (C) : Air has escapes through the hole and water

moves in to takeover the space previously occupied by the air.

Pupil A Pupil B

Ans :

Air escapes through the hole.

Ans :

The air in the cup escapes through

the hole. As air leaves the cup, water

enters from the tub into the cup to

fill the space.



QUESTION (5)


Sam conducted an experiment using 3 rectangular boards, A, B and

C, which were made of different materials. Using the set-up shown

below, he continued adding 1kg weight onto the board until it breaks.

He recorded the amount of weights that each board could support

before breaking.

(a) Which property of the rectangular board was he testing?

(b) Which board is the most suitable for making a book shelf? Explain

your answer.



STRATEGIES TO HELP IN RECALLING Example 2

P3: Properties of Materials

S

T

A

F

F


Strength

Transparency – Ability of material to allow light to pass through

Flexibility

Float / Sink

Absorbs water or not (waterproof)



ANSWER (5A)


Sam conducted an experiment using 3 rectangular boards, A, B and

C, which were made of different materials. Using the set-up shown

below, he continued adding 1kg weight onto the board until it breaks.

He recorded the amount of weights that each board could support

before breaking.

(a) Which property of the rectangular board was he testing?

Ans : Strength of the rectangular board

(b) Which board is the most suitable for making a book shelf? Explain

your answer.



ANSWER (5B)


Pupil A Pupil B

Ans : <Incomplete and without

comparison>

B. It could support 4kg of

weights.

Ans : <acceptable and

substantiated by comparison>

B. It could support the greatest

amount of weights among the

three boards.

Topic : Diversity

Concept : Strength of Material

Observe (O) : to explain the board which is the most suitable

for making a book shelf

Interpret (I) : The board which will be the most suitable for

making a book shelf must be strong enough to take the mass

of the books.

Conclusion (C) : Board B is the strongest among the 3 boards.



QUESTION (6)


Young

PlantSeed

leaves

If the seed leaves are removed from the

young plant, the plant will not continue to

grow. Explain why.



ANSWER (6)


Topic : Cycles

Concept : Seed leaves provide food for germinating seed.

Observe (O) : The young plant will not continue to grow if the

seed leaves are removed.

Interpret (I) : Seed leaves are important to the plant’s growth.

Conclusion (C) : Without seed leaves, young plant needs to

make its own food using its leaves. The leaves have however

not grown yet.

Ans: The leaves have not appeared yet (½m)

and cannot make its own food (½m) so it

depends on the seed leaves for food. (1m)



QUESTION (7) – EXPLAIN


Glass A and Glass B are stuck together as shown below.

Sandra added ice into Glass B to help separate the 2 glasses.

Explain how the glasses are able to separate when she added the

ice into the cup?

Glass AGlass B

Ice



Explain questions are among the hardest

questions to get correct. This is because the

student needs to provide appropriate scientific

reasoning and concepts to explain a

phenomenon.

Using the OIC method, we can explain a given

phenomenon, provided that we have sound

scientific reasoning.

EXPLAIN




O – Observation

(what is seen or predicted to happen / what needs to

be done to a particular experimental set-up to achieve

its objective. )

I – Interpretation

(Tying in of concepts and how it relates to

phenomenon)

C – Conclusion

(Explaining or predicting what will happen)

EXPLAIN - OIC




ANSWER (7) – EXPLAIN


Explain how the glasses are able to separate when she added the

ice into the cup?

O – For the cup to be separate, Glass B needs to contract.

I – Since the Glass B is hotter than the ice, Glass B would lose

heat to the ice and the glass would contract.

C – Therefore, the glasses could be separated as Glass B

contracts and becomes smaller.

Glass A Glass B

Ice



IMPORTANCE OF KEY CONCEPTS AND WORDS

• Key words are scientific words used in science that have specific

meanings, different from daily usage.

• Key concepts are the main scientific ideas that explains

why/how something occurs.

• Key words are used in answers to explain scientific concepts

better, with lesser room for errors.

• The current testing of science is on scientific concepts and their

application in different situations.

• There is a need to relate how an answer relates to a concept or

how the concept is applied.




EXAMPLE 1

Mr Lim switched on the lamp in the room and saw the book on the table.

Explain why Mr Lim is able to see the book on the table.

He switched on the lamp.

There is light in the room.

Key concept: Reflection of light

The light from the lamp travelled to the book and is reflected into Mr Lim’s eyes.

Generic statements




EXAMPLE 2Siva poured the water at room temperature into a cup and added ice cubes to cool it.

She observed that the temperature of the water dropped to 10oC before increasing again. Why do you think it is so?

The ice is cold.

All the ice melt. There is no more ice after that.

There are only 4 ice cubes.

The water take the coldness from the ice. (MISCONCEPTION)

Key concept: Heat transfer

The water lost heat to the ice cubes, so its temperature dropped to 10oC. After the water was cooled, it became cooler than the surrounding, so it gained heat from the surroundings and its temperature increased.

Generic statements




EXAMPLE 3Sam used a bar magnet to test whether Material A is a magnet.

What must we observe to show that Material A is a magnet? Why?

Material A is attracted to the magnet. So, A is a magnet.

The magnet moves away from the material.

Test for magnets is attraction. (MISCONCEPTION)

Key concept: Repulsion as test for magnets.

Material A is repelled by the magnet. Only magnets can repel each other.

Incomplete

statements

N

SMaterial A




ALTERNATIVE CONCEPTIONS




ALTERNATIVE CONCEPTIONS

Refers to the misconceptions that we have when interact with the environment around us.

MISCONCEPTIONSNo Question True False

1. A spider is not an insect.

2. Fungi are classified as non-flowering plants

3. Not all types of bacteria are harmful

4. Plants are non- living things because they do not move

from place to place

5. A whale is a type of fish.

6. Mass and weight are two different things.

7. Food is digested in only certain parts of the digestive

system

8. A mirror is not a source of light.

9. Some materials are colder than others. E.g. a metal cup is

colder than a foam cup.

10. When two objects are attracted to each other, both of them

are magnets.

SCIENCE AROUND US

Rivervale PS Science website http://rivervalescience.wixsite.com/website

Newspapers

National Geographic or Discovery Channel ‘None of the above’ ‘The Magic of Science’ ‘Mythbusters’

Simple experiments at home

Young Scientist Magazines

National Geographic Magazines / website

Science Adventures (popular bookstore)

Science Spy (popular bookstore)


http://rivervalescience.wixsite.com/website

http://www.youtube.com/watch?v=wHg29sN8yK8



Where to get the ideas for experiments?- Magazines, newspapers, internet

What should I keep in mind when doing experiments with my kids- Safety- Helping your child to see the aim,

conclusion, variables

Example:- opening a toy to look at the parts- balloons and static electricity




• opening a can with can opener

• cooling drinks

• fogging on the toilet mirror

• boiling water, cooking

• observing plants

• heating of electrical devices, etc etc…

Science is all around us!




FUN WEBSITES FOR KIDS

How Stuff Workshttp://www.howstuffworks.com

National Geographic kidshttp://video.nationalgeographic.com/video/kids/

National Geographic channel http://video.nationalgeographic.com/video/national-geographic-channel

Discovery channel kidshttp://kids.discovery.com/tell-me


http://www.howstuffworks.com/

http://video.nationalgeographic.com/video/kids/

http://video.nationalgeographic.com/video/national-geographic-channel

http://kids.discovery.com/tell-me



Documents

SCIENCE SHARING SESSION FOR PARENTS2019 LOWER BLOCK sharing for parents...Materials Diversity Cycles Systems Energy Interactions ... Mnemonics Is a learning technique that aids memory