Parents’ Seminar · Springdale Primary School 25 Comparing is the skill of identifying...
Transcript of Parents’ Seminar · Springdale Primary School 25 Comparing is the skill of identifying...
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Parents’ Seminar
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1. Primary Science Education2. Science Curriculum & Syllabus3. Components of Science Curriculum4. Classification in P35. Fair test in P46. Excelling in Science7. Support from Parents
Overview
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To provide primary students with: experiences which build on their interest and
stimulate their curiosity about their environment basic scientific terms and concepts to help them
understand themselves and the world around them opportunities to develop skills, habits of mind and
attitudes necessary for scientific enquiry
Aims of Primary Science
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www.moe.gov.sg/education/syllabuses/sciences/.../science-primary-2014
Science Curriculum Framework
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Essential Features
Question - Learner engages in scientific questionsEvidence - Learner collects data in response to
questionsExplanation - Learner formulates explanations from
evidenceConnection - Learner connects explanations to
scientific knowledgeCommunication - Learner communicates and
justifies explanations
Science as an Inquiry
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Thematic & Spiral
Theme Lower Block (P3 & 4) Upper Block (P5 & P6)
Diversity • Diversity of living & Non-living things
• Diversity of materials
Cycles • Cycles of Plants & Animals (Life Cycles)
• Cycles in Matter
• Cycles in Plants & Animals (Reproduction)
• Cycles in Water
Primary Science Curriculum
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Thematic & Spiral
Themes Lower Block (P3 & 4) Upper Block (P5 & P6)
Systems • Plant System (Plant parts & functions)
• Human System (Digestive System)
• Plant System (Respiratory & Circulatory systems)
• Human System (Respiratory & Circulatory systems)
• Cell System• Electrical System
Primary Science Curriculum
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Thematic & Spiral
Themes Lower Block (P3 & 4) Upper Block (P5 & P6)
Interactions • Interaction of Forces (Magnets)
• Interaction of Forces (Frictional,Gravitational forces,forces in spring)
• Interaction within the Environment
Energy • Energy Forms & Uses (Light & Heat)
• Energy Forms & Uses (Photosynthesis)
• Energy Conversion
Primary Science Curriculum
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Term 1 Term 2 Term 3 Term 4
• Classification• Living & Non-
living Things• Plants • Animals
• Fungi & Bacteria
• Materials
• Life Cycles of Plants & Animals
• Plant parts & their functions
• Human System
• Digestive System
P3 Science Topics
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Term 1 Term 2 Term 3 Term 4
Interactions• Magnets
Energy• Light
Energy• Heat
Cycle• Matter
P4 Science Topics
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1. Theory – Concept teaching2. Practical Sessions in the Science laboratory3. Process Skills Worksheets4. Performance Tasks5. Practical Test6. Topical Revision Papers7. MConline
Components of Science Curriculum
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In “A Handbook for Science Teachers in Primary Schools” (Teo, Nora., 2003) states that process skills help students to …
“deal with expectations that are relevant in all parts of life and find out things for themselves. The acquisition of such skills contributes to our students’ general mental development and helping them to learn how to learn.”
Importance of Process Skills
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1. Observing2. Comparing3. Classifying4. Using apparatus & equipment5. Inferring6. Predicting7. Analysing8. Evaluating9. Generating Possibilities10. Communicating
Process Skills
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Process Skills
• Process Skills are assessed through
– Pen & Paper assessment
– Science Practical Test: check student's understanding of science concepts and mastery of basic process skills and integrated processes through practical work.
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Practical Practices
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Classifying is the skill of sorting things into groups based on common characteristics or properties.
1. make sense of things based on recognisable patterns
2. observed similarities or differences in properties/characteristics.
Classifying
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1. We classify things around us so that they are more organized and can be located more easily Supermarket Library
2. To appreciate the diversity around us Similarities Differences
Classifying
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Activity Time
• Arrange the sweets into 2 groups based on a common characteristic or property.
• Use the printed paper on your table to help you group the items.
• Write a suitable heading for your groupings in the box marked as “Sub heading”.
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Activity Time
•Share your classification.
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How are they presented?
• Classification Chart
• Classification Table
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Where Animals Live
On Land In Water
Cow Horse
Dolphin Shark
Sea Pond
Guppy Water snail
sub-headings main
headings
Classification Chart
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Classification table and chart to show main groups and sub-groups.
On Land In Water
Sea Pond
Dolphin Shark
Pond skater Snail
Sub-groups Main groups
Table
Cow Horse
Classification Table
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Some ways to classify materials
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Some ways to classify materials
Allows light to pass through
Does not allow light to pass through
Clear plasticClear glass
WoodPaper
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Comparing is the skill of identifying similarities and differences between two or more things that you observe.1. The similarities and differences observed will help you
draw conclusions about the significance of the comparison.
2. You can compare things by observing them in real life or by observing diagrams, charts or tables.
3. You need to know the characteristics of the things that can be compared, e.g. body covering or breathing method.
Comparing
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What pupils need to know?
1. For questions on classification, students may be asked to:
Generate group headings based on given items
State the characteristics of a given item
State the similarities/differences between two items by comparing
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Generate group headings
A group of pupils placed some things found in a garden into two different groups as shown in the table below.
Give a suitable heading for Groups X and Y.
Group X: _______________________________________
Group Y: _______________________________________
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Group X Group Y
Ant Stone
Caterpillar Sand
Grass Bench
Living things
Non-living things
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Which one of the following statements describes Animal A correctly?
1) It eats insects and can fly.
2) It eats insects and cannot fly.
3) It does not eat insects and can fly.
4) It does not eat insects and cannot fly.
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State the characteristics
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State the characteristics of Animal C.
____________________________________________________________
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State the characteristics
Animal C does not eat insects and cannot fly.
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Kerry has a pet that feeds on ants only and is able to walk and fly. Which of the following animals can her pet be?
1) Animal A
2) Animal B
3) Animal C
4) Animal D
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State the characteristics
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Study the flowchart below.
Explain why Animal C cannot be a rabbit.
____________________________________________________________
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State the characteristics
It cannot fly. If C is a rabbit, it should fly.
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Study the flowchart below.
Explain why Animal C cannot be a rabbit.
________________________________________________
________________________________________________
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State the characteristics
Animal C cannot be a rabbit because a rabbit cannot fly but Animal C can.
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Observe the butterfly and bird carefully.
Based on the diagram, state 2 similarities between the butterfly and bird.
a) _______________________________________
b) _______________________________________
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State the similarities
Both can fly
Both lay eggs
X
X
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Observe the butterfly and bird carefully.
Based on the diagram, state 2 similarities between the butterfly and bird.
a) _______________________________________
b) _______________________________________
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State the similarities
Both have wings.
Both have legs.
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Observe the butterfly and bird carefully.
Based on the diagram, state the difference between the butterfly and bird with regard to the number of wings.
_______________________________________
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State the differences
Butterfly has 4 wings X
Updated for clarity
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Observe the butterfly and bird carefully.
Based on the diagram, state the difference between the butterfly and bird with regard to the number of wings.
____________________________________________
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State the differences
Butterfly has 4 wings but bird has 2 wings.
Updated for clarity
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Study the classification chart.
State the differences between animals on Group A and D.
_________________________________________________
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State the differences
A gives birth to young alive but D lives in water.
Animals
Give birth to young alive Lay eggs
Lives on land Lives in water Lives on land Lives in water
A B C D
X
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Study the classification chart.
State one difference between animals in Group A and D.
________________________________________________
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State the differences
Group A gives birth to young alive but group D lays eggs.
Animals
Give birth to young alive Lay eggs
Lives on land Lives in water Lives on land Lives in water
A B C D
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Classification in real-life
• Living vs non-living things
• Flowering plants vs non-flowering plants
• Animals vs plants
• Favourite toy vs forgotten toy
• 2-wheeled vehicles vs 4-wheeled vehicles
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Classifying Shapes
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Shapes
No sides 3 sides 4 sides 6 sides
The shapes were classified based on the number of sides
Classifying Shapes
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Shapes
Red background
Blue background
Yellow background
Green background
The shapes were classified based on their background colour.
Classifying Shapes
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Classifying Biscuits
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Fair Test
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Communicating is the skill of: • sending or sharing information• receiving information
The information can be presented in various forms:• by talking (verbal)• by using pictures, drawings or diagrams (pictorial)• by using tables• by using graphs
Communicating
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Investigating
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Integrated Process Skill – Investigating
Investigating is the process of combining various process skills to come up with hypotheses, plans and ways to carry out Science investigations or experiments.
• Formulating (Question / Aim)
• Predicting (Hypothesis)
• Investigating (Using the Scientific Method)
• Communicating (Tables and Graphs)
• Inferring, Analysing (Conclusion)
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Investigating-Aim
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What is an aim?
• The objective of the experiment/the reason why we wish to carry out the experiment.
• Use phrases like “To find out how …./ To find out if…..” as a starter.
Example:To find out how the number of batteries used affects the strength of the iron nail when it becomes a temporary magnet.
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Investigating-Hypothesis
What is a hypothesis?
• A hypothesis is what you predict the results of an experiment will be.
• It should not be a wild guess. It should be based on what you know or observe.
• A hypothesis may or may not be correct. After making a hypothesis, you should test it with an experiment.
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Investigating-Hypothesis
A hypothesis can be a statement with a format such as:
“ When / If ______________________ (something happens), _________________________ (something else will happen).”
“The ______________________ (some thing / action) affects __________________ (some other thing / action).”
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Investigating-Variable
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What is a variable?
A variable is anything that you can change that can affect the results in an experiment, e.g.
• The size of the container• The type of material• The temperature• Duration of the experiment
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Investigating-Variable
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Changed Variable
Result
Controlled Variable
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Investigating – Fair Test
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What is a fair test?
A fair test ensures that the results of your experiment are only due to the variable you change.
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Investigating – Fair Test
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How to conduct a fair test?
• You should change only the variable that you are testing (can be determined from the aim of the experiment).
• All the other variables should be kept the same.
• Only one variable should be changed (changed variable).
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Investigating – Fair Test
You conduct a fair test by making sure that you change one variable at a time while keeping all other conditions the same.
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Investigating – Fair Test
Aim: To find out if the number of batteries affect the number of iron pins attracted to an electromagnet
Changed variable: the number of batteries
Result: the number of iron pins attracted
Controlled variable: All other variables constant (kept the same)
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Investigating – Fair Test
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Changed variable – Aim
To find out if _____________(Changed variable) affects the ______________(Result).
Identify the changed variable in the experiment to determine the aim.
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Fair test on sweets
Variables
• Colour of packaging• Brand• Flavour• Type
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Aim: To find out if the colour of packaging affects the rate of digestion of the sweets.
changed variable_______________
_____________________________result
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Fair test on sweets
Variables
• Colour of packaging• Brand• Flavour• Type
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Aim: To find out if the colour of packaging affects the number of sweets purchased.
changed variable_______________
____________________________result
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Activity Time
• Place your pocket tissue on the table
• What variable helps you to determine the type you
buy?
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Activity Time
• Brand
• Softness• Absorbency
• Colour• 2 ply vs 3 ply• Value for $$$• No. of sheets/packs• Print vs no print
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Aim of the fair test
To find out which brand has the best absorbency
–No. of ply must be same–Unfair if a 2-ply brand A vs 3-ply brand B
To find out if the number of ply affects absorbency–Brand must be the same–Brand A test using 2-ply vs 3-ply vs 4-ply
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Fair Test: The secret message
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Fair Test: The secret message
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Aim of the Experiment :
To find out how the affects theeffect of the
shade of the font
visibility of the message in an
envelope
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Fair Test: The secret message
Hypothesis of the Experiment :
The darker the shade of the font, the more visible the message in the envelope.
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Fair Test: The secret message
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Deciding what to do : Choosing variables
I will change Shade of the font
I will measure Visibility of the message
I will keep these the same to make the experiment fair
Colour of the font
Type of envelope
Type of paper
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Fair Test: The secret message
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Why must the test be fair?
To be sure that only what we change is affecting what we measure.
So only is affecting the shade of the font
visibility of the message
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Fair Test: The secret message
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When I change shade of the
font
What will happen to the ? visibility of the
message
Inferring from the results
As increases, the increases. shade of the font
visibility of the message
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Communicating
• Results can be represented:
– Tables
– Graphs
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Shade Visibility
100%
75%
50%
25%
0
2
4
6
100% 75% 50% 25%
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What pupils need to know?
Aim of the investigation:
• To find out if the mass of the objects hung on a spring affects the extension of the spring.
Hypothesis:
• The heavier the objects hung on the spring, the more the spring extends.
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What pupils need to know?
Changed Variable:
• Mass of the object hung on the spring
Result:
• Extension of the spring (not length)
Controlled Variable:
• Type of spring
• Location at which the experiment is carried out
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What pupils need to know?
Extension of the Spring (cm)
Mass of the objects hung on
the spring (g)
1st Try 2nd Try 3rd Try Average
10 0.5
20 1.0
30 1.5
40 2.0
50 2.5
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What pupils need to know?
• What is a fair test?
• What is the aim of the experiment?
• State the relationship between the changed variable and the result.
• Given the aim, state the changed variables and
controlled variables.
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What is a fair test?
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In a fair test, only one variable is changed
which is the type of soil.
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What is a fair test?
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Why is the experiment not a fair test?
More than one variable was changed which is type of soil (changed variable) and the amount of soil (the other variable changed).
OR
There should be only one changed variablewhich is type of soil but amount of soil was also changed.
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What is the aim of the experiment?
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Fair Test
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To find out how different temperature/ amount/presence of warmth affects the germination of seeds.
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State the relationship
• State the relationship between the changed variable and result.
• As the changed variable increases/decreases, the result increases/decreases.
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Changed Variable
Result
Changed Variable
Result
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x-axis: Changed Variable
y-axis: Result
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Changed Variable
Result
Changed Variable
Result
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x-axis: Changed Variable
y-axis: Result
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Communicating
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State the variables
• Given the aim, state the changed variables and controlled variables.
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State the variables
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State two variables that were fixed so that the experiment was a fair test.
_______________________________________
_______________________________________
The strip
The glass
X
X
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State the variables
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State two variables of the strips that were fixed so that the experiment was a fair test.
_______________________________________
_______________________________________
Thickness of the strip
Shape of the glass
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Fair Test in real-life
• Detergent• Toilet paper• Hand soap• Shampoo• Watering plants• School bag• Clothings• Electronic items e.g. television
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Answering techniques during exams MCQ
Analyse the distractors Elimination
Excelling in Science
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Answering techniques during exams
Open-ended Highlighting the key words in the Questions Interpret the data in tables and graphs Using all labelled information in the diagram Identify the topic of the question Phrase answers using scientific concepts Answer to the context of the question Be specific, e.g. “Plants are different in their leaves” without
stating specially how are they different
Excelling in Science
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1. Encourage your child to observe, ask questions, experiment and seek their own understanding of their environment.
2. Actively engage with your child by talking about the books they are reading or television programmes on Science they have watched.
3. Provide frequent opportunities for Science learning at home, during outdoor play, trips to parks, zoos, markets, supermarkets, nature reserves, etc.
Build on your child’s interest
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4. Foster children’s creative and critical thinking, problem solving and resourcefulness through authentic tasks such as cooking, doing household chores and other everyday activities so that they see Science as part of their daily lives.
Help your children see Science around them
Support from Parents
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Online Resources
Go Beyond The Classroom
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Go Beyond The Classroom
Online Resources
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National Geographic Kids –http://kids.nationalgeographic.com
Discovery Kids – http://discoverykids.com/
Online Resources
Go Beyond The Classroom
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Science Magazines Subscription –National Geographic Explorer, Wildlife Wonder, The Singapore Scientist, Young Scientist
Science Guide Books - Mini Guide Books by Science Centre, Mini Science Encyclopaedia
SCV Discovery Channel, National Geographic, Animal Planet
Go Beyond The Classroom
Learning Resources
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