Mdm Tng Shoo Ling - swt3.vatitude.com

Presenters: Ms Soo Sannah Ms Clara Ang Ms Sylvia Wang

Mdm Tng Shoo Ling

Objectives of Workshop Science Curriculum in HGS

Familiarisation of:

5E Instructional Model

Examples using Light datalogger

Assessment and Strategies to help your child in Learning of Science

Strategies on Answering Science Questions

Resources Available

Q & A

Science Curriculum Framework by MOE

Science Curriculum Framework @ HGS

THINK, LEARN, ACHIEVE & EXCEL

ACADEMIC

EXCELLENCE

MAXIMISING

CREATIVITY &

POTENTIAL

THINKING SCIENCE CURRICULUM

• Supportive academic

structures &

programmes.

• Holistic Assessment-

RADICAL @ HGS

•Innovative &

Challenging Teaching

& Learning

Environment.

•Social consciousness

& social responsbility

THINKING SCIENCE CURRICULUM

PHILOSOPHY Encourage students to think and articulate their thinking in an

environment that provides both challenge and support.

REAL-LIFE

• Draws on learners’ understanding and experiences of the real world.

• Focuses on acquisition of 21st Century skills and competencies.

LEARNER-CENTRED

• Draws on pupil’s interest to engage pupils in learning.

• Providing a wide range of differentiated content and products so as to meet the

learning needs and experiences of pupils.

PROCESS FOCUSSED

• Mastery of basic process skills and integrated skills.

• Multi layered with development of processes at every level.

Provide with experiences that build on their interest

Cultivate an interest in and love for the

subject

Engaged and experiential

learning

Equipping pupils with

knowledge of Science

concepts

Focus of learning will be on the

mastering basic process skills and

integrated skills to acquire and

manage information. Ability to apply the

knowledge and skills

acquired

Positive

attitude

towards Science

learning

Primary Science Syllabus of 2008

Science Inquiry Approach @ HGS


Learning activities and teaching strategies

that promote inquiry

Concept

Mapping Cooperative

Learning

Field Trip Games

i

Investigation Projects

Ethics & Attitudes I T

C C Concept

Cartoon Demo

Demo

Problem

Solving

? R D

D M

Questioning Role Play

Drama

Dance &

Movement

/Puppet

SAIL

NE

NE

Process Skills

Skills Lower Block (P3 & 4) Upper Block

(P5 & 6)

Observing

Comparing

Classifying

Using apparatus and equipment

Communicating (Verbal, Pictorial)

Communicating (Tabular)

Communicating (Graphical)

Inferring

Predicting

Analysing

Generating Possibilities

Evaluating

Formulating hypothesis

Processes Lower Block (P3 & 4) Upper Block

(P5 & 6)

Creative Problem Solving

Decision-Making

Investigation

Theme Lower Block (P3 & 4) Upper Block (P5 & 6)

DIVERSITY • Diversity of living and non-

living things

• Diversity of materials

CYCLES •Cycles in plants and

animals (Life cycles)

•Cycles in matter

•Cycles in plants and

animals (Reproduction)

•Cycles in water

SYSTEMS •Plant system (plant parts

and functions)

•Human system (Digestive

system)

•Plant system (Respiratory and

circulatory systems)

•Human system (Respiratory and

circulatory systems)

•Cell system

•Electrical system

INTERACTIONS •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 Topics which are underlined are not required for students taking Foundation Science.

Organisation of Syllabus

Syllabus

Year of Implementation

2008 2009 2010

Standard

Science

P3 & P4

P5

P6

Foundation

Science

- P5 P6

Schedule of Implementation

Revised Science Syllabus

P3&4

Booklet Item

Type

No of

questions

No of

marks per

question

Weighting

A Multiple

choice

30 2 60%

B Open-

ended

14 2,3,4 40%

Duration of paper – 1h 45 min

PSLE Science Examination Format

PSLE Foundation Science

Examination Format

Booklet Item Type No of

Qns

No of

Marks per

qn

Marks

A Multiple-

choice

16 2 32

B Structured

Open-ended

6-7

6-8

2-3

2-4

14

24

Duration of paper 1h 15 min

New Science Syllabus in 2014 starting from P3


Familiarisation of:





Resources Available

Q & A

DIVERSITY OF LIVING AND NON-LIVING THINGS (P3)

ENGAGE:

Key Idea: There are living and non-

living things.

Act 1: Things Around Us (2 periods)

EXPLORE I:

Key Idea: Living things need water,

food and air.

Act 2: What do Living Things Need?

(1 period)

EXPLORE II:

Key Idea: Living-things grow,

respond to changes and

reproduce.

Act 3: What do Living Things

Need and Do? (2 periods)

Linking question: How are

living things different from

non-living things?

Linking question: What can

living things do?

Linking question:

What are the

differences and

similarities between

plants and animals?

EXPLAIN I:

Key Idea: Living things

such as plants and animals

can be classified based on

common observable

characteristics.

Act 4: Plants and Animals

(1 period)

EXPLAIN II:

Key Idea: There are different

types of plants and animals.

Act 5: Different Types of

Plants and Animals (1 period)

Linking question: Can

plants and animals be

classified into more

groups?

ELABORATE:

Key Idea: Bacteria and fungi

are also living things.

Act 6: What are These?

(2 periods)

Linking question:

What other groups of

living things are

there?

OVERARCHING CONCEPT

There is a great variety of

living things in this world that

can be classified.

EVALUATE:

Key Idea: The great variety of

living things can be classified

based on common observable

characteristics.

Act 7: Sort It Out (2 periods)

Linking question:

How can I use the

information learnt to

classify the great

variety of living

things?

Energy : Light and Shadows (P4)

OVERARCHING CONCEPT:

What we see is determined by the

interaction of light with objects and

materials.

ENGAGE: Key Idea: There are different sources

of light.

Activity 1: Blackout! (1 period)

Linking Question: Why can we see objects?

EXPLORE: Key Idea: We can see objects

because they reflect light or are

sources of light.

Activity 2: Peek-A-Boo (2 periods)

Linking Question: Do all objects reflect light?

ELABORATE:

Key Idea:

A shadow is formed when light is

completely or partially blocked by an

object.

Activity 4: Play with Shadows (3 periods)

EXPLAIN: Key idea: The amount of light passing

through an object depends on the

transparency of the material of that object.

Activity 3: Passing Through or Not (2 periods)

EVALUATE: Key Idea:

It is possible to describe what we will

see when light interacts with objects

and materials.

Activity 5: My Lantern (3 periods)

Linking Question: What will we see when light

shines on an object?

Linking Question: What happens when light

cannot pass through an object?


Familiarisation of:





Resources Available

Q & A

• Concept Maps

• Classroom Questioning

• APRICOT (use of whiteboard)

• Teacher’s Observation

• Reflection

• Science Journal

• Topical Worksheet

• Mastery Test

• Online on lead.com.sg

• Science Practical / Hands-on Experiments

• Continual / Semestral Assessment

• Preliminary Examination

Assessments- Formative and Summative

Good Time Management is Important

For P3 Science : (1h 15 min)

Section A (SA1) (SA2)

15 MCQ 30 MCQ

Average Time spent for each Question

Total Time spent (45mn)

30 marks 2m each 1m each

15 x 3 min 30x1.5min

45 min

Section B (SA1 / SA2)

10 OE Average Time spent for each Question

Total Time spent (45 mins)

20 marks 2m each 10 x 3 min 30 min

Good Time Management is Important

For P4 Science : (1h 45 min)

BOOKLET A

30 MCQ Average Time spent for each Question

Total Time spent (1 hr)

60 marks 2 marks each 30 x 2 min 60 min

BOOKLET B 14 OE Average Time spent for each Question

Total Time spent (45 mins)

40 marks 2/3/4 m 14 x 3 min 42 min (3 mins left to be spent on more difficult qns)


Familiarisation of:


Examples using Electricity & Virtual Experiment on Energy



Resources Available

Q & A

STRATEGIES ON

ANSWERING

SCIENCE

QUESTIONS

Strategies which would help:

• Answering techniques

• Comprehension skills

• Key concepts and application

• Use of scientific words

• Real life situations

• Elimination (MCQ)

Strategies to help your child to

write their answers accurately

1. Generally, short answers are required when

questions have these words:

• Name…

• Give…

• State….

• Identify…

• List…

• Write down…

2. Give details when questions have these

words:

• Explain…

• Why…?

• How can you tell?



3. Use the marks awarded for each part of

the question as a guide to know how much

explanation is expected.

• The marks are a guide to how many

important facts or concepts are required in

the answer.





4. Follow instructions given in the question.

• Draw?

• Label?

• Describe?

• Use an arrow to label the part….?

• Circle….?



5. Answer exactly what the question asks of you.

• Be specific to the question.

• Do not write anything you know pertaining to the topic of question being asked because you will not get any extra marks if it is not related to the question.

• Read and consider every question.

Questions that look complicated at first

glance may not actually be so difficult

once you have read them carefully.

• *DO NOT LEAVE Blanks* Make an

educated guess

TERMS USED IN QUESTIONS

Describe Give relevant details about the object or event. You

are not required to explain your answer.

Explain Give reasons. Make it clear and simple to understand.

Not enough to give only key words as the answer.

State You are simply required to write the answer. No

explanations are required.

What does

this

experiment

tell you?

Need to interpret results of the experiment and state

what the results mean. No need to describe the

results.

Purpose/

Aim of

experiment

State the aim of the experiment. No need to interpret

the results or describe them.

What would

happen?

Required to make a logical prediction. No

explanations are required.

MISCONCEPTIONS

Compare the two leaves shown in the diagram below. Write down one similarity and one difference between the two leaves. [1] Similarity: _____________________________________________________ ______________________________________________________ Difference: ____________________________________________________ ____________________________________________________

Leaf B Leaf A

They are leaves / living things / part of a plant.

(They have the same vein pattern.)

Leaf A is bigger than leaf B./ Leaf A is more colourful than leaf B.

(Leaf A has jagged edge while leaf B has round/smooth edge./

Leaf A has pointed shape while leaf B has round shape.)

Compare the two leaves shown in the diagram below based on your

observations.

Plants

Flowering plant

Water plant

(Land plant)

A (Classification must match heading)

Plants Identify common characteristic

Shape/size/colour

(Outer covering/skin/texture)

A

Which of the following is not an example of a

system?

1) Telephone

2) Computer

3) A piece of paper

4) Mechanical pencil ( )

System

1. Narti wanted to investigate whether plants need light to survive.

Which two set-ups should she choose in order to draw a correct

conclusion?

(1) Set-up A and Set-up B

(2) Set-up A and Set-up C

(3) Set-up B and Set-up C

(4) Set-up B and Set-up D (

)

Set-up A Set-up B

wet soil

plant

clear glass tank

Set-up C Set-up D

wet soil

plant

glass tank

covered with black

paper

plants

Incorrect answer: (1)

Correct answer: (2)

The water will become hotter.

Water will take a shorter time to boil.

Not responding to the question.

The water will boil faster/ at a shorter time.

There is more heat supplied to the water. It will take

a shorter time for water to gain heat and boil.

Correct response:

Simran’s friend, Amy, made the following statement:

“The piece of plasticine can be compressed because John

can press it.”

Is Amy’s statement correct? Explain your answers clearly.

Answers:

No. The plasticine cannot be compressed. (0m)

No. The plasticine takes up the same amount of space. (2m)

No. The plasticine has a definite volume. (2m)

No. The plasticine cannot occupy a smaller space. (2m)

Matter

Q3 Sally used a torch to cast a shadow of

an object on a wall.

What will happen to the

shadow if she moves

the torch further away

from the object?

The shadow will be

smaller.


Familiarisation of:


Examples using



Resources Available

Q & A

www.sciberdiver.edu.sg

• Media Technology can be used effectively to add value to pupils’ learning

in a variety of ways:

-Research work using internet, CD Roms

-Datalogging & analysis

-Modelling & Simulations

-Presenting Information through web page, video.

http://www.moe.gov.sg/edsoftware/ir/

Thank You for

Your Attention

http://sg.wrs.yahoo.com/_ylt=A0S0zvjBCGdN0XAA72Iu4gt./SIG=12l7k2f08/EXP=1298626881/**http%3a//www.erinhouseprints.com/incl/images/product/prod_18414.jpg


Familiarisation of:


Examples using Electricity & Virtual Experiment on Energy



Resources Available

Q & A

Activity time

• Engage

• Explore

• Explain

• Elaborate

• Evaluate

Can you see anything in the black box?

Can we see the objects?

What happens when light shines on the different materials?

What happens when light cannot

pass through an object?

Lantern Making

My Pals are Here! Science 4B

© 2003 Times Media Private

Limited You are reminded that under the Copyright Act, it is an offence to reproduce or copy any part of this presentation without permission from Times Media Private Limited.

Light

The Night Sky

• Light sources like the Sun and stars give off their own light.

• The Moon does not give

off its own light.

• Sunlight that falls on the

Moon’s surface

bounces off.

• Some of this light is

reflected to Earth.

My Pals are Here! Science 4B © 2003 Times Media Private Limited

You are reminded that under the Copyright Act, it is an offence to reproduce or copy any part of this presentation without permission from Times Media Private Limited.

Reflection of Light

• Many objects are

not sources of light.

• You are able to see

them because they

reflect light.



Does light pass through materials?

• These containers are

made of materials that

allow light to pass

through.

• We can see through

these materials.

These objects are

known as transparent

objects.





Limited

• These things are made of materials that do not allow light to pass through.

• We cannot see objects that are placed behind these materials. These objects are known as opaque objects.




Limited

• These things are made of materials that allow some light to pass through.

• We cannot see objects clearly through these materials. These objects are known as translucent objects.


Transparent, translucent and opaque Objects can be described as transparent, translucent or opaque.

Objects Features Examples

Opaque Do not allow light to

pass through (cannot

see through them)

Book, door, wall

Translucent allow some light to

pass through (cannot

see what is clearly

behind them)

Plastic objects,

Transparent Allow nearly all light to

pass through (can see

clearly through them)

Glass objects

Materials required

• Red plastic

• Green plastic

• Blue plastic

• Clear plastic

• Vanguard sheet

• White paper

• White cloth

My Pals are Here!

Science 4B © 2003

Times Media Private

Limited

What is that ‘lub

dub, lub, dub’

noise in my chest?

The noise is the

sound of your

heart as it pumps

blood.


How fast does your heart beat?

• After every heartbeat, a pressure wave passes along your blood vessels.

• This is known as your pulse.

• Your pulse rate shows the number of times your heart beats in a minute.

My Pals are Here! Science 4B © 2003 Times Media Private Limited You are reminded that under the Copyright Act, it is an offence to reproduce or copy any part of this presentation without permission from Times Media Private Limited.

My Pals are Here!

Science 4B © 2003

Times Media Private

Limited

The rate of your heartbeat

changes with:

BABY About 120 times

per minute

ADULT About 70 - 90 times

per minute

ª age

ª health


My Pals are Here!

Science 4B © 2003

Times Media Private

Limited

Slow Fast

The rate of your heartbeat changes

with the type of activity you are doing

ª When you exercise, your heart rate increases.

The heart needs to supply more food and oxygen to various parts of the body to produce more energy.


Animals Average Heart

Rate

Normal Range of

Heart Rate

More about Heartbeat…

Horse 44 23 - 70

Cow 65 60 - 70

Dog 115 100 - 130

Cat 120 110 - 140

Guinea Pig 280 260 - 400


Reserved

Human 70 60 - 100

Elephant 32 30 - 35

Rabbit 205 123 - 304

Hamster 450 300 – 600

Take note of human’s average heart rate

and the normal range.

Larger animals generally have slower

heart rates while smaller animals have faster heart rates.


Reserved

Turn on the switch found on the right side of the aMixer

MGA.

Switch ON

Experiment : Determine Heart Rate using Datalogger

Equipment and Setup

Stylus

Pull out the stylus from the side of the aMixer MGA.

Stylus


Reserved

MGA battery power indication

Notes:

• The LCD screen will go off automatically once MGA is not in use for 2 minutes;

• To wake MGA up, press its left/right buttons.

The following screen will appear.


Reserved

Flipper

White line

Stethoscope

Connect the Stethoscope with power

amplifier to Channel 1 (CH 1) of the

MGA, with the flipper on the sensor

next to the white line on it.


Reserved

About the Stethoscope

This part of the Stethoscope is able to sense the sounds of our heartbeat.

Stethoscope

The stem of the Stethoscope can be rotated. Rotate it to close the hole at the back of the Stethoscope if it is in open position.

Hole


Reserved

The following screen will appear once the Stethoscope is inserted into CH 1.

Tap on .

Select “Stethoscope”.

Tap “Done”.


Reserved

The wordings as shown will appear, indicating that Stethoscope is connected to CH 1.


Reserved

• Your heart can be found near the middle of your chest, tilted slightly to the left.

• The size of your heart is about the same size as your fist !

Placement of Stethoscope Place the Stethoscope

gently on your chest over the heart.


Reserved

• Do not talk as the Stethoscope can pick up your voice in addition to your heart’s sounds.

• If there is no signal on the display, ensure that the hole at the back of the Stethoscope be closed.

Note: Instead of pressing , you may tap on the icon on the MGA to start data collection.

The word Capturing will appear.

Press the button to start.


Reserved

If the signals is not regular enough, you should:

• relax and take your time;


Reserved

Your heart sound signals should appear quite regular as shown.

• adjust slightly the position

at which the Stethoscope is placed, and/or the pressure you exert on chest.

Press the button to stop.

You may tap to enlarge the graph.


Reserved

Note: Instead of pressing , you may tap on the icon on the MGA to stop.

Tap to playback the sounds that your heart made.


Reserved

Note: Generator will be switched on automatically.

The following screen will appear.

Tap “Playback Mode”.

Tap .

Tap Done”.


Reserved


Reserved

Preliminary - Measure Heart Rate

You will notice that there are several similar patterns side by side, each consisting of a larger and one smaller peaks.

Pattern 1

Pattern 2

Pattern 3

Pattern 4

“lub” sound often gives rise to a larger peak

“dub” sound often gives rise to a smaller peak

You may tap to move to some desired positions and obtain the readings.


Reserved

To obtain the heart rate per minute:

After tapping , tap on the large peak of a pattern and a cross will appear.

Use the arrow keys on MGA to move it to the exact position.

x=1.30s y=1.774V


Reserved

Tap on the large peak of the subsequent pattern and another cross will appear.

Then use the arrow keys on MGA to move the exact position.


Reserved

x=2.22s y=1.774V

Time Diff :925.00ms

Ampl Diff :0V

Heart Rate :64BPM

Having marked the 2 points, you may tap anywhere on the screen to obtain “Heart Rate” (i.e., heart beats per minute).


Reserved

To obtain Heart Rate :

Mdm Tng Shoo Ling - swt3.vatitude.com

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