Science Workshop for Parents 2016 - Upper Block - MOE · The Primary Science Syllabus aims...

Science Workshop for Parents2016 - Upper Block

School of Excellence, Individuals of Character

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Coverage of Workshop What is Science?

Upper Primary Science syllabus and Bloom's revised

taxonomy

Scientific method (for answering science questions)

Strategies in helping your child to revise Science

Interesting websites on Science

Common misconceptions and difficulties faced by students

Answering higher order thinking questions

Q & A session




What is Science?




What is Science?

Observations

Experiment

Theory

Prediction




Science to Primary Science Many fields or areas in modern science

Biology, Chemistry and Physics

In Primary Science,

Focus is on some aspects of Biology and Physics

Strong emphasis on helping pupils to acquire process skills that are relevant to the study of Science




http://smithinfosearch.files.wordpress.com/2013/10/bloomsrevisedtaxonomy.jpg




Upper Block Primary Science Syllabus

What is the syllabus?

Where to obtain a copy of the Primary Science syllabus?

What are the process skills?

What is the coverage of the PSLE exam?




The Primary Science Syllabus aims to:

- provide primary students with

experiences

basic scientific terms and concepts

opportunities to develop skills, habits of mind and

attitudes necessary for scientific inquiry

- prepare students towards using scientific knowledge and

methods in making personal decisions

- help students appreciate how science influences people

and the environment


Source: CPDD



Knowledge, Understanding

and ApplicationSkills and Processes Ethics and Attitudes

Scientific phenomena, facts,

concepts and principles

Scientific vocabulary,

terminology and conventions

Scientific instruments and

apparatus including techniques

and aspects of safety

Scientific and technological

applications

Skills

Observing

Classifying

Using apparatus and equipment

Communicating

Comparing

Inferring

Formulating

hypothesis

Predicting

Analysing

Generating

possibilities

Evaluating

Processes

Creative problem solving

Decision-making

Investigation

Curiosity

Creativity

Integrity

Objectivity

Open mindedness

Perseverance

Responsibility

Process Skills in Primary Science

• Observing

• Comparing

• Classifying

• Using apparatus and equipment

• Communicating




• Inferring

• Predicting

• Analysing

• Generating possibilities

• Evaluating

• Formulating hypothesis





Processes are complex operations which call upon

the use of several skills.

At the primary level, the processes expected of

students are:

• Creative Problem Solving

• Decision-Making

• Investigation





Coverage of the Syllabus

Four themes

EnergySystemsCycles Interactions

Primary 5 Primary 6

Reproduction

of plants and

animals

Water cycle

Respiratory and

Circulatory

systems (plants

and humans)

Cell system*

Electrical system

Energy forms*

and uses

(Photosynthesis)

Energy

Conversion*

Interaction of

forces

Interactions within

the environment




The Primary Science Syllabus

Where do

we get a

copy of the

2008/2014*

syllabus?

MOE website: http://www.moe.gov.sg/MOE website Parents Syllabuses Sciences 2008 Science

(Primary) SyllabusSchool of Excellence, Individuals of Character

http://www.moe.gov.sg/education/syllabuses/sciences/files/science-primary-2008.pdf



PSLE coverage

Topics: All topics from P3 to P6

Format of paper 2016 – P6 (Standard Science) :

Section A 60m (30 MCQs)

Section B 40m (13/14 Open-ended)

Format of paper 2016 – P6 (Foundation Science) :


Section B 14m (6 Fill-in-the-blanks)

Section C 24m (8 Open-ended)

Types of questions:

1) Knowledge with application

2) Process skills related




PSLE coverage

Topics: All topics from P3 to P6

Format of paper 2017 – P5 (Standard Science) :


Section B 44m (13/14 Open-ended)

Format of paper 2017 – P6 (Foundation Science) :


Section B 14m (6 Fill-in-the-blanks)

Section C 24m (8 Open-ended)

Types of questions:

1) Knowledge with application

2) Process skills related




Science Terminology

What is a science experiment? (Scientific method)

Frequently encountered words in science experiments and questions and what they mean.




Variable 1

Variable 2

Variable 3

Variable 4

Variable 5

Outcome/result

Scientific

methodIndependent variable

(variable tested)

Dependent variable

(measurement /

observation)

Variables

that are kept

constant

(Constants)

Fair test

Control set-up




What are the steps in theScientific Method?

School of Excellence, Individuals of CharacterSchool of Excellence, Individuals of Character





Hypothesis




Variable 1

Variable 2

Variable 3

Variable 4

Variable 5

Outcome/result

Scientific

methodIndependent variable

(variable tested)

Dependent variable

(measurement /

observation)

Variables

that are kept

constant

(Constants)

Fair test

Control set-up


Aim: To see how variable 1 affects

the resultsConclusion: About how did variable 1 affect the results



Revising Science




Helping your child to revise Science Importance of key concepts / ideas

Strategies for recall

Mnemonics

Mind maps / concept maps

Hands-on with mnemonics and concept maps/mind maps

Online resources for drawing concept maps and mind maps




Importance of key concepts and ideas

Key ideas are concepts that are

explained/expressed using scientific vocabulary.

Scientific vocabulary are scientific words used in

science that have specific meanings, different from

daily usage.

Key concepts are the main scientific ideas that

explains why/how something occurs.




Importance of key concepts and ideas

Scientific vocabulary are used in answers to explain

scientific concepts better, with lesser room for errors.

The current testing of Science is on scientific

concepts and their application in different situations.

There is a need to relate how an answer relates to a

concept or how the concept is applied.




Strategies to help in recalling

MnemonicsIs a learning technique that aids memory. To

improve long term memory, mnemonic systems are

used to make recall easier as it helps us to

organise, retain and remember information.




Strategies to help in recalling Steps to create Mnemonics

1.Take the information that you need to remember

and choose one word out of each of the phrases

that is meaningful.

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

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

combination from it.

4.The sentence should be made easy to remember

by making it humorous.





Mnemonics (example)

four magnetic materials: iron, steel, nickel and cobalt.

We take the first letter of each word, iron, steel, nickel

and cobalt and make a word or sentence.


I saw Nicholas CageI S N C




Mind maps

•a diagram

•represent words, ideas, tasks, or other items linked

•arranged around a central key word or idea




An example

Image from beautifylminds.com.sg


Concept maps

•a diagram showing the relationships among concepts

•a graphical tool for organizing and representing

knowledge

•represented as boxes or circles, are connected with

labeled arrows in a downward-branching hierarchical

structure

•linking phrases such as "gives rise to", "results in", "is

required by" or "contributes to"




An example




Plantsleaves Roots Flowers Stem Water Fruits

SeedsFood

Nutrients

Plants

leaves Roots Flowers Stem

Fruits

Seeds

Water FoodFood Water Nutrients

hashas has

has

changes into transportsabsorbsmakes




Uses of mind maps and concept maps

Helping children to recall previous knowledge and

identify areas with misconceptions or that have been

forgotten.

Helping pupils to understand and retain latest

knowledge.

Connecting prior knowledge with new knowledge.

Identify things that pupils have forgotten or has not

been able to make connections.




Some free tools available online

Mnemonics: http://spacefem.com/mnemonics

Concept mapping: http://cmap.ihmc.us/download

Mind mapping: http://www.mindmeister.com or http://mind42.com


http://spacefem.com/mnemonics

http://cmap.ihmc.us/download

http://www.mindmeister.com

http://mind42.com



Fun websites for kids

How Stuff Workshttp://www.howstuffworks.com

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

National Geographic channel (none of the above) http://channel.nationalgeographic.com/channel/none-of-the-above/

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


http://www.howstuffworks.com

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

http://channel.nationalgeographic.com/channel/none-of-the-above/

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



Common misconceptions

Common P5 misconceptions

Common P6 misconceptions




Coverage of the Syllabus

Four themes

EnergySystemsCycles Interactions

Primary 5 Primary 6

Reproduction

of plants and

animals

Water cycle

Respiratory and

Circulatory

systems (plants

and humans)

Cell system*

Electrical system

Energy forms*

and uses

(Photosynthesis)

Energy

Conversion*

Interaction of

forces

Interactions within

the environment




P5 misconceptions• Misconception: Some materials (example plastic)

are insulators of heat.

Explanation:

In primary science, we use the term good or poor

(bad) conductors of heat, since all materials will

conduct heat. The difference is how fast the heat can

be conducted through the material. Good conductors

allow heat to flow through easily/quickly.




P5 misconceptions

• Misconception: All eggs will develop into young

organisms

Explanation:

Only eggs that are fertilised will develop into young

organisms.




P5 misconceptions

•Misconception: Flowers must have anthers and

filaments to become a fruit.

Explanation:

Not all flowers have male and female parts on the

same flower.

For a flower to develop into a fruit, the female parts

must be present and fertilised by pollen grains.




P5 misconceptions

• Misconception: All plant cells contains chloroplasts.

Explanation:

Only the parts of the plant where photosynthesis

takes place will have chloroplasts (green).

Other parts of the plant do not contain chloroplasts.




P5 misconceptions

• Misconception: All cells contain a nucleus.

Explanation:

Red blood cells do not contain a nucleus.




P5 misconceptions• Misconception: Water does not gain heat when it is

boiling as its temperature is constant.

Explanation:

Heat and temperature are two different things.

Heat refers to the amount heat energy the water

possesses while temperature is a measure of the

“degree of hotness” of an object.

Water when boiling is gaining heat energy from the

heat source but the energy is used to by the water to

change to gaseous form.




P5 misconceptions

• Misconception: The temperature of ice is 0oC.

Explanation:

Pure water freezes and ice melts at 0oC. However,

once water freezes to become ice, the

temperature can go below 0oC.




P5 misconceptions

• Misconception: When water boils, the white

clouds observed is steam.

Explanation:

Water vapour is colourless and cannot be seen.

What is seen is actually water vapour condensing

when it comes into contact with the cooler

surrounding air to form tiny water droplets (white

clouds).




P5 misconceptions

• Misconception: Breathing is respiration.

Explanation:

Breathing is the movement of air in and out of the

body.

Respiration is the process which cells in the body

produce energy.




P5 misconceptions• Misconception: We breathe in oxygen and breathe

out carbon dioxide.

Explanation:

Air enters the body to the lungs where gaseous

exchange takes place. The oxygen is exchanged for

carbon dioxide.

The air entering the body has a higher concentration

of oxygen and lower concentration of carbon dioxide

compared to the air exiting the body.




P5 misconceptions

• Misconception: Plants respire at night and

photosynthesises in the day.

Explanation:

Respiration is an on-going process that occurs in the

day and night while photosynthesis only occurs in the

presence of light.




P5 misconceptions

• Misconception: Batteries store electricity / power.

Explanation:

A chemical reaction takes place in a battery that

causes a difference in electrical potential to occur at

the two ends, which causes electrons to flow

simultaneously throughout the circuit (in every

component at the same time).

(not elaborated in primary science)




P5 misconceptions• Misconception: Energy is used up.

Explanation:

•The total amount of energy in a system is constant.

•Energy can only be converted from one form to

another.

•Energy cannot be destroyed nor created.

•In primary science, we say that energy that is

converted to non-useful forms for a particular process

as energy loss.




P6 misconceptions

• Misconception: Friction exists only in moving

objects.

Explanation:

Friction is a force that opposes motion or a force that

stops objects from moving. Even if an object is

stationary, there is frictional force acting on it that

tries to prevent it from moving.




P6 misconceptions• Misconception: Weight is the same as mass.

Explanation:

Mass refers to the amount of matter an object

possesses.

Weight is the pull of gravity on this amount of matter.

Mass of an object will not change regardless of the

location.

Weight of an object will change dependent the force of

gravity at the location (example: weightlessness in

space)




P6 misconceptions• Misconception: Earthworms, flies and snails are

decomposers.

Explanation:

Decomposers are organisms that break down organic

material into simpler substances.

Earthworms, flies and snails do not do that. They aid

in the process of decomposition by breaking down

organic material into smaller pieces.




P6 misconceptions

• Misconception: Force is often confused with energy.

Explanation:

Force is a push or a pull on object.

Energy is the ability to do work, to cause a change to

happen.




P6 misconceptions

• Misconception: The higher an object is, the more

gravitational force acting on it.

Explanation:

The higher an object is, the more gravitational

potential energy it has. Gravitational force remains

about the same when an object is close to surface of

the Earth.




Answering Science questions




Techniques in Answering Science Questions

Types of questions

How to frame answers (some dos and don'ts)




Possible types of questions

• Application of concept

• State an observation

• Relationship /

Conclusion

• Experimental set-ups

– Critique / Improve on

set-up / Choosing sets

of set-ups / Variables


• Application

– Expected results

• Explain / Why

– Comparisons

– Observations

– Results

– Experimental results

• Sequencing (process)



Science Process skills

1) Observing

2) Comparing

3) Classifying

4) Inferring

5) Predicting

6) Analysing

7) Evaluating

8) Communicating

9) Generating possibilities


10) Formulating hypothesis

11) Creative Problem Solving

12) Decision-making

13) Investigation



Answering techniques

Depends on question but generally can apply the following strategy

4Is and an A

Identify : Information in question

Topic related to question

Concept(s) taught

Scientific vocabulary to be used

Answer: Formulate your answer





1. Identify and interpret the key information

given in the question. (highlight/annotate)

2. Identify the topic and concept(s)applicable to the question.




Identify and interpret the key information given in the question. (highlight/annotate)

Closed the switch

complete

circuit

Iron ball

magnetic

material

Light bulb turned

on and off

electrical circuit

is closed and

opened An electromagnet

Identify the topic and concept(s) applicable to the question.

Topic: Electricity / Magnet

Concepts:

Iron is a magnetic materials

A closed circuit allows electricity to pass

through. It has no gaps in the circuit.

An electromagnet is a temporary magnet using

a magnetic material.


3. Answer the question in the appropriate manner using

most appropriate words (scientific vocabulary)

to express answer.

4. When asked to explain, it is important to link how the concept is applied in the situation given.




Answer the question in the appropriate manner using most appropriate words (scientific

vocabulary) to express answer.

The bulb lit up as the iron ball closes the gap at

point A forming a closed circuit for electricity to

pass through.

Some question words…1. State – To write down a fact

2. Relationship – How the variable tested affects the

observation

3. Explain – link science concept into explanation

4. Compare – to group things based on common

characteristics

5. Classify – to identify similarities and differences

between objects, concepts or processes




Some question words…

6. Why – Give reason

7. What – stating some observation, variable,

object etc…

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

9. When - time

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




Interactions

Concept: Magnetic force of repulsionSchool of Excellence, Individuals of Character



Distance y will decrease.

The magnetic iron ring is attracted to magnet A. It adds weight to

magnet A and pushes it towards magnet B.

Concept: Magnetic force of repulsion, gravitySchool of Excellence, Individuals of Character

Scientific vocabulary:

• attraction,

• forces (push),

• magnetic

• weight



Process Skills involved

• Observing

• Comparing

• Predicting

• Analysing

• Communicating




Interactions




There is no friction between the train and the track, due to repulsion. The train

can travel much faster than normal trains as it does not need to overcome

frictional force.



• forces (repulsion),

• friction





• Observing

• Comparing

• Inferring

• Analysing

• Communicating



Energy

Concept: Energy (Heat Conduction)

Variable changed




Energy

Iron is a better conductor of heat than air. The temperature of the iron

filings increased more quickly than the temperature of the test tube

containing air.



• Conductor of heat

• Conductivity of

heat for Solid,

Liquid and Gas



Iron is a better conductor of heat than air. The temperature of the iron

filings increased more quickly than the temperature of the test tube

containing air.



• Observing

• Comparing

• Analysing

• Communicating

• Investigating



Energy

Concept: Energy (conversion)

Elastic

potential

energy Kinetic

energy

Gravitational

potential

energy




The greater the distance to which the rubber band was pulled back, the

greater the height moved by the block.

(Variable changed)

(Measurement)




Energy

Concept: Energy (Light – formation of shadows)





Scientific knowledge:

• Light energy

• Shadow

• How shadow

changes



The length of his shadow will decrease.

.

The further the distance of the light source from Mr Rahman, the

longer the length of his shadow..


Scientific knowledge:

• Light energy

• Shadow

• How shadow

changes



Energy

Concept: Energy (Light – formation of shadows)



• Observing

• Inferring

• Analysing

• Communicating

• Investigating



Cycles






•germination

•food stored in seed

leaves

•first leaves

•absorb light to carry

out

photosynthesis



Curve X. When the seed germinates, the seed leaf

provides nutrients to the seedling and decreases in

mass.

The seed will still germinate into a seedling. (Light is not

required for germination to take place)

The seedling has leaves to make food through the process

of photosynthesis under the presence of sunlight.

Curve X. When the seed germinates, the seed leaf provides

nutrients to the seedling and decreases in mass.

The seed will still germinate into a seedling. (Light is not required

for germination to take place)

The seedling has leaves to make food through the process of

photosynthesis under the presence of sunlight.


Process Skills Involved

• Observing

• Comparing

•Inferring

•Analysing

•Communicating



Cycles




The seeds are dispersed away from the parent plant to prevent

overcrowding.

Or The seeds gets nutrients from the droppings to grow better.

Or The animal waste provides the seeds with warmth and water

for germination of the seeds.



•avoid overcrowding

•germination

• nutrients



Process Skills Involved:

•Observing

•Communicating




Time forMrs. Jamie Yeo

(HOD Science)

Miss Veronica Tan

(Senior Teacher)




Science Workshop for Parents 2016 - Upper Block - MOE · The Primary Science Syllabus aims...

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Transcript of Science Workshop for Parents 2016 - Upper Block - MOE · The Primary Science Syllabus aims...