Jumpstart to Primary Science - Admiralty Primary · Science Concepts •Magnets are made of iron...

Mdm Akhila

Mdm Diana Koh

Jumpstart to

Primary

Science

Discover the wonders of Science

through fun and experimental activities

Objectives of workshop

Through this workshop, parents will be

able to:

✓Understand how Science is taught

✓Acquire strategies on generating Interest

in Science

✓Be exposed to a variety of resources

that they can use to teach Science at

home

Outline of workshop

✓2014 Primary Science Syllabus

✓Module 1 : Methods of Science

Teaching

✓Module 2: Science Programmes in

ADPS

✓Module 3: Strategies to use at home

How to Excel in Science

Acquire and

Apply

Knowledge

Develop

Skills and

Processes

Develop

right

attitudes

Science Curriculum

Framework

✓The curriculum design seeks to enable

students to view the pursuit of science as

meaningful and useful.

✓ Inquiry is thus grounded in knowledge,

issues and questions that relate to the

roles played by science in daily life, society

and the environment.

✓The science curriculum seeks to nurture

the student as an inquirer.

What are we teaching our

students?

2014 Primary Science Syllabus

Themes *Lower Block (Primary 3 & 4) **Upper Block (Primary 5 & 6)

Diversity • Diversity of Living and Non- Living

Things (General characteristics &

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 is Matter and Water (Water)

Systems • Plant System

(plant parts and functions)

• Human System

(digestive system)

• Plant System

(Respiratory & Circulatory systems)

• Human System

(Respiratory & Circulatory systems)

• Cell System

• Electrical System

Interactio

n

• 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: Topics which are underlined are not required in the Foundation Science.


students?

2014 Primary Science Syllabus

Relating scientific skills and processes to essential features of inquiry

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

Essential

Features of

Inquiry

Question Evidence Explain

Connect

Communicating


students?

Module 1:

Methods of

Science

Teaching

1.1. Inquiry based Learning✓Helps develop in children useful problem-

solving skills.

✓Helps children make connections between

various activities in a subject or across

disciplines.

✓Develops inquiry skills, attitudes or habits

of mind that will enable children to

continue the quest for knowledge

throughout life.

1.1. What is Inquiry✓The process of inquiring begins with

gathering information and data through

applying the human senses -- seeing,

hearing, touching, tasting, and smelling.

✓Inquiry is not so much seeking the right

answer but a "need or want to know"

attitude.

✓Asking relevant and important questions

to help pupils in the learning of science.

Ask Qns

Investigate/ gathering evidence

Analyze/ Identifying

patterns

Communicate

Reflect

Explore

The

Inquiry

Process

(Ref Yap K.C., et

al., 2003 p30)

1.1. Process of Inquiry

1.1. Key Principles of InquiryPrinciple 1:

All learning activities should focus on using information-

processing skills.

Principle 2:

The child is at the center of an active learning process.

Children are curious about and want to explore the things

around them.

Principle 3:

Teachers impart the excitement and value of science to their

students. They are facilitators and role models of the inquiry

process in the classrooms. The teacher creates a learning

environment that will encourage and challenge students to

develop their sense of inquiry.

1.1. 5 E Approach

1.2. Primary Science Inquiry

Package (PSIP)✓ Based on themes that students can relate to in their

everyday experiences, and to the commonly observed

phenomena in nature.

✓ Provide students with opportunities to develop skills,

habits of mind and attitudes necessary for scientific

inquiry.

✓ The aim is to enable students to appreciate the links

between different themes/topics and thus allow the

integration of scientific ideas.

✓ Themes: Diversity(P3), Cycles(P4/5), Systems (P4/5),

Energy (P4) and Interactions(P6).

• Encourages learning beyond the

classroom

• Provides a platform for students to

express what they know, share and

collaborate with one another

• Empowers students to take ownership of

their learning and reflect on their progress

over time

1.3. Role of Technology in

Science Learning

1.3. Role of Technology in Science

Learning – Use of iPad in P3 & P4

Students learn from each

other by sharing

information and posting

questions

Students take ownership

of their learning as they

search for answers on

their own


Learning- Use of SimulationsWhat are Simulations?

✓Videos and/or Animations that show a real-world process happening over time.

✓Interactive media that allow users to manipulate variables.

When are Simulations used?✓When these processes are invisible to the naked eye or take a long period of time before effects can be seen ✓Eg. pollination and fertilization of flowers, germination of seeds, forces that exist between objects

Phet Interactive Simulations

http://phet.colorado.edu/


Learning- Use of Simulations

Learning Circuits

http://www.learningcircuits.co.uk/


Learning- Use of Simulations

BBC Bitesize

http://www.bbc.co.uk/bitesize/ks2/science/


Learning- Use of Science Websites

http://www.bbc.co.uk/bitesize/ks2/science

http://www.bbc.co.uk/bitesize/ks2/science

http://www.tryscience.org



http://scifun.chem.wisc.edu



1.4. Use of Videos

Let’s Watch!

Video 1: Animals Types - by Eating Habits

(04:22)

Https://www.youtube.com/watch?v=5oNtBhHu

NDw

https://www.youtube.com/watch?v=5oNtBhHuNDw

1.4. Use of VideosLet’s Watch!

Video 2: Living and Non- Living things

(05:41)

https://www.youtube.com/watch?v=p51Fi

PO2_kQ

https://www.youtube.com/watch?v=p51FiPO2_kQ

1.5. Science Practical

Activities

1.6. Science QuestionsKeywords in Question Notes

Name…

State…

Identify…

List…

Write down…

➢Gather clues from the

question or diagrams.

➢Answer direct to the

point using scientific

terms.

Predict… ➢Briefly state what you

think will happen. Make a

logical prediction.

1.6. Science QuestionsExplain…

Describe…

Give a reason…

Why…

How can you tell…

➢Support reasoning with evidence

from the experimental results,

observations, question stem,

etc.

➢Provide details using scientific

terms.

What can you

conclude…

What does the

experimental results

tell you..?

➢Interpret the results and state what

the results mean.

1.7. Process Skills

To help our children develop skills and

processes, we can

✓Provide them with a structured way of

thinking through the questions

✓Encourage them to pen down their

thoughts during their thinking process

(making thinking visible)

1.7. Answering Techniques

When answering Multiple Choice Questions:

Multiple Choice Question

• Classification of animals into different

groups

• Different characteristics of animals:

- Types of Body Covering

- Reproduction (Lay eggs or give birth to

young)

Science Concepts

Diversity of Living things Can be

classified

into

different

groups of

animals

Different

characteristics

Examples of

characteristics:

Types of body covering

How do they reproduce?

Lay eggs or give birth to

young

Do they have wings?

Ans : (1)

1.7. Answering Techniques

When answering Open Ended Questions:

Let’s explore magnetism

1There are 3 different discs made of 3

different materials given:

1.Iron Discs

2.Plastic rulers

3.Aluminium foil

Bring any of the magnets near to each of

them and observe what happens.

Are all metals attracted by magnets?


21. Take the plastic case containing iron fillings

and shake it so as to spread the iron fillings

evenly.

2. Take the bar magnet and place it on the

plastic case containing iron fillings. What do

you notice?

At which part of the magnet do you see more

iron fillings?


3Materials:

-A glass of water

-Bar magnet

-Iron paper clip

Procedure:

1.Drop one iron paper clip into a glass of

water.

2. Try to lift the clip out of the water by sliding

a bar magnet along the side of the glass.


4Materials:

-A big piece of cardboard

-2 toy vehicles

-2 small magnets

-2 small bar magnets


4Procedure:

1.Draw 4 wavy lines on a big piece of

cardboard to make 2 lanes.

2.Take 2 toy vehicles and insert a small

magnet to the underside of each of them.

3.Using a bar magnet placed below the

cardboard, try to move the toy as fast as

you can along its lane.

Science Concepts• Magnets are made of iron

that can attract iron and

steel.

• Has 2 poles – north and

south poles.

• Magnets produce their own

magnetic fields.

• Like poles (north and north)

repel.

• Unlike poles (north and

south) attract.

Application of Concepts

Topic: Magnets

Aishah set up an experiment using a bar magnet.

She placed pins, one at a time, at A, B and C until

no more pins could be attracted by the magnet.

She observed the following result in Figure 1.

(a) What can Aishah conclude about the bar

magnet based on her observation?

Topic: Magnets

Aishah set up an experiment using a bar magnet.

She placed pins, one at a time, at A, B and C until

no more pins could be attracted by the magnet.

She observed the following result in Figure 1.

(a) What can Aishah conclude about the bar

magnet based on her observation?

More pins

attracted

at A and C

(the ends),

less at B

(centre)

Topic: MagnetsAishah was given two similar metal rods P and Q. One of the rods

was a magnet and the other was a magnetic material. She wanted to

find out which rod was the magnet.

Aishah arranged the rods P and Q as shown in Figure 2. She found

that there was a strong force of attraction between the rods. When

she re-arranged the rods as shown in Figure 3, the force of attraction

between them was weak.

(b) Which rod, P or Q, was the magnet?

Give a reason for your answer.

Aishah was given two similar metal rods P and Q. One of the rods

was a magnet and the other was a magnetic material.

She wanted to find out which rod was the magnet.

Aishah arranged the rods P and Q as shown in Figure 2. She found

that there was a strong force of attraction between the rods. When

she re-arranged the rods as shown in Figure 3, the force of attraction

between them was weak.

(b) Which rod, P or Q, was the magnet? Give a reason for

your answer.

Ends of the

magnet are

stronger than

the centre.A magnet

can attract

magnetic

materials

(b) Which rod, P or Q, was the magnet? Give a reason for your answer.

P was the magnet. In Figure 3, the middle of metal rod P was

used to attract metal rod Q. The weak force of attraction only

occurs between the middle of a magnet and a magnetic

material.

Weak magnetic force of attraction

Module 2:

Science

Programmes in

ADPS

2.1. Discover Science

✓ Conducted once a month during lunch.

✓ Led by P2 Science Monitors, P3 & 4 Science

Ambassadors.

✓ Pupils are exposed to interesting Science

experiments / demonstrations.

✓ Pupils are able to take part in the Science

activities.

Explore with Magnets!

How will you teach the following Science

concepts about Magnets to your child?

Use the magnetism kits provided. ❑Magnets come in different shapes and sizes

❑A magnet can repel or attract an object

❑Like poles repel & unlike poles attract

❑Explain what happens to two magnets when the like

poles or unlike poles are brought near each other

How else can you explore

with magnets?✓Use a compass to find the poles of a

magnet.

✓Make magnets float on top of one

another (Attraction & Repulsion).

✓Can you think of other ways?

Use Guiding Questions

✓What are the different types of magnets?

✓Are magnets useful?

✓Do we use magnets in our daily life?

✓What causes the magnet to pull or push?

✓What did you observe?

✓Did you have the same observations for

all the different types of magnets?

Applications

of magnets

at home

P1: Paper Giraffe

Learn fun facts about Giraffes & their adaptations

as hooved animals

P2: Fizzy Balloon

Learn about the chemical reaction between

vinegar and baking soda

P3: Lava in a Cup

Learn about density

P4: Fun with magnets

Learn about magnetism

2.2.

✓Family focused Science activities

✓Interactive session to allow Science

concepts to be introduced

✓Invoke curiosity & stimulate interest

2.2.

✓Carried out as part of their STELLAR

lessons

✓Allow better understanding of

vocabulary words taught

✓Allow opportunities for pupils to try

simple Science activities

2.3. Science in English

Infusion

2.3. Science in English

Infusion

✓Pupils learnt about everyday

applications of Magnets

✓Uses of Magnets in toys

2.4. Science Connections

✓A short video clip will be screened

just before assembly

✓ A wide range of themes cover

Scientific topics and their

applications in our daily lives

Objectives

✓To generate interest and develop love

for Science

✓To increase students’ scientific and

general knowledge about nature

✓To expose students to real life

applications of interesting nature



✓The 3 domains are

essential to the practice of

science.

✓The curriculum design

seeks to enable students

to view the pursuit of

science as meaningful and

useful.

Through Science Connections, the domains

are contextually linked to the roles played by

science to establish its relevance and

relationship to modern-day living.

✓Science in Daily Life

✓Science in Society

✓Science and the Environment

2.4.Science Connections

Through Science Connections videos, pupils are

able to:

✓Be aware of current scientific and technological

advances

✓Make informed decisions that are related to science

and technology e.g. consumption of GM food, health

choices

✓Engage in meaningful scientific discourse with

others

✓Understand the role and impact of science and

technology in society

✓Show care and concern for the environment

2.4.Science Connections

2.5. P1 Learning Journey✓ Our P1 pupils embarked on a Learning Journey to

the Singapore Science Centre.

✓ Conducted in conjunction with STELLAR Unit, My

River.

✓ Pupils were exposed to different types of plants

grown in a garden, pond plants and animals.

✓ Pupils had hands-on experiences learning about the

characteristics of insects and the life cycle of

dragonflies.

2.6. Math and Science Carnival

Young Scientist ChallengeObjectives

✓To Generate Interest in Science and Mathematics

among pupils.

✓To Inculcate love for Science and Mathematics through

various medium e.g. games, projects, demonstrations,

toys and exhibits.

✓To Promote Self-Directed learning among pupils.

✓To expose pupils to real-life applications through

exhibits from external organisations.

✓To provide a platform for our pupils to showcase their

learning.

2.7. Use of Science ToysObjectives

✓To Generate Interest among young

learners

✓To Inculcate love for Science

✓To Promote Self-Directed Science

learning

✓To expose pupils to real-life applications

✓ Balloon HelicoptersElastic Potential Energy (from the balloon when its

being stretched) converted to Kinetic Energy

http://www.funlearners.com/balloon-helicopter.html

✓ Foam FlyerElastic Potential Energy (from the stretched rubber band)

converted to Kinetic Energy

http://www.funlearners.com/foam-flyer.html

2.7. Use of Science Toys

http://www.funlearners.com/balloon-helicopter.html

http://www.funlearners.com/foam-flyer.html

✓Transparent Pull Back CarConverts Elastic Potential Energy to Kinetic Energy

http://www.funlearners.com/transparent-pull-back-car.html

✓Bow and arrowhttp://www.funlearners.com/bow-and-arrow.html

Bow and arrow can be used to demonstrate that the increase in

Elastic Potential Energy (by increasing the number of rubber

band), increases the Kinetic Energy of the arrow.

2.7. Use of Science Toys

http://www.funlearners.com/transparent-pull-back-car.html

http://www.funlearners.com/bow-and-arrow.html

Build your own Science

Toy: Rubber Band Car

✓ A stretched rubber band is a great source

of Elastic Potential Energy.

✓ When released, Elastic Potential Energy

is converted to Kinetic Energy as the

rubber band snaps back to its original

size and shape.

2.8. Environmental Outreach

@ PCF✓ Theme: Water Conservation

✓ Science Topic: Cycles in Water

✓ P4 Student Leaders(SLs) learnt about water cycle, water

conservation & importance of water through water

rationing exercise, Exhibits from PUB, learning journey to

NEWater Visitor Centre and learning trails with Waterways

Watch Society.

✓ Transfer of Learning: P4 SLs imparted their knowledge to

K1 children through story telling, poster making, songs &

skits.


@ PCFObjectives✓To Educate K1 children about water conservation. Through raising

awareness about importance of water and water conservation, we

want K1 children to learn about various ways to save water that they

can adopt them at home and at school. This in turn helps to avoid

water wastage and avoid damage to our natural resources.

✓To instil and develop the concept on environmental sustainability in

pupils.

✓To inculcate water conservation habits from a young age by training

students on water efficiency.

✓To develop 21st Century Competencies and skills among P4 SLs.

✓To provide a platform for P4 SLs to develop into confident speakers.

✓To build capability of P4 SLs by engaging them to reach out to

community and spread water conservation message.


@ PCF


@ PCFWhat did we achieve in terms of Science

Learning?

✓Provided students with experiences which build on their

interest in and stimulate their curiosity about their

environment.

✓Students learnt basic scientific terms and concepts about

water to help them understand themselves and the world

around them.

✓Prepare students towards using scientific knowledge and

methods in making personal decisions.

✓Students are able to appreciate how science influences

people and our environment.

Module 3:

Strategies to Use

at Home

3.1. Science Activities

Let’s Watch!

10 New Science Experiments that you can do at

home

https://www.youtube.com/watch?v=cSX1siflUpo

Science Starts At Home!

✓Einstein’s ‘wonder’ with a compass forged his

lifelong fascination with invisible forces that led

to remarkable theory of gravity.

✓Parents play a crucial role in determining how

much science children learn. Your enthusiasm

and encouragement can spark their interest.

✓Cultivate a positive attitude about Science.

Spark the Joy of Learning – Ignite their love & passion for

Science

Role of Parents in

Developing Scientific Skills✓ Encourage your children to ask questions and

spark off their thinking about the world around

them.

✓ It is alright if you cannot answer all of your

children's questions -- no one has all the

answers, even scientists.

✓ We can propose answers, test them out, and

check them with someone else. The library,

Internet or even the dictionary, can help answer

questions.

✓ Children need to know it's all right to make mistakes

✓ We all make mistakes, and we can learn from them.

✓ Explain that important discoveries are made only if we

are willing and able to correct our mistakes.

✓ Help your children understand that we can't always take

someone else's word for something. That is why it is

important to find out for ourselves.

Role of Parents in

Developing Scientific Skills

✓ Keep records of your children’s work. It helps

them remember what did not work as well as

what did work.

✓ Get a notebook for recording observations.

✓ Video the process.

✓ Keep a Science journal of their findings or

questions.

Role of Parents in

Developing Scientific Skills

Conclusion

✓ “Tell me and I forget, show me and I remember,

involve me and I understand.”

✓ Inquiry means involvement that leads to

understanding.

✓ Involvement in learning encompass possessing

skills and attitudes that allows the child to seek

resolutions to questions and issues while they

construct new knowledge.

Jumpstart to Primary Science - Admiralty Primary · Science Concepts •Magnets are made of iron...

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Transcript of Jumpstart to Primary Science - Admiralty Primary · Science Concepts •Magnets are made of iron...