Science Session for Parents 2019 - Upper Block · Science Session for Parents 2019 - Upper Block...

Science Session for Parents2019 - Upper Block

School of Excellence, Individuals of Character

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Coverage of Workshop

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




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

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 – P5/P6 (Standard Science) :

Section A 56m (28 MCQs)

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

Format of paper – P6 (Foundation Science) :

Section A 36m (18 MCQs)

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

Section C 20m (7-8 Open-ended)

Types of questions :

1) Knowledge with application

2) Process skills related




What are the steps in theScientific Method?

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





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



Hypothesis




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.


Singapore Is Not Cold S I N C

I See Chicken NuggetsI S C N




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 channel https://www.nationalgeographic.com/


http://www.howstuffworks.com

https://www.nationalgeographic.com/



Common misconceptions

Common P5 misconceptions

Common P6 misconceptions




P5 Misconceptions

• Misconception : Non-metals (example plastic)

are insulators of heat.

Explanation:

In primary science, we use the term good or poor

conductors of heat (instead of insulators of heat),

since all materials will conduct heat while the

scientific vocabulary, insulators of electricity will be

used for the topic on electricity.




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: 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.




Kahoots!

Website: www.kahoot.it

http://www.kahoot.it/

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: 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.


OIC1. Observation – What we can observe/see

from the question.

2. Interpretation – What does the

observation imply or mean.

3. Conclusion – Link answer to the question

setting / concept in the question.




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




Interactions


Scientific vocabulary:

• Like poles

• Unlike poles

• Attract

• Repel

Concept: Like poles of magnets

repel each other, unlike poles

attract, magnetic force



Interactions


OIC:

•O : Iron ring placed on top of magnet

•I : Mass of iron ring is acting on magnet A. Magnet force needs

to repel a larger combined mass. Magnetic force increases as

distance between magnets decreases.

C: Distance Y will decrease. The iron ring is attracted to Magnet

A. It adds mass to magnet A and pushes it towards

magnet B.



Interactions


OIC:

•O : Iron ring placed on top of magnet

•I : Mass of iron ring is acting on magnet A. Magnet force needs

to repel a larger combined mass. Magnetic force increases as

distance between magnets decreases.

C: Distance Y will decrease. The iron ring is attracted to Magnet

A. It adds mass to magnet A and pushes it towards

magnet B.

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



Interactions


Concept: unlike poles repel,

magnetic force, frictional force


• Unlike poles

• Repel / repulsion

• Magnetic force

• Frictional Force



Interactions


OIC:

•O : Difference between maglev train and ordinary train. No

contact between the train and the track

•I : No contact implies no frictional force between the train and

track when it moves

C: 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 the force of friction.



Interactions


OIC:

•O : Difference between maglev train and ordinary train. No

contact between the train and the track

•I : No contact implies no frictional force between the train and

track when it moves

C: 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 the force of friction.

Process Skills

1) Observing

2) Comparing

3) Classifying

4) Inferring

5) Predicting

6) Analysing

7) Evaluating

8) Communicating

9) Generating

possibilities

10) Formulating

hypothesis


Solving

12) Decision-making

13) Investigation



Energy




Energy


Variable changed

measurement

Best Conductor



Energy


Variable changed

measurement

Best Conductor

Concept: good and poor

conductors of heat


• Conductors of heat

• Temperature

increase/decrease

• Gain/lose Heat

• Faster/fastest



Energy




Energy


OIC:

•O : Temperature of set-up C (iron filings) increase faster than

the temperature of set-up A (air).

•I : Iron is a better conductor of heat than air

C: 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.



Energy


OIC:

•O : Temperature of set-up C (iron filings) increase faster than

the temperature of set-up A (air).

•I : Iron is a better conductor of heat than air

C: 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.

Process Skills

1) Observing

2) Comparing

3) Classifying

4) Inferring

5) Predicting

6) Analysing

7) Evaluating

8) Communicating

9) Generating

possibilities

10) Formulating

hypothesis


Solving

12) Decision-making

13) Investigation



Energy




Energy


Concept: Conversion of

energy. Elastic potential

energy to kinetic energy

and gravitational

potential energy


• Elastic potential

energy

• Kinetic energy

• Gravitational

potential energy



Energy


Elastic potential energy

Gravitational

potential energyKinetic energy



Energy


OIC:

•O : Rubber band pulled back more

•I : More elastic potential energy in rubber band changed to

more kinetic energy in block to allow it to move to greater

height.

C: The greater the distance to which the rubber band was

pulled back, the greater the height moved by the block.

OR As the distance to which the rubber band was pulled back

increases, the height moved by the block increases.

(Variable changed)

(Measurement)



Energy


Concept: light, formation of shadows,

factors affecting size of shadow



Energy


OIC:

•O : Mr Rahman is moving away from the lamp

•I : Distance between light source and Mr Rahman is

increasing, so shadow is increasing in size

C: The graph should be increasing as the length of the shadow

is increasing



Energy




Energy


OIC:

•O : Mr Rahman is moving towards (nearer to) the lamp

•I : Distance between light source and Mr Rahman is

decreasing, so shadow is decreasing in size

C: The length of the shadow is decreasing.



Energy


As the distance of the light source from Mr Rahman increases, the

length of his shadow increases..



Cycles


Concept: Germination



Cycles


OIC:

•O : Graph X is decreasing and Graph Y is increasing

•I : Seed leaf provides nutrients to the developing seedling before

the leaves develop. Mass of seed leaf should decrease.

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

nutrients to the seedling and decreases in mass.



Cycles


OIC:

•O : No sunlight for first 8 days.

•I : What is needed for seed to germinate? Conditions for seed

germination are warmth, oxygen and water and sunlight is not

needed.

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

required for germination to take place)



Cycles


OIC:

•O : Graph X decreases to a low constant value. Graph Y

continues to increase.

•I : Food in the seed leaf has been used up. The plant is still

growing so the plant is still getting food which implies that leaves

have developed.

C: The seedling has leaves to make food through the process of

photosynthesis under the presence of sunlight.



Cycles


Concept: Seed dispersal,

overcrowding



Cycles


Concept: Seed dispersal,

overcrowding

OIC:

•O : Seeds are dispersed far away. Seeds are in the droppings.

•I : Seeds dispersed prevents overcrowding. Seeds in droppings

will get nutrients.

C: The seeds are dispersed away from the parent plant to

prevent overcrowding.

The seeds gets nutrients from the droppings to grow better.



Science Session for Parents 2019 - Upper Block · Science Session for Parents 2019 - Upper Block...

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