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[Prompt] What foods do you think represents Singapore's multiracial diversity?

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[Prompt] What foods do you think represents Singapore's multiracial diversity?

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Elicia - Group A

Teaching topic : Fractions

Level 1: Introducing fraction using everyday objects

Level 2 : Teaching fraction terms

Level 3 : Equivalent Fractions

Suitable activity:

Level 1: Using paper folding to create symmetrical lines that help students visualise what is fraction

Level 2:  Students get to colour their shape of the figure to better understand the meaning of numerator and denominator. E.g. 2/3 of a circle where 2 out of 3 boxes must be coloured

Level 3: With the coloured shapes, they get to divide the circle to more fractions and understand the concept of equivalent fractions. E.g. 2/3 = 4/6

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[Esther - Group A] Simple handcraft activity for the kids. They are able to do some hands-on by choosing colour papers, cutting and pasting. We can also teach them how to pronounce and spell each shape at the same time :)

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[Esther - Group A] Able to let everyone mingle around and talk to each other :)

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Elicia - Group A

Teaching topic : Fractions

Level 1: Introducing fraction using everyday objects

Level 2 : Teaching fraction terms

Level 3 : Equivalent Fractions

Suitable activity:

Level 1: Using paper folding to create symmetrical lines that help students visualise what is fraction

Level 2:  Students get to colour their shape of the figure to better understand the meaning of numerator and denominator. E.g. 2/3 of a circle where 2 out of 3 boxes must be coloured

Level 3: With the coloured shapes, they get to divide the circle to more fractions and understand the concept of equivalent fractions. E.g. 2/3 = 4/6

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Elicia - Group A

Teaching topic: Matter

Level 1: Teaching the 3 states of matter, Solid,Liquid and Gas

Level 2 : Do an experiment about Solid to Gas

Level 3 : Learn about condensation and evaporation

Suitable activity:

Level 1: Show the students a picture and example of Solid, Liquid and Gas. E.g. Water going through 3 stages, Ice, water, steam

Level 2: Students get to see how to inflate a balloon with vinegar and baking soda. Pour some vinegar into the plastic bottle. Add the baking soda into the balloon and attach it to the neck of the bottle. Once the baking soda and vinegar mixed, the balloon will start to inflate. This shows the production of gas.

Level 3:  Prepare a cup of cold and hot water. Cover the hot water with the lid and observe how the water droplets are formed inside the cup while cold water droplets form outside the cup.

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group b

Indoor frisbee, also known as ultimate frisbee, is played with two teams aiming to score points by passing the frisbee to teammates and catching it in the opposing team's end zone.

there are two teams consisting of 7 players each. the objective of this game is to score points by catching the frisbee in the opposing team's end zone

players are not allowed to run with the frisbee and they must pass it to teammates by throwing it (pivoting allowed)

a point is scored when a player catches the frisbee in the opposing team's end zone.

when the frisbee is dropped, intercepted or goes out of bounds possession switches to the other team.

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[Esther - Group A] The students are able to explore more new vocabularies through this activity. We will start from easy (3 letters to form words), medium (4 letters) to hard (5 letters). We can make this into a group activity also by putting them into groups and have a small competition :) Winner gets a small gift!

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Clarissa - Group A

Name: Tic Tac Toe Math

Best for: Reinforcing various math skills in a familiar game format.

Pair students to compete against one another while practicing different math skills in this take on tic-tac-toe.

Prepare by dividing a sheet into squares — three vertical by three horizontal. Don’t leave them blank. Instead, fill the boxes with questions that test different abilities. The first one to link three Xs or Os — by correctly answering questions — wins.

You can use this game as a learning station, refreshing prerequisite skills in preparation for new content. Alternatively, you can try this out a whole class by putting the squares on your whiteboard and splitting the room into the two competing teams.

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[Esther - Group A] All the players, except the first person who is It, sit in a circle. It walks around the circle, tapping each player on the head, saying “duck” each time until he decides to tap someone and say “goose.” The player who is tapped as the “goose” becomes the new It. As soon as the new It is chosen, they must immediately get up and chase the previous It around the circle. The previous It tries to get back to the vacant spot in the circle and sit down before being tagged by the new It. If the previous It successfully reaches the vacant seat without being tagged, the goose is the new It for the next round. If the goose does tag the previous It, then the goose keeps his spot in the circle, and the previous It must continue to be It for another turn.

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[Esther - Group A] The game starts with dividing players into “trees” and “squirrels” in a 2:1 ratio. Next, form groups of threes where two “trees” hold hands above their heads and the “squirrel” ducks under these hands. When the game master shouts “hunter”, the squirrels have to leave their “homes” and run to find a new home each. When the game master shouts “fire”, the trees have to run and cover a new squirrel. When the game master decides to shout “earthquake”, everybody has to run. In each round, the game master counts the participants down and participants who do not find a new group of three in time are eliminated.

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[Esther - Group A] Interesting activity for the students as it involves illustrations/pictures. The kids are able to imagine the words by linking them to the pictures, which is good in helping them recognising more new vocabularies :)

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[Esther - Group A] We can get painting kits for the kids so that they can have a small painting session and discover their talents. It can be part of the cultural exchange also since this is a Malay culture :)

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[group a leewoon]

Objective: The goal of the game is for each participant to find their designated partner within the group.

Setup:

1. Prepare in advance by creating pairs of related items, pictures, or words. For example, you can have pairs like peanut butter and jelly, salt and pepper, Batman and Robin, etc. Write each item of the pair on separate pieces of paper or cards.

2. Distribute the cards randomly to participants as they enter the room. Make sure each person gets one card without revealing the content.

Gameplay:

1. Once everyone has a card, explain the rules. Let participants know that they need to find the person holding the card with the matching item, picture, or word.

2. Encourage participants to mingle and interact with each other. They can ask simple questions related to their card without directly revealing what's on it. For example, if someone has a card with "peanut butter," they might ask, "Are you a fan of sandwiches?"

3. As participants find their partners, they should stand together to confirm the match.

Variations:

Time Limit: Set a time limit to add a sense of urgency and keep the game moving.

No Talking Rule: Implement a rule where participants can't directly talk about what's on their cards. This encourages creative communication.

Theme: Tailor the pairs to fit a specific theme, such as movies, books, or historical figures.

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[Esther - Group A] We can get the kids to design their own Rangoli by drawing the outline and coloring it OR we can provide them with printed outline and let them colour it (but they might lose the fun of designing their own Rangolis). Can be part of the cultural exchange activity too since it is an Indian culture :)

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[Esther - Group A] We can do some simple Henna designs for the kids OR we can even let them try themselves too!

Concerns:

1. Some people might have allergy to the ingredients in the dye, hence natural dye will be needed but it is more expensive.

2. It might be a mess if we let the elementary kids to try it because it is not easy to handle and it will leave stains on clothes, however it is okay to let the secondary school kids to try it.

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[Esther - Group A] Paper cutting is hard and easy at the same time. It is easy to design but it is hard to cut it precisely, hence it provides some challenging elements to the kids. We can do some special designs such as Christmas and Chinese paper cut (although not in the seasons) so that it will be more memorable (can be part of the cultural exchange too!) :)

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[Esther - Group A] Instead of shouting "SPLAT!", we can let them shout the name of the person that they pointed to.

The player standing in the middle of the circle is the “splatter”.

The splatter randomly points to someone and shouts his/her name.

The player pointed to must duck down; then the two players on either side of the “ducker” must “splat” each other by pointing to the other and saying each other's name.

The last one to splat sits down, and the player ducking stands back up.

The game continues until there are two players left, have them Rock Paper Scissors to determine who will be the new splatter in the middle.

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[Esther - Group A] Rules:

Step 1: First of all, one person will start the game by making a random movement.

Step 2: The second person will copy the same movement that the last person did but they will add their own movement after that. Then the third person will copy all the movements and add their own movement after that, and the players keep building up the sequence.

The game can get much more challenging and fun. The variety of random movements that everyone adds can be really silly and funny.

Step 3: Every player that fails to remember gets kicked out and the last person standing wins.

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Wanqing - GROUP A:

Teaching Topic: Diversity of materials

Level 1: Teach them what 3 types of materials and how to spell them [ Rubber, fabric and plastic ]

Level 2: Introduce the term waterproof

Level 3: Introduce the term transparency

Suitable Activity: Level 1: Make flashcards with the names of the material and let them match the card to the material. Students are to repeat,euniciate and spell rubber, fabric and plastic. They will go search around the class and point at what objects have the same material (E.g. point at their shirt that is made of fabric)

Level 2: Learn the term Waterproof and show live demonstration where in a clear basin filled with water. When rubber is placed in the water and taken out, it will not absorbed water which means its waterproof. Continue with other 2 material. Let them line up and try for themselves and see how it works.

Level 3: Learn the term transparency. Use a torch to shine light through each material. When light passes through the plastic cup, it is transparent. When light shines through rubber, it is not transparent. [ can teach the term opaque if it is possible ]

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Hands On Science Water Absorption Experiment (1)

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Elicia - Group A

Teaching topic : Time

Level 1: Learn the basics seconds, minutes & hours

Level 2: Reading the clock

Level 3: Word problems relating to time

Suitable activity:

Level 1: Learning the basic components of a clock: minutes & hour hand using a poster with distinct clock body parts

Level 2: Provide the students a DIY learning clock (using paper plate & split pins) to have them show how to tell the time. Start by practicing by counting by fives as each number represents 5 minutes.

Level 3: Teach the students how to draw a timeline E.g Max left house at 7.30AM and took 10 minutes to walk to the bus stop before taking a 5 min bus ride to school. What time did he reach the class?

Students will then have to draw the timeline to see it clearer.

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Pour water over Skittles on a plate and watch as the colours dissolve from the candy into the water.

Bouncy egg

First, you need to remove the shell by soaking the egg in vinegar. This leaves just the membrane behind. Once you’ve washed off the shell, you can bounce the egg.

Eventually the egg will break!

Static electricity

Rubbing balloon against hair and lifting the balloon up from your hair. Noticing that now your hair stands up!

Pepper and soap

Put pepper in a bowl of water. When you dip your finger in, nothing happens. Now dip your finger in dish soap and dip it into the pepper water. The peppers "ran away" because the pepper is like germs and shows how soap breaks the tension of water, getting rid of the germs.

-pari group A

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[Group B]

Teaching Topic: The Cup song (from pitch perfect)

Level 1: Simple rhythm of the cup song using paper/plastic cups

Level 2: Instead of keeping the keep the cup with them, they sit in a circle and pass the cup onto the next cup.

Level 3: Teach the students one verse of the song + playing it with the rhythm (can start by not passing the cup)

Level 1: Teach the students the cup song rhythm (can make use of the different beats in the rhythm)

Level 2: Get the students used to the easy rhythm and get them to pass the cup to the person next to them slowly before going at a faster pace (the normal speed)

Level 3: Teach the students a verse of the song. Teach them to incorporate the song in with the rhythm!

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[Group B]Teaching material: DIY bookmarks

Level 1: abstract art/ hobby

Level 2: Flowers/patterns/ anything they want

Level 1: painting random shapes using watercolours onto the bookmarks. or if they want they can draw their hobbies on to the bookmarks

Level 2: let the students draw flowers or add patterns to their abstract art. if the students want let them draw anything they want.

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[group a leewoon]

Teaching material: Painting

Level 1: give a template to paint on

Level 2: choose and paint their own design

Level 1: Giving them a stencil and printing numbers onto the bag (or we design ourselves and draw numbers on using pencil) and asking them to paint the colours according to the numbers

Level 2: To those students who feel that painting by numbers is too easy, they can get a blank tote bag and draw and paint their own designs (with references)

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Ruana - Group B

Teaching topic: Oobleck experiment

Level 1: Making the oobleck and saying what kind of liquid is a solid+liquid depending on the pressure

Level 2: Go more into depth about Non-Newtonian liquids. eg. Now, most liquids, like water or juice, flow easily no matter how you handle them. But Oobleck is special because it acts like both a liquid and a solid depending on how you treat it.

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[Prompt] Name an activity & give details on how it works! hehe xd

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[Prompt] Name an activity & give details on how it works! hehe xd

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Wanqing - GROUP A:

Teaching Topic: Naming of fruits + learning adjectives

Level 1: Naming simple fruits [ Apple, banana, orange ]

Level 2: Introduce adjectives that describe fruits and form sentences [Colour]

Level 3: Teach more advanced adjectives and form sentences[ Taste ]

Suitable Activity:

Level 1: Flashcards with a fruit picture and the english and lao word below for them to understand. Repeat the fruit name with the class to get them to remember.

Level 2: Introduce colours that describes the fruits. Provide coloring sheets with outlined fruits. Kids can color each fruit with the appropriate color. Group fruits based on colors. For example, all red fruits in one group. Play Color Hunt: Paste the adjectives at each corner of classroom. Hide colored pictures of fruits that they just coloured around the classroom, they will find and match them to the adjective.

Level 3: Expand adjectives like the taste of fruits by teaching them orange is sour and apple is sweet. Hand out the flashcards to the students. Instruct them to place each fruit flashcard under the correct category - "Sweet" or "Sour." Let them have a group discussion and make their choices with a few classmates. Go through the category sweet and have them repeat complete sentences e.g., “Pineapple taste sour”, “melon is sweet”. Do the same for the sour category.

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Ruana - Group B

Teaching topic: addition search (something like word search but with number)

Level 1: Easy addition using search. Students will be required to find the sum to two numbers and circle it. E.g. from the picture it is asking what is 7+2=..... the students will need to find 729/279 in the addition search and write the number 9.

Level 2: Addition with more number. Students will be required to find the sum of 3 numbers and circle it. E.g.

7+2+3=.... the students will need to find 72312/13712 (or anything with those numbers) in the addition search and write the number 12.

Level 3: If students find Level 1&2 easy. Students can use the multiplication search. E.g. 7x2=.....the students will need to find numbers 7214/2714

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ashley - group a

teaching topic: density

Level 1: introduce density

Level 2: Making a lava lamp to show the different densities

Level 3: calculation of density

subtle activity:

Level 1: what density is by showing how different objects float/sink in water. if object is heavy=sink=more dense. if object is light=float=less dense

Level 2: students will be able to do an experiment on density by making a lava lamp. Theres 2 ways to make it. ingredients needed for first is is vegetable oil, water, food colouring, alka-seltzer and clear bottle.

students need to add water and food colouring into a bottle then add oil. after that break the alka-seltzer into pieces.

Another way substitute the alka-seltzer by using baking soda and water by using vinegar. add baking soda then oil then vinegar with food clouring using a syringe/ dropper.

Level 3: Teach the students how to calculate density and then give them some questions to try

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Yu Hong - Group A

Teaching topic: Aerodynamics (airflow, theory of flight)

Level 1: Folding and flying of paper planes. Experiment with different paper sizes, density, and folding methods. Students will then attempt to fly their paper planes and see how far they can fly. Learning how different factors can affect the range of the paper plane.

Level 2: Constructing chuck gliders with Depron foam and balsa wood. Students will learn to make gliders using a hot glue gun, markers, penknife, and rulers. They will then launch their gliders by hand/slingshot launcher. Students learn the theory of flight, understanding how the glider gets lifted to glide in the air.

Level 3: Constructing PET rockets using recycled plastic bottles (must be from carbonated drinks). Students will use additional parts to add to the rocket to make it as aerodynamic as possible. The rocket will be launched using an adapter connected to the bottle with a bicycle pump.

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[Esther - Group A]

Objective:

Students will understand the principles of propulsion by designing and testing balloon-powered cars.

Materials:

1. Balloons

2. Straws

3. Plastic bottle caps

4. Wooden skewers

5. Cardboard

6. Four plastic bottle caps (for wheels)

7. Hot glue gun and glue sticks (if we can bring over)

8. Tape

9. Scissors

10. Markers

11. Ruler

Introduction:

Begin by discussing what propulsion is and its importance in vehicles. Introduce the idea of creating a balloon-powered car to apply the concept.

Activity: Design and Build Balloon Cars

1. Provide materials and instruct students to design a simple car using cardboard as the body, plastic bottle caps as wheels, and a balloon as the propulsion system.

2. Students should attach the balloon to the back of the car using tape or glue.

3. We should encourage creativity in designing the cars, but emphasize the need for a stable structure and effective balloon attachment.

Testing and Modification:

1. Set up a marked distance for testing the balloon cars.

2. Students will inflate the balloons, secure them, and release the air to propel the cars forward.

3. Measure the distance each car travels and discuss factors that influence performance.

4. Allow students to modify their designs to improve speed and distance.

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[Topic] Introduction to the English Alphabet (30 mins)

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[Topic] Introduction to the English Alphabet (30 mins)

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Objective: Familiarse students with the English alphabet and basic sounds.

[Group A]

We can show different alphabet songs from YouTube (downloaded in case of connectivity issues) and ask them to sing along the video with us.

Activity one

Whole class activity which will be the letters by asking which letter comes first and next and how to write the letter

Downscaled: can include tips if class is unsure

Upscaled: Can move on to teaching the phonics

1. "Alphabet Bingo" Where students match letters with objects starting with that sound

2. "Identify the Vowels and Consonants": Underlining which letter makes the sound

Activity two

Interactive alphabet game where students can match an object's first letter to an alphabet.

Homework: writing each letter 20 times.

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Phonics Song with TWO Words - A For Apple - ABC Alphabet Songs with Sounds for Children

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[Esther - Group A]

Introduction:

1. Begin with an interactive discussion about fruits, prompting students to share their favorite fruits.

2. Introduce new fruits, discussing their appearance, taste, and texture.

3. Teach adjectives related to fruits, such as sweet, sour, juicy, crunchy, etc.

Activity: Taste Test

1. Distribute dehydrated fruits to students.

2. Guide them through a taste test, encouraging them to identify flavors and textures.

Tongue Exploration Activity:

Introduce the different taste zones on the tongue.

Conduct a simple activity to demonstrate how taste receptors work in different areas.

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Objective: Help students form and understand basic sentence structures.

[Felix - Group A] Give students worksheet (can be adapted to become a class activity) and go through a few examples. Worksheet can include a image of an activity and a sentence with blanks to fill in.

Downscaled: Give a sentence with blanks that students can fill in from a bank of words and punctuation with guided hints (from the first few letters, meaning, etc.)

Normal: Give a sentence with blanks that students can fill in from a bank of words and punctuation.

Upscaled: Give a sentence with blanks that students can fill in from a bank of words and punctuation, even those that aren't supposed to be there (i.e. fake words)

Homework: A worksheet to practice and complete, with answer key at the back.

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Gareth - Group A

Level 1: Introduce polarity of magnets (North and South), teach them what can be attracted

Level 2: Learn how to create an induced magnets

Level 3: Learn about magnetic fields and how to draw them (simple drawings)

Activities:

Level 1: Use the magnet to try and attract items like coins, staple bullets etc as well as wood and rubber

Level 2: Creating an induced magnet using a magnet and metal stick

Level 3: Teach them how to a make a compass using a magnet, a plate and a pail of water

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Clarissa - group A

Stand Up Sit down

Best for: Engaging the whole class in a quick and inclusive math activity.

Play Stand Up, Sit Down as a minds-on activity, adjusting the difficulty according to student age and skill level. The principle of the game is straightforward: You pick a number, and students must stand if the answer to an equation you read aloud matches that number. If it isn’t, they remain seated in a circle. You can modify requirements for standing as needed.

For example, you can tell students to stand if the answer is:

• Greater than 10

• An even number

• A multiple of three

You can also alternate from addition to subtraction, and from multiplication to division.

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[Group B]

Teaching Topic:

Level 1/2: Zumba (slow speed/high intensity)

Level 3: Tiktok dances, Kpop

Level 1/2: Zumba can also be used as an energizers. Simple low/high intensity workout depending on the students attitude

Level 2: Tiktok dances that require alot of footwork and hand movements.

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[group B] Teaching material: string bracelet making

Level 1: easy pattern

Level 2: hard pattern

Level 1: give the students easy patterns to make with lesser number of string (1/2)

Level 2: give the students harder patterns to make with a higher number of strings (3 or more)

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[group b]

Teaching material: origami

Level 1: boats, heart, cranes

Level 2: sharks, frogs, elephants

Level 1: teach the students to do easy origami shapes and animals step by step.

Level 2: teach the students who are confident in the easier level to do the harder animals (while teaching the words) step by step

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[group a leewoon]

Teaching material: Sponge art

Level 1: making small individual paintings

Level 2: making a mural together as a class

Level 1: using different sizes of sponges (can use cotton buds for smaller things) to create small paintings (such as flowers or animals)

Level 2: using sponges and many colours to make a paper (or wall) mural together as a whole class and have one thing to paint on thats special to them contributing to the mural. [also teaches them how to work together!]

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Clarissa - group a

Name: colour changing flower

1. Can put flower inside colour stalk then can explain the transportation of water causes the petals of the plants to change its colour

2. increase difficulty by (pre) cutting the stem to show the xylem vessels in the flowers

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[Group B]

Teaching topic: Feelings

Level 1: Making facial expressions of feelings. When the student is given a card with a picture of a feeling without words (e.g. sad), they will try to replicate the feeling using their facial expression.

Level 2: Matching correct pairs of words and feelings. Students will be given multiple pairs of shuffled-up word and feeling cards, and they will be required to match the word to the corresponding feeling and vice versa.

Level 3: Incorporating feelings into simple daily sentences. E.g. I am feeling happy today.

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[group a leewoon]

Participants walk or dance around the chairs in a circle while music is playing.

Person controlling music stop the music suddenly at random intervals.

When the music stops, participants must quickly find a chair to sit in. There should be one player left standing (player is out)

Remove one chair from the circle after each round, leaving one less chair than the number of players.

Continue playing rounds, eliminating one chair at a time, until only one player remains. That player is the winner.

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[Group B]

Teaching topic: Different countries around the world

Level 1: Teaching of different Provinces in Laos. Students will learn what Province they are in and how many other Provinces are there in Laos.

Level 2: Teaching of different countries around South-East Asia. Students will learn the 11 ASEAN countries which Laos is a member of.

Level 3: Teaching of countries around the world with a globe and World map. Students will learn to locate and identify different countries around the world.

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[Group B]

Level 1: writing letters. E.g. writing the letter A multiple times

Level 2: Teach the students how to write simple words. E.g. Dog, Cat, Car.

Level 3: Teach the students how to write longer and advanced words. E.g. Elementary, Hippopotamus.

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[Group B]

Students need to match words related to the pictures given.

Level 1: A picture will be shown and the students need to match the word according to it. E.g. a happy face picture = happy

Level 2: Two pictures will be shown. E.g. face + book, snow + man. (the picture above)

Level 3: Same as level 1 but the word is harder, the synonym of the word. E.g. happy face picture = elated

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[Group B]

Each student will get an alphabet and they need to work together to form words

Level 1: forming 3-4 letter words. E.g. dog, eat, duck

Level 2: forming 5 letter words E.g. apple, crazy, water

Level 3: forming 6 and above letter words. E.g. circle, flower, rainbow

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group a leewoon

1. Gather a group of participants

Ask everyone to stand in a circle, facing each other.

Instruct each participant to extend their right hand and grab the right hand of someone across the circle (but not standing directly next to them).

Then, have them extend their left hand and grab the left hand of a different person across the circle.

The group will now be in a "human knot" with intertwined hands.

The challenge is for the participants to work together to untangle themselves without letting go of each other's hands.

RULES!!

Participants cannot let go of each other's hands during the process.

They cannot crawl through the arms or legs of others; they can only navigate over or under them.

point of game: Encourage participants to communicate, strategize, and coordinate movements to unravel the knot.

Verbal communication is key in helping the group figure out the most effective way to untangle themselves.

scaling: blindfold participants, silent untangling, time constraint, introduce obstacles, changing layouts, complex knots

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[group a leewoon]

participants will be spread out across the room and each person can take only 3 steps and try to step on the opponents leg.

the remaining person surviving wins!

scaling:

play it as a group, everyone has to come to an agreement of which way to go to and they cannot separate

play with participants holding something

only playing with one leg

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[group b leewoon]

All stand in a circle, one person is nominated as “splatter” and stands in the middle. The person in the middle then randomly points at someone and shouts “Splat!”

The person they pointed at must duck, then the two people either side of the one who ducked must “splat” each other, by pointing the other and yelling, “Splat!”

The last one to do so is out, this continues until there are only 2 active people left in the circle. When you are out, you stay in the circle, but do not play. This is part of the challenge for the remaining players.

It gets harder with less numbers as it becomes harder to determine who is next to you as the numbers deplete but the circle size remains.

Once you are down to 2 people remaining active in the circle they stand back to back western style, then the person who was in the middle counts from 1 – 20. With each number the 2 remaining competitors must take a step away from one another, and at any random point between 1 & 20 the counter shouts splat instead of a number, at which point it’s a quick draw on each other and the last one to point at their opponent and say splat is out leaving a winner.

scaling:

get into pairs then into a circle, the pair facing each other and the rest back to back. the person facing back to back to the rest will have to trust their pair to say left or right and say shoot (encourages communication and trust)

playing splat with names

name and back facing each other so that participants would try to memorise the sequence while the splatter splats by saying the participant's name

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[group a leewoon]

1. The players stand in a circle, and the "Wind" stands in the center.

2. The Wind starts the game by saying, "Blow wind blow," and begins blowing at the players in the circle.

3. The players must react quickly and move away from their spot to avoid being caught by the wind.

4. The Wind can only blow in one direction at a time.

5. While saying, "Blow wind blow," the Wind can pause and change direction at any moment, catching players off guard.

6. If a player is caught in the wind or doesn't move quickly enough, they are out of the game.

7. The game continues until there is only one player left, who becomes the Wind for the next round.

scaling:

Blindfolded Wind: To add an extra challenge, you can blindfold the Wind, making it more difficult for them to aim the "blow."

Changing Speeds: The Wind can change the speed of their blowing to add unpredictability.

Multiple Winds: Introduce multiple Winds in the center, each blowing in a different direction. Players then have to navigate through the winds.

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[group a leewoon]

1. Participants stand in a circle or in a line, facing each other.

2. get an object (cup, pen, ball, etc)

3. the game begins when the facilitator or a designated person gives a signal (e.g., saying "Go" or blowing a whistle).

4. Participants must react quickly to the signal and attempt to grab the designated object before others do.

5. The person who successfully grabs the object first is the winner of that round. After each round, reset the object to its starting position.

scaling:

Multiple Objects: Introduce multiple objects and assign different point values to each. Participants can choose which object to go for based on its point value.

Obstacle Course: Set up a simple obstacle course, and participants must navigate through it before grabbing the object.

Blindfolded Round: For added challenge, have a round where participants are blindfolded. They must rely on their sense of touch and memory of the space. OR they could depend on their teammates (play in groups) to give then direction

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ashley - group a

a fun way to revise on the topics.

same as normal bingo. the caller will have a pre-made list of questions related to the topic and will read one question. give some time for the students to solve it and mark off the number, if they have. after getting 5 in a column, row or diagonally they will need to shout bingo. The students need to note down what questions they did so that we can check the answers.

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Objective: Develop listening and comprehension skills.

[Felix - Group A] Read a short, simple English story. Discuss the story with the students, asking simple questions.

Downscale: pick a simpler book story and/or ask simpler questions

Upscale: use a slightly longer story and/or ask more inferenced questions

Homework: Reading comprehension worksheet with questions asking about what the reader has read from the sentence(s), with suggested answer key at the back.

FILPPED LEARNING

Drawing a picture and describing it in English.

Objective: Encourage students to use English creatively.

Downscale: Name the activity

Upscale: Tell a story with their picture

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[Topic] Basic Arithmetic - Addition and Subtraction (40 minutes)

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[Topic] Basic Arithmetic - Addition and Subtraction (40 minutes)

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Objective: Introduce basic addition and subtraction within 10.

[Felix - Group A]

Using physical objects (like blocks or beads) for hands-on addition and subtraction for them to understand the operation concept.

Downscaled: Operations with single digit

Normal: Operations with double digit

Upscaled: Simple word problems (both single and double digit, can be triple digit)

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[Esther - Group A]

Objective: To introduce students to quadratic expressions and equations at different difficulty levels.

Simple Level (Basic Introduction)

Introduction: Introduce quadratic expressions as expressions containing x^2 and explain its significance.

Example Demonstration: Show simple examples like x^2, 2x^2, x^2 + 3x, and explain how to identify quadratic terms.

Activity/Game: “Quadratic Bingo” (Simple Level)

Preparation: Create Bingo cards with simple quadratic expressions (e.g., x^2, 2x^2, x^2 + 3x) in each square.

Instructions: Students mark off the squares as the teacher calls out quadratic expressions or solutions. The first to get a line shouts “Bingo!”

Discussion: Review solutions together, allowing students to ask questions.

Intermediate Level (Solving Quadratics)

Recap: Briefly review the basics of quadratic expressions covered earlier.

Demonstration: Show how to solve simple quadratic equations like x^2 = 4.

Activity/Game: “Quadratic Race” (Intermediate Level)

Preparation: Set up a relay race with quadratic equations written on cards at various points.

Instructions: Teams solve one equation at a time. Once the first student solves it, the next runs to find the next card and solve it. The first team to finish all equations wins.

Discussion: Review solutions, discuss methods used, and clarify doubts.

Advanced Level (Application and Complex Problems)

Recap: Recap solving quadratic equations.

Example Demonstration: Introduce word problems involving quadratics (e.g., finding areas, maximizing/minimizing values).

Activity/Game: “Quadratic Equation Challenge”

Preparation: Prepare a series of complex quadratic equations on cards, some requiring factorization, completing the square, or using the quadratic formula.

Instructions: Divide the students into small groups and set up stations with different quadratic equations and solutions around the classroom or outdoors. Each group rotates among stations to solve the quadratic equations within a time limit. We can award points based on accuracy and speed and the team that accumulates the most points from all stations will win.

Discussion: Have students present their solutions and strategies.

Conclusion (for all levels)

Recap key points and provide additional resources for practice at each level.

Encourage questions and provide guidance for further practice.

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[Elicia - Group A]

Lesson

We can get the students to understand the different colors representing emotions and get them to sketch their design before starting.

Materials needed:

1. White paper plates or cardboard

2. Colored markers, crayons, or paint

3. Glue

4. Scissors

5. Elastic cord or string

6. Hole punch (optional)

Students can also engage themselves in a simple role-playing activity using the Chinese opera masks.

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[Esther - Group A]

Objectives:

Simple Level: To introduce the concept of indices and basic operations.

Intermediate Level: To delve deeper into more complex indices problems.

Advanced Level: To challenge students with intricate problems and applications of indices.

1. Simple Level (Basic Understanding):

Introduction to indices with simple examples (e.g., \(a^2, x^3, 2^4\)).

Basic rules and operations with indices (e.g., \(a^m \times a^n = a^{m+n}\)).

Practice with basic problems and simplification of expressions involving indices.

Activity/Game: Index Tower Challenge

Divide students into small teams. Each team should have an equal number of members.

Prepare a deck of index cards, each featuring a different basic index problem. Each correct answer will earn the team an index card. We can display the problems on the board.

Teams stack these cards to build a tower within the designated time frame.

At the end of the challenge, measure each team’s tower height (highest tower wins).

2. Intermediate Level (Complex Operations):

Review basic concepts.

Introduce negative indices and fractional indices.

Solving more challenging problems involving these concepts.

Applications of indices in algebraic expressions.

Activity/Game: Negative vs. Fractional Index Rally

Students form pairs or small groups. Write out index problems on the board; each correct answer earns points. Negative index problems earn more points than fractional ones. The first team to reach the set score wins.

3. Advanced Level (Application and Complex Problem-solving):

Review previous levels quickly.

Dive deeper into intricate problems involving higher-level indices.

Introduce scientific notation and exponential functions.

Activity/Game: Index Relay Race

Divide the students into teams of equal numbers. Each team lines up at the start line. The first student of each team goes to a designated station where an index problem is placed.

The student solves the problem, returns to tag the next teammate in line, and hands the solution to the teacher for verification.

The relay continues until all members have solved an index problem and crossed the finish line.

First team to cross the finish line with all members correctly solving their respective index problems wins.

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[Esther - Group A]

Simple Level: Basic Shapes

Explain the concept of circles, squares, rectangles, and triangles.

Illustrate how to calculate the area and perimeter of simple shapes like squares and rectangles.

Conduct simple activities where students draw shapes and calculate their areas using basic formulas.

Activity/Game: Fold & Identify 3D Shapes

Guide students through folding basic 3D shapes using origami techniques (cube, pyramid, cylinder).

Once shapes are folded, have students identify the shapes by counting edges, vertices, and faces.

Using basic shape templates, we can ask students to estimate and calculate the volume of each folded shape using simple volume formulas (e.g., V cube = s^3, V cylinder = πr^2h).

Intermediate Level: Circles and Their Properties

Introduce circles, diameters, and radius.

Teach the formula for calculating the circumference and area of circles.

Conduct activities where students measure objects to calculate circumferences and areas, using real-life applications.

Activity/Game: Pi Day Origami Hunt

Provide students with origami instructions for crafting various 3D shapes (sphere, cone, prism).

Each folded shape comes with a riddle or clue related to its volume. Students solve the clues or riddles, which leads them to volume-related answers.

Volume Calculation: After solving each clue, students calculate the volumes of the folded shapes using the correct formulas and match them with the related π-based answers.

Advanced Level: Sphere Volumes and Complex Shapes

Discuss spheres and their volumes, demonstrating how to calculate them using the relevant formulas.

Explore complex shapes like cones and cylinders, explaining how to calculate their volumes and surface areas.

Conduct activities involving objects resembling spheres, cones, or cylinders. Let students measure and calculate volumes and surface areas, integrating mathematical concepts with practical applications.

Activity/Game: Origami Puzzle Quest

Provide instructions on folding complex but manageable 3D shapes using origami techniques (cube, pyramid, cylinder).

After folding, have students identify the shapes by counting edges, vertices, and faces.

Discuss volume concepts briefly, explaining the connection between π and the volume of 3D shapes. Share simple volume formulas (e.g., V cube = s^3, V cylinder = πr^2h) without in-depth calculations.

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[Esther - Group A]

Objective:

Students will learn about the science of freezing and phase changes while making their own ice cream.

Materials:

1. Heavy cream

2. Sugar

3. Vanilla extract

4. Ice

5. Salt

6. Ziplock bags (large and small)

7. Thermometer

8. Mixing bowls

9. Measuring cups and spoons

Question: All ingredients will be sourced by ourselves/available there?

Introduction:

Discuss the concept of phase changes, emphasizing how substances can change from a liquid to a solid (freezing). Introduce the idea of an ice cream-making with salt.

Steps:

1. In a mixing bowl, have students combine heavy cream, sugar, and a splash of vanilla extract.

2. Pour the ice cream mixture into a small Ziplock bag, ensuring it is sealed tightly.

3. In a larger Ziplock bag, combine ice and salt. Explain the science behind how salt lowers the freezing point of ice.

4. Place the small sealed bag with the ice cream mixture into the larger bag with ice and salt.

5. Have the students to shake and knead the bags for about 10-15 minutes.

Observation:

Monitor and discuss the changes in temperature during the freezing process using a thermometer.

Taste Test:

Once the ice cream has solidified, open the small bag, and students can enjoy their homemade ice cream!!

Discussion:

1. Discuss how the addition of salt influenced the freezing point.

2. Talk about the science of ice cream making, connecting it to the freezing and melting points.

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[Esther - Group A]

Objective: Students will explore the process of germination using green bean seeds on cotton pads, promoting understanding and observation of the early stages of plant growth.

Materials:

1. Green bean seeds

2. Cotton buds

3. Small containers

4. Spray bottles

5. Sunlight

6. Observation sheets (we can create and print out for them)

7. Markers and labels

Introduction:

Discuss the concept of germination and explain that, in this experiment, students will observe the early stages of plant growth using cotton pads.

Steps:

1. Place a few green bean seeds on each cotton pad and moisten them with water.

2. Teach the students on proper watering techniques, ensuring the cotton pads stay consistently moist.

3. Discuss the factors that influence germination, such as water, air, and warmth.

4. Encourage students to observe and record changes in their seeds regularly.

5. Discuss the role of sunlight in plant growth.

6. Place some containers in a sunny location and others in a darker area.

7. Have students compare the growth and development of seeds in different light conditions.

8. Ask students to maintain journals or observation sheets to document changes in their seeds.

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[Esther - Group A]

Objective:

Students will explore the concept of density through a hands-on experiment with balloons and different liquid solutions.

Materials Needed:

1. Balloons

2. Water

3. Salt

4. Dish soap

5. Containers

6. Measuring spoons

Introduction:

Begin with a brief discussion on density, asking students if they know what it means.

Share a simple explanation: density is how much mass is packed into a given volume.

Ask if students can provide examples of objects that might float or sink in water.

Briefly discuss why some objects float while others sink.

Steps:

1. Distribute balloons, containers, water, salt, and dish soap to each group.

2. Instruct students to inflate balloons to a similar size.

3. Guide them to fill containers with water, saltwater, and soapy water.

4. Have students submerge balloons in each solution and record observations.

5. Encourage them to discuss why balloons behave differently in each solution.

Discussion:

1. Bring the class together to share their findings.

2. Discuss which balloons floated and which sank in each solution.

3. Emphasize that the density of water changes when substances like salt or soap are added.

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Greta - Group B

Teach them the importance of washing their hands

Equipment:

Pepper

Soap

Plate/Bowl

Water

Q-Tip (optional)

Instructions:
1. Fill the bowl or plate with water(until it

reaches about 1 inch).

2. Sprinkle pepper evenly across the surface of the water.

3. Stick your finger(without any soap)in the water.

4. Stick your finger in a small amount of dish soap (you can also use a Q-tip or toothpick).

5. Predict what will happen once you stick your soapy finger into the water.

6. Stick your soapy finger into the water.

The Science Behind It:
The pepper floats on the water because it is less dense or lighter than the water. Remember the pepper is representing our germs in this experiment. Without any soap on your finger the germs (or pepper) don’t move at all. However, germs do not like soap. The soap is able to surround the germs and take them off of your hands and wash them right down the drain! This is why the pepper ran away from the soap on your finger.

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Greta - Group B

Supplies

Cardboard

Tissue Paper

Cardboard

Pencil

Scissors

Googly Eyes (optional)

Water Balloon/Normal Balloon

Glue Stick

Directions:

1. Start by cutting a square of cardboard.

2. Use your pencil to draw butterfly wings on your tissue paper. Make sure to make them smaller than my square. Cut them out and set them onto your cardboard. DO NOT glue them onto the cardboard!

3. Cut a butterfly body out of your cardstock paper and glue it down the middle of your butterfly and overlapping it onto your cardboard. Again, DO NOT glue the tissue paper wings down. You will want the wings loose like shown in my picture below.

4. Blow up your balloon.

5. 5. Rub your balloon in your hair to give it an electric charge. Now hold the balloon on top of your butterfly, close but not touching it, and watch the wings raise and lower as you move the balloon closer and farther away.

The Science Behind It:

When we rubbed the balloon onto our hair, electrons were lost from our hair and gained by the balloon giving it a static charge. When the negatively charged balloon gets close to the positively charged tissue paper they are attracted to each other, and the pull of attraction is so great that the lightweight tissue paper moves toward the balloon.

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Greta - Group B

Importance of Oxygen

Materials:

A plate with a raised rim or a shallow bowl

Water

Candle

Lighter or matches

Drinking glass

Playdough (Optional)

Instructions:

1. Place the candle in the middle of the plate or bowl.

2. Optional: If your candle can’t stand by itself, use some playdough to help it stand upright.

3. Pour the colored water into the plate (to about 1 cm in depth).

4. Light the candle with a lighter or match.

5. Turn the glass upside down and place it over the candle.

6. Watch what happens to the water when the fire is still burning, and what happens when the fire extinguishes.

The Science Behind It:

The candle went out without us blowing on it because it ran out of oxygen. The flame used up oxygen as it burned, and since the candle was trapped inside a glass, it quickly used up the available oxygen. Without oxygen inside the glass, the candle could not keep burning.

When the candle was still burning, the flame heated up the air inside the glass. The hot air expanded quickly and created higher air pressure inside the glass than outside the glass.

To restore equilibrium, some of the high-pressure air inside escaped from under the glass. You may have seen tiny bubbles escaping from underneath the glass.When the flame extinguished, the air inside the glass cooled down. Cooling air contracted, which in turn lowered the air pressure inside the glass.

Just as before when air rushed out from the glass to balance the air pressure between the inside and outside of the glass, now air wants to get in. As a result, the high-pressure air outside the glass pushes on the water, forcing the water into the glass.

Visually, we can see the water level rising until the air pressure inside the glass is the same as the air pressure outside the glass.

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Greta - Group B

Use visuals to teach them addition/subtraction and a level up would be multiplication/subtraction

Supplies

Brown paper (for the cones)

Cardboard

Scotch tape

Coloured paper

Pom poms/paper

Marker

1. Cut the cones out

2. Cut the ice cream out

3. Draw a value on the "order form"

4. Use the ice cream stacker to visually show addition/subtraction

5. Write the value down

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Greta - Group B

Supplies:

Red paper

Green paper

Scissor

Marker

1. Cut out an apple from the red paper

2. Cut out worms from the green paper

3. Draw the number on the various objects

4. Thread through the correct sequence of numbers

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Greta - Group B

Supplies:

Paper print out (template)

Hole puncher

Paper fastener

Colour Pencils

1. They can fill in things like their names, age, likes, dislikes, hobby, favourite food, etc.

Through this, they know how to introduce themselves in english (can also have a lao translation)

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Greta - group B

Supplies:

Worksheet

Colour pencils

Learn the different colours in english, a level up would be mixing colours to get other colours.

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Greta - Group B

Materials for Homemade Straw Pan Flutes

Scissors

T ape

Plastic Straws (We used wide straws for boba or bubble tea, but regular straws will also work.)

Ruler

1. Take five wide straws and cut them into varying lengths.

Do = 17.5 cm
Re = 15.5 cm
Mi = 13.5 cm
Fa = 12.5 cm
So = 11 cm
La = 10 cm
Ti = 9 cm
Do = 8.5 cm

2. Arrange the straws according to length and tape them together

3. Blow into the various straws and you'll get different pitch of sounds

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Greta - Group B

Materials Needed:

2 paper cups

20 feet of string (We used yarn.)

Sharpened Pencil

Tape

1. Use the pencil to poke a hole in the cup

2. Thread the string through the hole and either tie a know or tape it down

3. Get 2 students to hold the cups far apart and speak

The Science Behind It:

Since sound travels through mediums and vibrations, the vibrations travels through the string to the other side/cup

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grp b

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grp b

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Greta - Group B

Materials

Red packets

Scissors

Stapler

1. Cut hongbao to desired pattern

2. Staple them

3. Results!

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[Group b]

Logistics: plastic cups/ yarn, string, pen/ scissors

Making of telephone

1.use cup as a telephone and puncture a hole at the bottom of the cup with scissors or pen

2.cut 2-3 feet pieces of string or yarn for each telephone

3.thread one end to another end of a cup

4.place your mouth at one end and talk (1 talk another listen)

The objective of the game is to send a message from the first person all the way to the last person in a group, without distorting or changing the message in any way. This is also to teach children to listen carefully and communicate clearly.

How the game works?

It begins with a group of people sitting in a circle. One person whispers something to the person next person. That person then attempts to repeat what they heard (or thought they heard) to the next person. This continues from one person to the next until the end, when the last person tells the group what they heard.

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Activity - Plastic bottle bowling

Logisitics:

Ball

10 Plastic bottles

Level 1(easy addition) - the kids bowl through plastic bottles (bowling pins) labeled from 1 - 10. whatever pins get knocked down they have to add together.

Level 2(medium subraction) - the same thing they bowl through the 'bowling pins'. then subtracting the numbers starting from the biggest number. e.g. - they hit down pins 10, 6, 4, 2, and 1. They'll do 10-6-4-2-1 = -3 then can also teach them about negative numbers.

Level 3(hard mulitplication) - the same thing they bowl through the 'bowling pins'. Then Multiply the numbers together. e.g. - they hit down pins 10, 6, 4, 2, and 1. They'll do 10x6x4x2x1 = 480

group b

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Group B

Split the students into two groups. One group of students will need to grow their seeds in the light. Another group will need to grow their seeds in the dark

Level 1: Teach them about words when it comes to germination

Level 2: Teach them how those words affect their respective experiments

Level 1: Teach the students the words (for example: seed, grow, light, dark, cotton wool etc)

Level 2: Teach the students what the different conditions required for their seeds to grow are. (e.g light=grow, dark= no grow)

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Logisitics :

Balloon

Vinegar

Baking soda

Activity-

Fill a 500ml empty plastic water bottle with vinegar about 1/3 of the way

Put baking soda into the balloon

Wrap the balloon entrance around the nozzle of the vinegar filled bottle

Lift the balloon up and let the baking soda fall

Watch as the mixture fizzles, bubbles and inflates the balloon

group b

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[Group b]

Logistics: Markers and papers printed with images

Teach them about the circle of life and nature by using butterfly as an example

For example, first stage: eggs, second stage: caterpillar (lava), third stage: chrysalis (pupa) and the forth stage: butterfly.

Downscale-make the students arrange the images in the correct stages of the life cycle

Upscale- make the students arrange and name the images in the correct stages of the life cycle.

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Group B

Add one drop of food colouring on tissue paper, lower the tissue paper until the reading line. The water and food colouring will spread upwards the tissue.

Level 1: Teach the students the different colours that have been shown on the tissue paper as well as the materials that were used (pencil, tissue paper, food colouring)

Level 3: Teach the students the meaning of spread and why the food colouring separates and spreads across the tissue paper. (different colours in the food colouring therefore the colour have been separated)

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group a leewoon

Logistics

Dish Soap

Paint

Cups

Straws

Paper

Mix half a cup of water with a generous squirt of dish soap and paint

Let the kids go crazy blowing mountains of bubbles

Lay your sheet of paper over the top of the bubbles to create the imprint. Repeat over and over again with different colored bubbles

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[group b]

Logistics: Empty cans, cold water and heater

Heat up the empty can and when we filled the heated can with cold water, the can will implodes.

The cold water will cool any remaining gas molecules, decreasing their kinetic energy and therefore decreases the number of collisions with the walls of the can. This decreases the pressure inside the can. Since the air pressure outside the can is stronger than that inside the can, it causes the can to collapse.

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Drop one drop of iodine onto 2 foods.

eg bread/potato and water

Level 1: Show the different reactions of the experiments (bread/potato turns iodine from yellowish-brown to bluish black)

Level 2: Ask students to guess which food item contains starch and teach them the differences in both food items when a drop of iodine is added.

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[Group b]

Logistics: Red and blue cups, hot and cold water, card

1. Red cup will be filled with hot water and blue cup will be filled with cold water

2. Place the blue cup on the table and place a card on the red cup

3. Turn the red cup upside down with the card below to prevent any water spillage and place it on the blue cup

4. When the card is pull out, the hot water and cold water will not mix together because hot water rise and cold water sink.

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Level 1: conduct experiment

Level 2: teach them about the science behind it

Level 1: Split the students into groups. give one group more mentos then the other.

Level 2: Explain the science behind it.

Fizz in Soda: soda has bubbles that make it fizzy. there's gas (CO2) dissolved in the soda.

Mentos Magic: When you drop them into soda, their bumpy surface helps make a lot of bubbles very quickly.

Bubble Explosion: The Mentos make so many bubbles so fast that it's like a soda explosion. The bubbles shoot up and out of the bottle, creating a big, fizzy fountain.

More Mentos=more bubbles=bigger "fountains"

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Elicia - Group A

Polynomial Relay Race

Objective : Strengthen students' understanding of polynomials (Addition, Subtraction, Multiplication, Division)

Level 1: Addition and Subtraction of polynomials

Adding and subtracting monomials and binomials.

Combining like terms.

Level 2: Multiplication and Factoring Polynomials

Factoring out the greatest common factor.

Factoring trinomials (e.g., x² + 5x + 6) using cross factorisation

Level 3: Division and Function notation

Use of long division

Explain that f(x) represents the output (dependent variable) corresponding to the input (independent variable)

Materials needed:

Whiteboards or paper for each team

Markers or chalk

Polynomial expression cards or task cards for each station

Stopwatch or timer

Instructions:

1. Divide the class into 4 teams

2. Set up different stations around the classroom, each representing specific polynomial tasks

E.g.

Station 1: Addition

Station 2: Subtraction

Station 3: Multiplication

3. Students can split from their team to complete as many questions as possible

1 Question Correct = 2 points (Can be more depending on difficulty level)

Each team must visit each station at least once

Can add a challenge station where teams need to solve a more complex polynomial problem for bonus points.

4. Team with the highest score wins!

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Matthew - Group B

Using rulers, students will learn and practice how to measure simple objects like pencils and sticks. This activity will also introduce to them different types of lenghts, this activity will teach them what centimeter (cm) and milimeter (mm) is.

Level 1: Measure objects that are lengths with no decimal, e.g 1cm, 8cm

Level 2: Measure objects that are lenghts with decimal, e.g 2.2cm, 6.9 cm

Level 3: Measure two objects and compare the difference in lenghts. e.g 5.5cm - 4.5cm = 1cm

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[Esther - Group A]

Objective:

Students will identify and pronounce various occupations.

Students will engage in word shuffling and role-playing activities.

Students will reflect on their aspirations for the future.

Materials:

1. Occupation flashcards or word cards

2. White/blackboard and markers/chalks

3. Prepared occupation role cards

Introduction:

Begin with a discussion on the importance of different jobs in the community.

Display occupation flashcards or word cards to the students, emphasizing pronunciation. Model correct pronunciation, and encourage students to repeat.

Share brief details about a few occupations, emphasizing their roles and significance.

Facilitate a short Q&A session to ensure understanding.

Activity 1: Word Shuffling

1. Distribute cards with letters spelling out different occupations but in a jumbled sequence to students.

2. Instruct students to unscramble the letters and form the correct words.

3. After a set time, ask students to hold up their correct word cards.

4. Transition to the role-playing activity after the word shuffling.

Activity 2: Role-Playing

1. Explain the concept of different occupations and their roles in society.

2. Discuss with students what occupations they are interested in for their future.

3. Assign each student a role to play based on their chosen occupation (e.g., doctor, teacher, engineer).

4. Students will engage in short role-playing scenarios, showcasing the responsibilities and tasks of their chosen occupations.

5. we can encourage creativity and imaginative thinking during the role play.

Conclusion:

Recap the word shuffling and role-playing activities.

Encourage students to share their thoughts on potential future occupations.

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Lucas - Group B

Supplies:

Flashcards with words (Can DIY with post it note)

Teach them important words in English (e.g. Toilet, Eat, Food, Transport)

Roleplay different situations with them, and try to see if they can use the words they learnt in the situation (e.g During lesson, the word toilet was taught. Situation to ask the kid: Where is the toilet?, kid can point left and right.)

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Group B

Students can use chalk/paper/coloured powder(or rice) to make rangoli and understand why it is used and created during the festival of deepavali

Materials needed:

For any design:

Pencil, Erasers, Diya (candle)

For chalk:

-Chalk (different colours)

-Water in a small bowl (to wet the chalk so its easier to draw with)

For Paper:

-Coloured paper/felt paper

-Scissors

-Glue??

For powder:

-Coloured powder

-Piping Bag

-Spoon

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1. get stretchable string and measure according to wrist size but leave a bit of excess just in case

2. choose beads that you want to put onto the braclet and tape/ tie the string on 1 side to prevent the beads from falling

3. String the beads onto the braclet string

4. Continue stringing the beads until about 1.5 inches left of each side.

5. Take the 2 sides of the string and tie them together tightly.

6. Use the jewellery glue to glue the tied knot securely.

7. Lastly you can exchange it with your friend as a gift and symbolism of friendship with one another. a unique one of a kind gift and fun activity to do with friends

-pari group A

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Elicia - Group A

Lesson

We can find some simple Chinese paper-cutting templates online and allow the students to cut along the lines. After cutting, they can unveil the paper and the picture would be revealed. We can let them choose the templates they want and tell them about the meaning behind it. Some common themes include animals, flowers, and symbols E.g. The Chinese character for "福" (fu), meaning good fortune.

Materials needed:

1. Paper cutting template papers

2. Scissors

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Elicia - Group A

Lesson

Students can learn how to make ketupat using paper and allow them to learn the significance of ketupat during festive seasons like Hari Raya and earn the importance of tradtional crafts in different cultures. They can also work in pairs so that they can express their creativity through hands on activity and display their finished work in the classroom as decoration.

Materials needed:

1. Colored Papers

2. Ruler or Measuring Tape

3. Pencil and Scissors

4. Glue or Tape

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Wanqing- Group A

Lesson

Students will be learning how to write Chinese calligraphy and able to bring the scroll home.

How?: This activity can be done as a class or split into 3 groups. They will be learning how to write simple Chinese meaningful words like "幸福" = Happiness, "感恩" = Gratefulness, "友谊" = Friendship. We will be stationed around the classroom and assigned to a group of students. Then, we will demonstrate stroke by stroke and let them follow. We can increase the difficulty by giving more difficult words with even more strokes for them to try and have fun :D

Objective: Allow them to understand and appreciate Chinese culture where in the olden times, only ink and brush were used. Let them learn that Chinese calligraphy is a form of art back and still are now. They can gain patience and develop their concentration skills as well!

Materials needed:

1. Calligraphy pens/ brush pen

2. Paper

3. Ribbons

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Chinese Calligraphy - Fairy Dust Teaching

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Elicia - Group A

Lesson

Students can use red packets to make lanterns or fishes. Students can learn more about the significance of red packets along the way and even decorate their classrooms with their finished products.

Materials needed:

Red packets

Glue

Scissors

String

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Wanqing - Group A

Carnival

Students will experience one of the traditional games that malays have played in their childhood by playing Gasing. They get to know how this game was played in the past and learn about the culture and their way of playing games.

How to play:

1. A circle is first drawn on the ground marking the circumstances within which the top is to spin.

2. Tie a string tightly around the top of the gasing.

3. A player holds the top in his hand and grips the loose end of the string between the fingers and throws the top(gasing) in the circle while at the same time pulls the string backwards which sends the top into a spinning action.

The one who's top spins the longest and within the specified circle becomes the winner. Once the top spins out the circle, the player loses the game

Materials needed:

1. Chalk

2. Gasing

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[Malay] Kebaya Designing through Paper Rolling

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[Malay] Kebaya Designing through Paper Rolling

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Wanqing - Group A

Lesson

https://youtu.be/nsLHD7r60Pw?si=zgPj-uMHi8Afwflb

Students will be designing their own Nyonya Kebaya as it is an traditional clothing of the Malays and it helps them get to know more about the Malay culture apart from games.

How?: We will print kebaya templates on thick paper and also cut colour paper into strips. For top half of the Kebaya, they can roll the strips of paper with toothpick however they like and glue it. For bottom half of the Kebaya, they can colour with colour pencils and draw flower designs. Afterwards, it can be used as bookmarks or as class decoration. We can have them come up in groups to showcase their artwork and explain why they chose to design it that way.

Material needed:

1. Toothpicks

2. Kebaya template

3. Glue

4. Colour pencils

5. Colour paper cut into strips

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[Lesson] English Sentences and Punctuation Marks

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[Lesson] English Sentences and Punctuation Marks

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[Esther - Group A]

Introduction:

Introduce the concept of sentence structure, focusing on subject, predicate, and punctuation marks.

Activity: Fill in the Blanks

1. Provide students with sentences missing key elements (subject, verb, object).

2. Guide students to fill in the blanks with appropriate words, ensuring proper sentence structure.

3. Emphasize the importance of punctuation marks (periods, commas, etc.) and teach their usage.

Reflection:

Summarize key points and clarify any lingering questions.

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Elicia - Group A

Lesson

Students can learn about the significance of the shapes, colours and patterns used in the kite and how is it used during celebrations. During the kite making, students can team up with their friends and incorporate some traditional Malay symbol or designs that they've learnt. They can compete with each other after that to see who's kite can last the longest!

Materials needed:

1. Large sheets of colored paper or tissue paper

2. Bamboo sticks

3. Glue or tape

4. String

5. Scissors

6. Markers or crayons for decorating