Science Parents’ Briefing - MOE f… · Science Curriculum Briefing for Parents 22 July 2015 P5...
Transcript of Science Parents’ Briefing - MOE f… · Science Curriculum Briefing for Parents 22 July 2015 P5...
White Sands Primary School Science Curriculum Briefing
for Parents 22 July 2015
P5 4.30 – 5.30 pm
Objectives
• To familiarise with the Primary Science Syllabus ( 2008 )…final batch to do this syllabus
• To gain insights to the approaches in the teaching and learning of Science
• To be equipped with some strategies to help your child at home in the area of Science learning
What does my child learn in science? (Content)
How does my child learn science?
(Pedagogy)
How is my child assessed in science?
(Assessment)
How can I support my child in learning science?
Why does my child
learn science? (Aims of Science
learning)
Primary Science Framework
Why does my child learn science?
Learn basic concepts to understand themselves and things around them
Develop skills Cultivate attitudes
Have learning experiences
which build on interest and stimulate curiosity
Why does my child learn Science? Aims of the Science Syllabus …to provide
• experiences which build on their interest in 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 inquiry and to
• prepare students towards using scientific knowledge and methods in making personal decisions
• help students appreciate how science influences people and the environment
Science English Mathematics Mother Tongue
6 12 10 12
Number of Teaching Periods Allocated for Science per week in P5
1 teaching period 30 minutes
What does my child learn in Science?
Themes * Lower Block (P3-P4) ** Upper Block (P5-P6)
Diversity Diversity of living and non-living things
(General characteristics and classification)
Diversity of materials
Cycles Cycles in plants and animals (Life cycles)
Cycles in matter and water (Matter)
Cycles in plants and animals (Reproduction)
Cycles in matter and water (Water)
Systems Plant System
(Plant parts and functions)
Human System
(Digestive system)
Plant System
(Respiratory and transport systems)
Human System
(Respiratory and circulatory systems)
Cell System
Electrical System
Interaction Interaction of forces
(Magnets)
Interaction of forces
(Frictional force, gravitational force, force in
springs)
Interaction within the environment
Energy Energy Forms and Uses
(Light and Heat)
Energy Forms and Uses (Photosynthesis)
Energy Conversion
Note:
•*Lower Block (Primary 3 and 4); ** Upper Block (Primary 5 and 6).
•Topics which are underlined are not required for the Foundation Science .
• Learn basic concepts, develop basic skills, cultivate attitudes
• Apply concepts and skills in different contexts
What does my child learn in Science?
Engaging with an
event, phenomenon
or problem through:
Collecting and
presenting
evidence
through:
Reasoning; Making
meaning of
information and
evidence through:
Skills
Formulating hypothesis
Generating possibilities
Predicting
Observing Using apparatus
and equipment
Comparing Classifying Inferring Analysing Evaluating
Communicating
Processes Creative problem-solving, Investigation and Decision-making
Main Pedagogy in Science
Inquiry-based teaching and learning following the
5E Learning Cycle
Engage
Explore
Explain Extend
Evaluate
CELL SYSTEM[1]
Overarching Concept:
Plants and animals are made of
different types of cell systems
which contain certain parts to
perform specific functions.
ENGAGE:
Key Idea: A cell is a basic unit of life.
Linking Question:
What characterises a
cell?
EXPLORE :
Key Idea: Cells have different parts.
Linking Question:
What are the parts of a
cell?
ELABORATE:
Key Idea: There are similarities
and differences between plant and
animal cell.
EXPLAIN:
Key Idea: The different parts of cells
have different functions.
Linking
Question: Are
there any
differences
between plant
and animal
cells?
EVALUATE:
Key Idea: Cell is a system that
has different parts performing
different functions.
Linking Question:
How can we know that a cell
is a system?
[1] This topic is not required for students taking Foundation Science.
How does IBL look like in the school?
• Summative : CAs, SAs Our Marking Scheme : Conceptual understanding and application of concepts and skills Students can explain their understanding of concepts in their
own words Concepts which are correct in the context of the questions will
be carefully evaluated and awarded appropriate marks
• Formative : Not weighted .Learning packages to suit different abilities, classroom observations, milestone checks from workbook review exercises
How is my child assessed in Science?
How can I support my child?
• Note the features in the textbook & utilise them for pre & post reading
• Use graphic organisers to make learning more visual and consolidated. Eg: concept maps, mind maps , diagrams etc
• Topics learnt in the previous year(s) have to be revisited as science learning & assessing is cumulative
• Do not cramp revision of previous topics just before the exams, start revising early
How can I support my child?
Introduction to the chapter
Learning Outcomes : knowledge & skills the
child should acquire
Features in a textbook
Features in the textbook Think about it :
Questions which provide
opportunities to apply concepts &
skills
Going Further : Exposes the child
to knowledge beyond what is required in the
syllabus
What you have learnt :
Summary of what is covered
Checkpoint : Stop & check
understanding
Overview : Concept map of what is covered
WOW : Interesting snippets of information
DIY : Simple activities
the child can carry out at home
How else can I support my child?
• E-learning platform: MC online
Features include : Chapter Overview and tutorials, quizzes and assignments by teachers
• Reading beyond the textbooks
• Keep updates on Science issues in the media eg haze situation, water pollution affecting the marine life in Bishan Park , global warming
• Be curious, ask questions on the Science in everyday life
How can I support my child?
What characteristics does this animal have?
Why do I need to wear gloves when I hold a hot pot?
How can I conserve energy at home?
Which materials should I use to make the curtain in my room?
How do I keep my drink hot for a longer time?
Main Process Skills for P5
going HOTS ( Higher Order Thinking Skills )
• Observing
• Comparing
• Classifying
• Generating possibilities
• Communicating (diagrams/tables/graphs)
• Inferring (Interpreting data)
• Investigating : The Scientific Method ( shown in next slide )
• Analysing
• Evaluating
Experimental Set-up
AIM – purpose of investigation
What do you want to find out?
If a variable is changed, will the results/ outcomes of the experiment be affected?
Experimental Set-up
Writing an AIM – purpose of investigation
To find out / investigate ….
if/how ….
would affect the ….
( changed variable – what I change ) (measured variable –
what I observe/measure)
Fair test
• Usually only ONE variable is changed at a time
• All other variables remain the same/constant
• If another variable is changed, the results of the experiment may be affected.
Aim Changed variable (What I change)
Measured Variable (What I observe)
Constant variables (What I keep the same)
To find out how the surface of the ramp affects the speed of a toy car.
To find out if the wing-like structure of the fruit affects the time taken it drops to the ground.
To find out if the exposed surface area of the towel affects the rate of evaporation.
Presence of wing-like structure
Time taken for fruit to drop to ground
• Height of drop
Surface of ramp
Speed of the car
• Height of ramp • The toy car • Starting
position of car
Exposed surface area of the towel
Rate of evaporation
• Thickness of towel
• Material of towel • Amount of water
in towel
Drawing Conclusion
Based on:
1.Observations made
2.Results table (data)
3.Graph (trend)
Writing a conclusion…..
Write aim
Conduct experiment
Must answer the Aim
Strategies to Answer Science
Questions
• Strategies for Answering Multiple Choice Questions
• Read and understand the question • Study the information given :
diagram/tables/graphs (if any) • Highlight/underline/circle key words • Identify the topic which is tested and recall the
related concepts • Eliminate the incorrect options and choose the
best answer.
Strategies to Answer Science
Open Ended Questions
• Content
• Links- Recall and apply relevant concepts for the topic
• Information- Diagrams, Tables, Graphs
• Question type- Next Slide **
• Answer with
• # Language in mind
CER Choice Evidence Reasoning
Eg. Jason carried out an experiment to investigate the amount of light passing through three different materials, P, Q and R, using a torch and a data logger as shown in the diagram below.
torch
P Q R
Materials
data logger
He shone the torch on the three different materials one at a time and recorded the amount of light that passed through them using a data logger. The graph below shows the findings of the experiment.
0
2
4
6
8
10
P Q R
Material
Amount of
light
recorded
in the
data
logger
(lux)
a) Which material, P, Q or R, would be most suitable for a curtain to be used in a dark room when Jason is watching movies?
Material Q
b) Give a reason for your answer in (a). Material Q has the least amount of light recorded passing through it, thus the room would be the darkest.
Choice
Evidence Reasoning
With # Language in Mind Do Remember to use …
• Descriptive adjectives
(few, high, long, fast, great, small) in the explanation when describing one
• Comparative adjectives
(more, higher, longer, faster, greater, smaller) in the explanation when comparing two set-ups/objects
• Superlative adjectives
(most, highest, longest, fastest, greatest, smallest) in the explanation when comparing more than two
Glossary of Terms Term Description of Meaning
1. Classify To group things based on common characteristics
2. Compare To identify similarities and differences between objects, concepts or processes
3. Observe To obtain information through the use of the senses
4. Describe To state in words (diagrams when appropriate) the main points
5. Identify To select and/or name the object, event, concept or process
6. State To give a concise answer with little or no supporting argument
7. Explain /Why
Write a detailed answer , giving the reason /cause on why something happened& the effect ( what will happen as result of this ) …The CER approach
8. Infer To draw a conclusion based on observations
9. Relate To identify and explain the relationships between objects, concepts or processes
10. Investigate To find out by carrying out experiments
Misconceptions in Science in Lower Block Diversity
Topic Misconceptions Correct √√√ Living and
Non-
Living
Things
Spiders are insects. Spiders are not insects. They belong to a group of
animals called arachnids.
Whales and dolphins are fish. Whales and dolphins are mammals.
All sharks lay eggs. It depends on the species, some lay eggs while
some give birth
All fish lay eggs. Not all fish lay eggs. The swordtail, black molly
and the guppy give birth to young alive.
All anteaters lay eggs. Spiny Anteater is the only anteater that lay eggs,
not other species of anteater.
Plants move on their own. Plants respond to changes around them but do not
move on their own.
Organisms refer to only
plants and animals.
Organisms refer to all living things.
Fungi are plants. Fungi are not plants. They cannot make their own
food.
All bacteria are bad. Not all bacteria are bad; some will cause diseases
but some are good bacteria which help to
decompose matter, help in digestion and recycle
important nutrients in the environment.
Topic Misconceptions Correct √√√ Living and
Non-
Living
Things
All plants bear flowers. Certain plants do not bear flowers. They are called
non-flowering plants eg. ferns and mosses
Mushrooms reproduce from
spores which is similar to
ferns. Hence, both are fungi.
Mushroom is a fungus while bird’s nest fern is a
non-flowering plant.
Confusion of materials and
objects.
Materials are the substances objects are made of
e.g. metal, plastic and glass.
Objects are things made out of the materials e.g.
gold ring, plastic cup and window pane.
Misconceptions in Science in Lower Block Diversity
Topic Misconceptions Correct √√√
Magnets A magnet has a North Pole
and a South Pole
The poles of a magnet are its N-pole or north-
seeking pole and S-pole or south-seeking pole.
When a magnet is broken
into two in the middle, it will
become a north-seeking
piece and a south-seeking
piece
Two magnets will be formed, each has both N-
Pole and S-pole.
The test of attraction can be
used to differentiate a
magnet from a magnetic
object.
The test for repulsion should be used to test
whether the object is a magnet or not.
Only magnets repel.
All metals can be attracted to
a magnet, which means all
metals are magnetic.
Only iron, steel, nickel and cobalt are attracted to
magnets. They are magnetic materials.
The stroking method can be
done in all directions at any
one time.
Stroking must be done in one direction .
Misconceptions in Science in Lower Block Interactions
Misconceptions in Science in Lower Block Cycles
Misconceptions Correct √√√
Life
Cycles
There are 4 life cycles in the life
cycle of a mosquito/
butterfly/beetle.
There are 4 stages in the life cycle of the
mosquito. There is only one life cycle in the
life of an organism.
Shoots appear first when a seed
starts to grow or germinate.
The roots appear first when the seed starts to
grow or germinate.
Matter Air is a single kind of gas. Air is a mixture of gases made of oxygen,
nitrogen, carbon dioxide ,water vapour etc
Sand and rice are not solids
because they take the shape of
the container
Sand and rice should be taken as an
individual grain. Each individual grain has a
definite shape, therefore they are solids.
Mass and weight are the same Mass is the amount of matter an object has.
Mass is constant. Mass is measured mainly in
kg/g.
Weight is a force. All objects on earth have
weight because gravity acts on them. An
object’s weight depends on the force of gravity
acting on it. Its weight is different at different
places on Earth.
The greater the gravitational force acting on
the object, the greater the weight of the object.
Weight is measure in Newtons (N)
Misconceptions in Science in Lower Block Energy
Misconceptions Correct √√√
Light Shadows are only formed by
opaque objects .
Shadows are formed when path of light is
blocked by opaque or translucent objects
Heat Heat and temperature are the
same.
Heat is not temperature.
Difference :
Heat is a form of energy, cannot be measured
using a thermometer. Temperature is a
measurement of the degree of hotness or
coldness of something and can be measured
with a thermometer or data logger with
temperature sensor.
Misconceptions Correct √√√
Poor conductors of heat refer to
objects that do not allow heat to
flow through them.
Materials which are non-metals
such as plastics, glass and wood
are poor conductors of heat.
Heat does flow through them but
not easily, hence they take a
longer time to get hot.
In general, non-metals are poor
conductors of heat. Certain
liquids and gases are also poor
conductors of heat eg. air.
Heat travels from a place of hot
temperature to a place of cold
temperature.
Heat travels from a place of
higher temperature/hotter region
to one of lower temperature/colder
region until both reach the same
temperature(at room temperature)
or temperature of the
surroundings.
Misconceptions in Science in Lower Block Energy
Misconceptions in Science in Lower Block Systems
Misconceptions Correct √√√
Digestive System Digestion begins in the stomach. Digestion begins in the mouth,
with the saliva acting on the
starch found in the food.
Digestion ends at the anus. Digestion ends in the small
intestine.
Digestive juices can be found
only in the stomach
Digestive juices can be found in 3
places: mouth, stomach and
small intestine.
Digestion is the breaking down of
food into SMALLER pieces.
Digestion is the breaking down of
food into simple substances so
that they can be absorbed into
the bloodstream and transported
around to other parts of the body.
Misconceptions Correct √√√
Plant System Confused over the direction of the
water-carrying tubes and food-
carrying tubes.
The stem carries water and
minerals from the roots to all
parts of the plant in water-
carrying tubes.
The stem carries food from the
leaves to other parts of the plant
through another set of tubes called
the food-carrying tubes.
Roots transport water to all parts of
the plant.
Roots absorb water from the
ground but it is the stem that
carries it to all parts of the plant &
mainly to the leaves to make food.
Tiny roots called root hairs are
found near the tip of the root. Root
hairs help to increase the amount
of water and mineral salts
absorbed/taken in from the soil.
Misconceptions in Science in Lower Block Systems
Misconceptions in Science for P5 Systems
Misconceptions Correct √√√
Human & Plant
Systems
The gullet and windpipe are one
and the same tube.
The windpipe is the main air tube
which carries air between the lungs
and the nose. On the other hand,
the gullet is a tube that connects
the mouth to the stomach.
Cellular respiration is the same as
breathing. The function of the
respiratory system is to carry out
cellular respiration.
Breathing/Inhalation of air is the
physical act of taking in and giving
out air and should not be confused
with respiration.
Respiration is the reaction in the
cells when oxygen and nutrients
interact to produce energy and
carbon dioxide as a by-product.
Misconceptions in Science for P5 Systems
Misconceptions Correct √√√
All components of the blood
transport materials.
Not every component of blood transports
materials.
The human blood is made up of the
following:
> plasma which is mostly made up of
water. It is a pale watery liquid in blood,
carries digested food, carbon dioxide and
other materials
> red blood cells which give blood a red
colour
> white blood cells which help to fight
germs
platelets which help blood to clot to heal
wounds. White blood cells and platelets
do not transport materials.
( This is for general knowledge but not
tested in the assessment.)
Misconceptions in Science for P5 Systems
Misconceptions Correct √√√
Human & Plant
Systems
All veins carry blood poor in
oxygen and all arteries carry blood
rich in oxygen.
Most veins carry oxygen-poor
blood from all parts of the body to
the heart and most arteries carry
oxygen-rich blood from the heart to
all parts of the body.
Muscles and the brain are not
involved in the workings of the
digestive, circulatory or respiratory
systems.
Body systems cannot work alone.
They are all interconnected with
one another.
Plants cannot breathe. Plants have tiny openings called
stomata. They use stomata for
their gaseous exchange. During
respiration throughout the day,
plants take in oxygen and produce
carbon dioxide.
Misconceptions Correct √√√
Cells The difference between a bacterium
and an animal is that a bacterium is
made up of tiny cells and animals are
made up big cells.
The difference between a bacterium and
an animal is that a bacterium is made up
of only one cell but an animal is made
up of many cells.
When a baby grows bigger, its cells
grow bigger.
When a baby grows bigger, it has more
cells.
Cells are flat. Cells are not flat. They are three-
dimensional.
All the cells in the body are the same. The cells in the body are of different
types, for example, red blood cells,
nerve cells, fat cells.
Most cells can be observed using a
magnifying glass.
Most cells are too small to be observed
using a magnifying glass.
Misconceptions in Science for P5 Systems
Misconceptions Correct √√√
Electrical
System
All electrical conductors are metals. Metals are electrical conductors. (Some
non-metals like graphite, a form of
carbon, and water are electrical
conductors)
When two bulbs are connected in
series in an electric circuit, the first
bulb shines more brightly than the
second bulb because the electric
current is used up by the first bulb.
When two bulbs are connected in series
in an electric circuit, the first bulb and
the second bulb shine with the same
brightness because the electric current
that flows through both bulbs is the
same.
In an open circuit, electric current flows
to the part of the circuit where there is
a break or a gap, then stops flowing.
In an open circuit, electric current does
not flow in the circuit at all.
Misconceptions in Science for P5 Systems
Vocabulary List for P3 Diversity Cycles Interactions
Chap 1 Living & Non Living Things
Chap 2 & 4 Plants, Fungi & Bacteria
Chap 3 Animals
Chap 5 Materials
Chap 1 Life Cycles of Animals
Chap 2 Life Cycles of Plants
Chap 1 Magnets
1. diversity 2. non-living things 3. observe, classify 4. characteristics 5. similarities 6. differences 7. respond to changes 8. air, food, water 9. grow 10. reproduce
1. non-flowering plants 2. leaf, stem, root 3. flower, fruit 4. microorganism 5. microscope 6. bacteria 7. fungi 8. mould 9. yeast 10. mushroom, spores
1. amphibians 2. live on land and in water 3. moist skin 4. lungs 5. birds, beak 6. feathers, wings 7. pair of legs 8. fish, fins 9. scales, gills 10. insects, feelers 11. six legs, three body parts 12. hard outer covering 13. mammals, hair 14. produce milk 15. give birth 16. reptiles 17. dry skin
1. wood, glass 2. rubber, metal 3. ceramics 4. fabrics 5. plastics 6. strong, flexible 7. float, sink 8. stiff, waterproof 9. allow light to pass through 10. absorb water 11. properties 12. materials
1. life cycle 2. reproduce 3. stages 4. egg, young, adult 5. larva, pupa, nymph 6. moult
1. seed 2. young plant 3. adult plant 4. seed leaves 5. flowers, fruits
1. attract 2. repel 3. magnetic 4. non-magnetic 5. North-seeking pole 6. South-seeking pole 7. North-South direction 8. like poles 9. unlike poles 10. magnetised 11. stroke method 12. electrical method 13. electromagnet
Vocabulary List for P4 Cycles Systems Energy
Chap 1 Life Cycles of Animals
Chap 2 Life Cycles of Plants
Chap 3 Matter
Chap 1 Your Amazing Body as a System
Chap 2 Plants & Their Parts
Chap 1 Light & Shadows
Chap 2 Heat & Temperature
1. life cycle 2. reproduce 3. stages 4. moult 5. egg 6. young 7. adult 8. larva 9. pupa 10. nymph
1. matter 2. mass 3. volume 4. occupies
space 5. states 6. solid 7. liquid 8. gas 9. definite
shape 10. definite
volume 11. compressed
1. matter 2. mass 3. volume 4. occupies
space 5. states 6. solid 7. liquid 8. gas 9. definite
shape 10. definite
volume 11. compressed
1. system 2. part 3. function 4. digestive
system 5. circulatory
system 6. respiratory
system 7. skeletal
system 8. muscular
system 9. digestion 10. organ 11. mouth 12. gullet 13. stomach 14. small
intestine 15. large
intestine 16. anus
1. leaves 2. stem 3. roots 4. minerals 5. water
1. energy 2. sources 3. shadow 4. light 5. reflect
1. heat 2. temperatur
e 3. energy 4. thermomet
er 5. degree,
Celsius 6. heat gain 7. heat loss 8. matter 9. states 10. expand 11. contract 12. good
conductors of heat
13. poor conductors of heat
Vocabulary List for P5 Cycles
Chap 1 Water
Chap 1 Water
Chap 2 Reproduction in Plants
Chap 2 Reproduction in Plants
Chap 3 Reproduction in Humans
1. States of water 2. Solid 3. Liquid 4. Gas 5. Freezing, freezing
point 6. Condensation,
condenses 7. Melting, melting
point 8. Boiling, boiling point 9. Evaporation 10.Water cycle
11. Changes of state 12. Sun 13. Heat Energy 14. Water vapour 15. Clouds 16. Living things 17. Water 18. Life processes 19. Transport materials 20. Photosynthesis 21. Water resources 22. Water pollution 23. Toxic wastes 24. Oil spills 25. Untreated waste water 26. Litter 27. Conversing water
1. Living things 2. Reproduce, reproduction 3. Characteristics 4. Parents 5. Young 6. Spores 7. Ferns 8. Sexual reproduction 9. Flowering plants 10. Petals 11. Stigma 12. Ovary 13. Ovule
14. Anther 15. Ovum (egg) 16. Style 17. Filament 18. Pollen 19. Pollination 20. Fertilisation 21. Fertilised egg 22. Fruits 23. Seeds 24. Seed dispersal 25. Germination
1. Human sexual reproduction 2. Egg (ovum) 3. Sperm 4. Fertilised egg 5. Ovary 6. Womb 7. Testis 8. Fertilisation 9. Parents 10. Offspring 11. Characteristics
Vocabulary List for P5 Systems Energy
Chap 1 Systems in Living Things
Chap 1 Systems in Living Things
Chap 2 Cells
Chap 3 Electrical Systems
Chap 3 Electrical Systems
Chap 1 Energy & Photosynthesis
1. Air 2. Gases 3. Oxygen 4. Nitrogen 5. Carbon dioxide 6. Water Vapour 7. Breathing 8. Stomata 9. Gills 10. Lungs 11. Respiratory system 12. Human circulatory system 13. Transport system14. Useful materials 15. Waste materials 16. Heart 17. Blood
18. Blood vessels 19. Red blood cells 20. Organ systems 21. Working together 22. Organs 24. Digestive system 25. Respiratory system 26. Circulatory system 27. Flowering plants 28. Water - carrying tubes 29. Food - carrying tubes 30. Water 31. Mineral salts 32. Food
1. Cells 2. Life 3. Living things 4, Micro – organisms 5. Bacteria 6. Plants 7. Animals 8. Plant cells 9, Microscope 10. Nucleus 11. Cytoplasm 12. Cell membrane 13. Cell wall 14. Chloroplasts 15. Chlorophyll 16. Animal cells
1. Sources of electricity 2. Power stations 3. Batteries 4. Electric circuits 5. Light bulbs 6. Wires 7. Electric current 8. Electrical system 9. Closed circuit 10. Open circuit 11. Switch 12. Circuit diagrams 13. Symbols 14. Circuit components 15. Series circuit 16. Parallel circuit 17. Electric circuit 18. Brightness of bulb
19. Variable 20. Series 21. Parallel 22. Electrical conductor 23. Electrical insulator 24. Circuit tester 25. Metals 26. Non-metals 27. Heat conductor 28. Safe use of electricity 29. Electric shock 30. Fires and burns 31. Safety precautions 32. Energy conservation 33. Fossil fuels 34. Coal, oil and natural gas 35. Pollutants 36. Energy – efficient
1. Energy 2. Work 3. Move 4. Life processes 5. Food 6. Source of energy 7. Plants 8. Animals 9. Photosynthesis 10. Make food 11. Leaves 12. Light energy 13. Carbon dioxide 14. Water 15. Sugar 16. Oxygen 17. Chlorophyll 18. Stomata 19. Starch 20. Iodine solution
Please note that …
• Briefing slides will be made available on the school website at a later date.
• Jot down your queries on the paper provided and pass them to our department members.
• Answers to your queries will also be included in the briefing slides.
Thank You!