Jumanji Treasure Hunt (Science) PDF

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Summary

Going through the times...

Description

Jumanji: Treasure Hunt Date/Time: Venue: Background Story: On one June afternoon at Smart Science Lab, a group of pre-school and primary school students found themselves in the school basement after playing hide-and-seek. To their delight, the basement was full of mysterious objects and artifacts, at which, one of them is a board game named ‘‘Jumanji’. Spencer, a P1 student, got really curious about the board game and decided to ask his teacher if he could take the board game home. Since Spencer was a diligent student, the teacher let him take the board game home as a prize. Spencer quickly invited his friends over to his house and was surprised to see the board game come alive! Spencer and friends were transported into the game and landed on the jungle. To escape the game, the students must perform a series of tasks on each game day. Each game day has its own unique location. Day 1: Tropical Rainforest 9am - 9.30 am

Basic First Aid

9.30am - 10.15am

Light and Constellation

10.15am - 10.30am

Break Time

10.30am - 11am

Enchanted Bugs

11am - 12 pm

The Floor is Lava

12pm- 12.30 pm

Worksheets and Debrief

Act 1: Basic First Aid Objective: To learn about the basics of first aid and introductory human anatomy Materials: human body model, plasters, alcohol swabs, pillow, ice, cloth, fake wounds (red stickers), cold water, kettle (w/ no liquid inside) Procedures: a. Broken bones and sprains ● Teacher will explain the skeletal and muscular system: functions and basic structure. ● Get one student volunteer to act out an injured bone (arm) from running. ● Teach the students to immobilize the injured area first and foremost. ● Apply ice packs on the injured area. Do not place ice directly on skin. b. Bleeding, cuts and wounds ● Teacher will explain the circulatory and immune system: organs and functions. ● The teacher will give out sticker wounds to students. ● Ask the students to stop the bleeding by applying pressure to the area. ● Give alcohol swabs to disinfect the fake wound. Air dry. ● Give out plasters and teach them how to properly apply. c. Burns ● Teacher will explain the nervous system: organs and functions. ● Get another student volunteer to act out a burnt hand (i.e., while pouring hot water)

● Explain to the students to run cold running water onto the burn (for 10 mins) Explanation: ● A human is an organism, which means it is made up of different systems that work together. ● Skeletal system: to provide shape to the body, protect delicate organs and allow movement (together with muscular system). ● Circulatory system contains the blood which transports important substances (e.g. oxygen, nutrients, water) to the whole body. Immune system is the main system responsible for protection. They contain the antibodies and other immune factors to fight off pathogens (harmful bacteria and viruses, other foreign material). ● Nervous system consists of the brain, spinal cord and the nerves. They are made up of neurons (nerve cells) that transmit signals and allow communication within the body. When you touch a very hot object, the nerve endings from your hand transmit pain signals to your brain, which automatically forms a reflex action to take your hand away immediately.

Act 2: Light and Constellation Objective: To learn about the stars and light energy Materials: constellation cups template, paper cups (regular size), toothpicks, glue, scissors, torchlight (1/kid to bring home), coloured papers, coloured markers, feathers/other art materials, glue, scissors, tape Procedures: 1. Distribute the constellation cup template to the students. Ask them to cut-out their top 2 favourites. 2. Glue one constellation template at the bottom of each paper cup. 3. Using a toothpick, poke holes outlining the stars in the constellation. They can make the holes bigger by inserting the toothpick repeatedly. 4. Ask the students to design the body of the paper cup using coloured papers, coloured markers and other art materials. 5. Turn the lights off. And ask the students to shine a light on the holes of the cup. 6. Students will get to see the constellation shadows on the wall. Pictures for reference:

Constellation cup template: http://www.telescopenerd.com/projects/constellation-cups/constellation-cups-template.pdf

Explanation: ●

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A constellation is a group of visible stars that form a pattern when viewed from Earth. The pattern they form may take the shape of an animal, a mythological creature, a man, a woman, or an inanimate object such as a microscope, a compass, or a crown. They are used in navigation in the olden times based on their location on the sky.

Act 3: Enchanted Bugs Objective: To learn about chemiluminescence and bioluminescence

Materials: several glow sticks (at least 2 different colours), mason jar with lid, sequins, glitters (at least 2 different colours), scissors, pen knife Procedures: 1. Distribute the mason jar and 3-4 small glow sticks to the students. 2. Ask the students to bend the glow sticks until it lights up. 3. Assist the students in opening the glow sticks and in pouring of the content to the mason jars. Make sure that the students do not get in contact with the broken glass. 4. Add in the sequins and 2 different-coloured glitters. 5. Close the mason jar with light TIGHTLY. 6. Ask the students to shake the mason jar. 7. Turn the lights off and observe what happens. Reference: https://www.youtube.com/watch?v=QDwowoqFlLY

Explanation: ● Bioluminescence: some living things produce and emit their own light. Example of these is a firefly. ● Chemiluminescence: a flurouflore and a catalyst react to produce light. If a light is produced by chemical reaction, it is called chemiluminescence.

Act 4: The Floor is Lava Objective: To learn about forces, magnetism and biodiversity Materials: pre-prepared coconut bowl slippers (drilled holes and rope/string, with pads on the bowl for protection), 2 chairs, tub, flour, lego bricks (different colours), plastic cups with labels, skewers, magnets, paper clips, tape, scissors, animal name cut-outs, pre-prepared desert puzzle, information sheet per station Procedures: 1. Divide the students into two groups. Ask them to form 1 straight line each group. 2. Each student will have to practise using the coconut bowl slippers first. The teacher will pick ONE student per group to walk with the coconut bowl slippers. The rest will walk normally. 3. Each group will have to work on a task for each station while one person in the group wears the coconut bowl slipper, as the floor is full of lava. 4. Refer to the set-up below: ● Station 1: Magnetic vs Non-magnetic sorting ○ Pre-prepared tub of flour with different coloured lego bricks. Each colour represents a metal. ○ Red: iron, Blue: cobalt, White: aluminium, Black: tungsten ○ The students must find all the lego bricks and sort them out based on their magnetic properties. ○ Once the sorting is complete, they can continue walking to the second station. ●

Station 2: Diversity of Animals ○ Pre-prepared animal name cut-outs (varied), skewers, magnets, tape, scissors, 2 plastic

cups Animal name cut-outs are attached with one steel paper clip individually. Students must create a fishing rod using the given materials (skewers, magnets, tape, scissors) ○ Students must only FISH for the fishes in the animal cut-out names. ○ Cups with label: FISHES, NON-FISHES ○ Once all are correctly sorted, they can proceed walking to the next station. ● Station 3: Desert Puzzle ○ Pre-prepared desert puzzle cut-out ○ Students must solve the desert puzzle without a picture. 5. Note: Safety of the students must be prioritized at all times. Let the students practise first before commencing. Pictures for reference: ○ ○

Explanation: ● Force is a push (away from you) or a pull (towards you). Its effects include start movement, stop movement, change direction, shape or speed of the object. You will not be able to run around or even stand up without the presence of forces. ● In this case, you might have felt some pain after pushing your toes onto the coconut bowl slippers. With forces, pressure comes along. In this case, depending on the size of your feet and the bowl, you must have felt more pain concentrated to the area of your foot directly in contact with the coconut bowl. This is because pressure is a function of the force and area of contact between two objects. *For younger students, try to explain it in simpler terms.

Day 2: Desert 9am - 9.30am

Purifying Water (Desalination)

9.30am - 10.15am

Science of Sand

10.15am - 10.30am

Break

10.30am - 11am

Cooking with the Sun

11am - 11.30am

Making fossils

11.30am - 12pm

Sundial

12pm-12.30

Worksheets and Debrief

Act 1: Purifying Water (Desalination) Objective: To show the process of purifying water Materials: salt, water, spoon, large plastic bowl container, cling wrap, smaller plastic bowl container, food colouring, large rubber band, tennis ball/weights, plastic cup (for mixing) Procedures: 1. Mix 1 spoonful of salt in water. Make sure they dissolve completely. 2. Add a few drops of food colouring into the salt water (for identification). Stir thoroughly. 3. Pour salty water into the big bowl. 4. Place the smaller bowl at the middle of the big bowl. 5. Cover the bowls with cling wrap. Secure with a large rubber band. 6. Place the ball/any weights at the middle of the cling wrap. 7. Place them under sunbeam. 8. Wait for around 2 hours and observe the results. 9. Pure water will be collected inside the smaller bowl. Picture for reference:

Explanation: 1. Water from salty water evaporated under the sunbeam. 2. Water vapour touched the cooler surface of the cling wrap and condensed into water droplets. 3. Water droplets drained down and were collected into the smaller bowl at the centre. 4. Salt and water are then separated.

Act 2: Science of Sand Objective: To understand composition of sand and apply the concept of magnetism in separating mixtures Materials: large plastic bowls, plastic cup (regular), large amounts of sand, medium amounts of iron

filling, magnets, small stirring spoon, small droppers, newspaper Procedures: 1. Describe where sand can be found in that sand can be made up of iron (magnetic material). 2. Ask the students to pour ½ cup of sand into their large plastic bowl. 3. Ask the students to put around ⅓ cup of iron filling into their plastic bowl and stir the mixture. 4. Ask the students to put the magnet at the bottom and the sides of the bowl and observe what happens. 5. Next, ask the students to pour the contents of the plastic bowl into a regular plastic cup. 6. Next, ask the students to pour contents of the plastic cup back into the bowl WHILE holding the magnet at the bottom of the cup. 7. Sand will be poured into the plastic bowl but iron filling will stay in the plastic cup. Explanation: ● Sand can have some traces of magnetic materials from rocks (e.g. iron). ● Iron is magnetic while the majority of the sand is not. ● Only magnetic materials can be attracted to the magnet, hence, the mixture of sand and iron will be separated.

Act 3: Solar oven Objective: To show that energy can be converted into other forms to do work for us. Suggested Materials: Pizza boxes, transparency (heavy plastic laminate works best), aluminium foil, Satay sticks, scotch tapes, glue, markers, egg, black construction paper, black paint, paint brushes, newspaper, microwavable containers, marshmallow, scissors, pail Note: Students are allowed to come up with any design at all. Not necessarily one that uses the pizza box. Suggested Procedure: 1. Draw a one inch border on all four sides of the top of the pizza box. Cut along three sides leaving the line along the back of the box uncut. (Diagram #1)

2. Form a flap by gently folding back along the uncut line to form a crease. (Diagram #2) Cut a piece of aluminum foil to fit on the inside of the flap. Smooth out any wrinkles and glue into place. Measure a piece of plastic to fit over the opening you created by forming the flap in your pizza box. The plastic should be cut larger than the opening so that it can be taped to the underside of the box top. Be sure the plastic becomes a tightly sealed window so that the air cannot escape from the oven interior.

3. Cut another piece of aluminum foil to line the bottom of the pizza box and carefully glue into place. Cover the aluminum foil with a piece of black construction paper and tape into place. (Diagram #3)

4. Close the pizza box top (window), and prop open the flap of the box with a wooden dowel, straw, or other device and face towards the sun. (Diagram #4) Adjust the skewer until the aluminum reflects the maximum sunlight through the window into the oven interior. Your oven is ready! You can try heating. Test how hot your oven can get using a simple oven thermometer! Reference: https://www.youtube.com/watch?v=xbwliZJiHe8&t=17s Explanation: ● Aluminium foil reflects sunlight into the oven. ● Black paper acts as a heat sink that absorbs direct and reflected sunlight to warm it, which will heat food placed on top of it. ● Dark colours absorb more heat.

Act 4: Making fossils Objective: To learn what fossils are and what are they used for Materials: Plasticine, chopsticks, Plaster of Paris, water, cup, spoon (for mixing), paintbrush, paper towel Procedures: 1. Distribute plasticine to all students. 2. Ask the students to make a ball out of Plasticine and flatten them. 3. Ask the students to carve a bone in the mould using chopsticks. 4. While students are moulding, the teacher can mix Plaster of Paris and a small amount of water. Make sure the mixture takes on a gooey consistency.

5. Distribute the Plaster of Paris mixture into the plasticine mould and ask the students to carefully clean up the excess smear using paper towel or paint brush. 6. Wait for around 5-10 minutes to dry. 7. Fossils should harden before the end of class. Explanation: ● A fossil is the preserved remains or impressions of a living organism such as a plant, animal, or insect. Some fossils are very old. Studying fossils helps scientists to learn about the past history of life on Earth.

Act 5: Sundial Objective: To understand how different shadows are cast on a sundial and the ability of the sundial to show time. Materials: Pictures of sundials, paper plate, skewer, coloured markers, tape, scissors, torchlight Procedure: 1. Ask the students to draw/write the hours on the paper plate using coloured markers. 2. Using tape, ask the students to secure the skewer on the centre of the paper plate. 3. Students can then design their own clock. Note: Make sure to remind the students not to overdesign the white spaces to allow visibility of the shadow. 4. Using torchlight as an alternative for the sun, the students can then see the differences in the shadows as you move the torchlight along. Explanation: ● Shadow is formed when light is blocked by an opaque object. ● Length and size of the shadow depends on the location of the sun on the sky, which then depends on the timing of the day. ● By taking the concept of shadow and its relation to the time-dependent location of the sun on the sky, the student is able to tell the time using the sundial. Pictures for reference:

Day 3: Tundra 9am - 9.30am

Can I eat this?

9.30am - 10.15am

Polar Bear Blubber

10.15am - 10.30am

Break

10.30am - 11am

Ice Painting

11am - 11.30am

DIY Snow

11.30am - 12pm

Terrarium habitats

12pm - 12.30pm

Worksheet and debrief

Act 1: Can I eat this? Objective: Demonstrate poisonous plant (some parts of aloe vera) and non-poisonous plant Materials: aloe vera leaf, knife, chopping board, apples, almonds, small container, plastic spoon Procedures: Teacher demo: (for demo only, not for consumption) 1. Explain to the students that plants can be classified as poisonous or non-poisonous. 1. Explain that some parts of aloe vera (latex, a yellow substance) are poisonous. 2. Cut the edge (longer) of the aloe vera leaf using the knife. 3. Cut the sides of the aloe vera leaf. 4. Cut the other edge of the aloe vera leaf (shorter). 5. Carefully peel the outer covering away with a knife. Student activity: 1. Explain to the students that some plants are not poisonous and hence, are edible. 2. Cut some apples and distribute them with the almond to the students. 3. The teacher can let the students eat them as a snack.

Act 2: Polar Bear Blubber Objective: To demonstrate adaptation of Polar Bear in the Arctic Tundra Materials: big plastic bowl, ice cubes (several), water, latex gloves, ziplock bags, shortening Procedures: 1. Distribute bowls of ice cubes with water to all students. 2. Ask the students to take a generous amount of shortening into their ziplock bag. 3. Ask the students to get another ziplock bag and wear them like a glove. 4. Ask the students to put their hand with a ziplock bag to the bag of shortening. Squish them in place. 5. Fold the edges of the ziplock bag. 6. Ask the students to wear latex gloves on their other hand. 7. Ask the students to immerse both of their hands on the iced water bowl. Observe the difference in the two hands. Reference: https://www.youtube.com/watch?v=a6tEGw26MMo

Pictures for reference below:

Explanation: ● Polar bears have blubber (thick layers of fats) in their bodies to keep them warm. Fats can insulate their bodies to overcome the extreme temperature of Arctic Tundra.

Act 3: Ice Painting Objective: To demonstrate the effect of salt on water Materials: 4 ice cubes/student, styrofoam plate (large), salt, watercolour/food colouring, droppers, coloured markers. Procedures: 1. Distribute the styrofoam plate to each student. Ask the students to write their name on styrofoam using a coloured marker. Design them. 2. Distribute 4 ice cubes to each student. 3. Ask the students to separate 1 ice cube from the rest. 4. Ask the student to sprinkle some salt of the 3 ice cubes and no salt on 1 ice cube. 5. Now, ask the students to add a few drops of watercolour into the ice cube with no salt. Observe what happens. 6. Now, ask the students to add a few drops of different watercolour into the ice cubes with salt. Observe the difference. Reference: https://www.youtube.com/watch?v=ialopJuu7Zs Explanation: Under normal conditions ice melts at 0 degrees Celsius. However, when it is mixed with salt, the melting point of ice decreases because salt molecules get in the way of water molecules bonding together. In simple terms, this means that the salt makes the ice melt. Pictures for reference below:

Act 4: DIY Snow Objective: To demonstrate absorbent property of materials

Materials: 2-4 diapers, 2 bowls, plastic cup, water, spoon (for stirring), scissors Procedures: 1. The teacher will cut 2-4 diapers open and pour the padding and power content into a bowl. 2. Ask the students to help you separate the padding and powder. The padding (wool) will be transferred into another bowl. 3. Distribute plastic cups with a small amount of water to each student. 4. Distribute white powder into each student’s cup. 5. Ask them to stir the mixture using a small coffee stirrer. 6. Pack their DIY snow into a small ziplock bag. Reference: https://www.youtube.com/watch?v=u_RlPzraZMs Explanation: 1. Sodium polyacrylate from diapers is an absorbent material that allows liquid to be absorbed efficiently. In this case, the polymer observed enough water which resembled real snow. 2. Some materials are absorbent, some are waterproof.

Act 5: Terrarium habitats Objective: To show biodome exhibitions (tundra) Materials: Medium-size plastic transparent container with lid, soil, mini arcti...