mts p3 science parents workshop parents/key sharings/p… · classification example 2 (lower...

MTS P3 SCIENCE PARENTS WORKSHOP

CONDUCTED BY SCIENCE DEPARTMENT

Agenda

• Using hands-on activity, you will learn about the following process skills to guide your child

1) Classification skills

2) Identifying the changed, measured and constant variables

3) Stating the aim of an experiment

4) Stating the relationship between the variables

5) How to support your child at home using SLS

and textbook

Developing children’s curiosity in Science

• Do and learn Science together with your

children

• Provide them with positive science learning

experiences by encouraging them to think

about and interact with the world around them

• They enjoy and learn better when doing

activities which allow them to use their senses

of sight, hearing, touch, taste and smell.

Developing children’s curiosity in Science

• Experiential learning or meaningful concrete

experiences are essential in helping children

to grasp more complex and abstract

concepts

• Create informal Science learning

opportunities by seizing teachable moments

such as at home or outdoors, in the kitchen,

at the supermarket, at the seashore or even

walking along the road

Developing children’s curiosity in Science

• Through simple hands-on activities and

purposeful conversations about daily

happenings, parents can enhance children’s

understanding of Science knowledge and

develop their thinking skills and positive

attitudes for scientific inquiry

• Hands-on science activities can help children

think critically and gain confidence in their

own ability to solve problems

Developing children’s curiosity in Science

• Encourage them to play an active role

in making observations, asking

questions, solving problems,

interpreting data and communicating

their learning to others

• Many of these skills are also important

for other careers and in daily life

Developing children’s curiosity in Science

• Train children to think. Lead them to think

further by using open-ended questions such

as “Why do you think so?” or “How do you

think it happens?” .

• These open-ended questions will stimulate

their mind and curiosity and help them to

acquire the good habit of observing things

and asking questions to further explore.

1) Classification Skills

Daily examples of how classification can be done with your child

Role play by teachers

One day, Mrs Tan and her daughter were at the supermarket buying some groceries.

How classification should be done

• Classification is a systematic method of arranging things into different groups and subgroups, based on their similarities and their differences.

• Let’s look at the example that the role play has shown.

Classification

Things

Food Non-food

Was Ah girl clear about the instruction by using food and non-food to classify?

Classification

Things

Drinks

Is it clearer using this way of classification?

Cooked Food

Raw Food

Food Toiletries

Common difference?

Classification

• Let’s look at the booklet to share with you some classification ways to be done at home.

To start with, you must be familiar with the topic and concept that your child is learning:• Read through the Science Textbook with them to get familiar with

Science literacy (e.g. definite volume; gain heat; lose heat; expansion)

• Read through their worksheets which contain questions that are related with daily life.

P3 Classification

Allowing children to help out in various household chores:

• Sorting clothes by colours, by types (t-shirts; long or short pants etc…)

• Sorting cutleries

• Sorting out toys

P3 Living and Non-living things (Refer to P._)

When outdoors, keep children occupied by observing things around with them:

Look at this plant, what happens when we touch it?

Why does this plant grow towards the left?

Look out for ferns that grow on trees.

Look out for fungi on grass.

P3 Fungi and Bacteria

• Show them the food that has gone bad;

• Show them shoes/bags/clothes that are mouldy

• Show them what you did to keep them clean (put silica gel to absorb moisture)

• Show them how you store food in refrigerator.

Classification example 1The diagram below shows how some things are classified based on characteristics P and Q.

Possible Headings:Living and non-living thingsCan grow and cannot grow etc.

Things

P Q

cat

bird

coconut tree

toy car

coin

balloon

Classification example 2 (lower primary)

• The diagram below shows how some living things are classified based on characteristics D and E.

Can we use “animals and non- animals” or “plants and not plants” as headings?

Living Things

D E

Lion

Monkey

Penguin

Ferns

Hibiscus

Rose

Classification- example 3 (Upper Primary)

Can we consider “not wind and wind” or “animals and not animals” as the headings for A and C?

2) Identifying the changed, measured and constant variables

An experiment was set up to find out if the amount of water given to a plant affects the growth of the plant. Four similar potted plants, P, Q, R and S were placed in the garden with different amount of water given daily.

Plant P Plant Q Plant R Plant S

Plant Amount of water

given daily (ml)

Height of the plant

at the start (cm)

Height of the plant

at the end (cm)

P 30 15 16

Q 50 15 17.1

R 70 15 18.2

S 90 15 19.4

2) Identifying the changed, measured and constant variables

An experiment was set up to find out if the amount of water given to a plant affects the growth of the plant. Four similar potted plants, P, Q, R and S were placed in the garden with different amount of water given daily.

Plant P Plant Q Plant R Plant S

Plant Amount of water

given daily (ml)

Height of the plant

at the start (cm)

Height of the plant

at the end (cm)

P 30 15 16

Q 50 15 17.1

R 70 15 18.2

S 90 15 19.4

Measured Variable

Changed Variable

Constant Variables

• Similar potted plants (phrase given in the question, with reference to the given diagram)

1. Type of plant

2. Pot used for each plant

3. Location where the experiment was conducted

4. Starting size of the plant

5. Amount of soil used for each plant

6. Type of soil used for each plant

2) Identifying the changed, measured and constant variables

Ting Ting wanted to find out how well materials W, X, Y and Z can absorb water. She placed each material into a beaker of 200ml of water.

At the end of the experiment, the materials were removed and the amount of water left in each container was recorded in the table below.

Material W X Y Z

Amount of water left in the container (ml)

200 170 150 175

2 0 0 m l o f

w a t e r

table

cover

200 ml of water

2) Identifying the changed, measured and constant variables

Ting Ting wanted to find out how well materials W, X, Y and Z can absorb water. She placed each material into a beaker of 200ml of water.

At the end of the experiment, the materials were removed and the amount of water left in each container was recorded in the table below.

Material W X Y Z

Amount of water left in the container (ml)

200 170 150 175

2 0 0 m l o f

w a t e r

table

cover

200 ml of water

changed variable

measured variable

Constant Variables

• With reference to the given diagram

1. Amount of water in the container at the start of the experiment

2. The container used

3. The size of W, X, Y and Z

3) Stating an aim of an experimentAn experiment was set up to find out if the amount of water given to a plant affects the growth of the plant. Four similar potted plants, P, Q, R and S were placed in the garden with different amount of water given daily.

Plant P Plant Q Plant R Plant S

Plant Amount of water

given daily (ml)

Height of the plant

at the start (cm)

Height of the plant

at the end (cm)

P 30 15 16

Q 50 15 17.1

R 70 15 18.2

S 90 15 19.4

3) Stating an aim of an experimentAn experiment was set up to find out if the amount of water given to a plant affects the growth of the plant. Four similar potted plants, P, Q, R and S were placed in the garden with different amount of water given daily.

Plant P Plant Q Plant R Plant S

Plant Amount of water

given daily (ml)

Height of the plant

at the start (cm)

Height of the plant

at the end (cm)

P 30 15 16

Q 50 15 17.1

R 70 15 18.2

S 90 15 19.4

3) Stating an aim of an experimentTing Ting wanted to find out how well materials W, X, Y and Z can absorb water. She

placed each material into a beaker of 200ml of water.

At the end of the experiment, the materials were removed and the amount of water left in each container was recorded in the table below.

Material W X Y Z

Amount of water left in the container (ml)

200 170 150 175

2 0 0 m l o f

w a t e r

table

cover

200 ml of water

3) Stating an aim of an experimentTing Ting wanted to find out how well materials W, X, Y and Z can absorb water. She

placed each material into a beaker of 200ml of water.

At the end of the experiment, the materials were removed and the amount of water left in each container was recorded in the table below.

Material W X Y Z

Amount of water left in the container (ml)

200 170 150 175

2 0 0 m l o f

w a t e r

table

cover

200 ml of water

4) Stating relationship between variables1 example continuation from point 2 and 3

4) Stating relationship between variables• Example An experiment was set up to find out if the amount of water given to a plant affects the growth of the plant. Four similar potted plants, P, Q, R and S were placed in the garden with different amount of water given daily.

Plant P Plant Q Plant R Plant S

Plant Amount of water

given daily (ml)

Height of the plant

at the start (cm)

Height of the plant

at the end (cm)

P 30 15 16

Q 50 15 17.1

R 70 15 18.2

S 90 15 19.4

4) Stating relationship between variablesPlant

Amount of water

given daily (ml)

Height of the plant

at the start (cm)

Height of the plant

at the end (cm)

P 30 15 16

Q 50 15 17.1

R 70 15 18.2

S 90 15 19.4

What is the relationship between the amount of water given daily to the plant and the height of the plant at the end?

As the amount of water given daily to the plant increases, the height of the plant at the end increases.

5) How to support your child at home using SLS and textbook

Student Learning Space (SLS)

• An MOE portal with curated contents that promotes Self-directed Learning.

• Students can learn at their own pace, revisit concepts and read up on other areas of interest.

How we can use the textbook to guide the child? • Let’s Find Out

• Key concepts

• Titbits

• Think and Talk

• All mapped out

• Bird’s eye view

• Let’s explore

Let’s find out

Encourages a purposeful pursuit of knowledge by listing Key Learning Outcomes which are posed as questions to promote inquiry.

Key concepts

Usually bolded to bring the students attention to important concepts.

Highlighting and other annotations are strongly encouraged to help students better understand and remember these concepts.

Titbits

Excites students and extends their knowledge beyond that main lesson with intriguing nuggets of information.

Think and Talk All mapped out

Think and Talk - A checklist of important words and phrases in the chapter.

All mapped out – Helps the students to consolidate important concepts in the chapter using a Concept Map.

Bird’s eye view

Provides a broader view of how concepts in each chapter are related to other chapters using a Concept Map.

Let’s explore

Fosters interpersonal and communication skills as students apply concepts and skills learnt in a different context through questions and group activities.

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Thank you for working along with us!Have a nice weekend ahead!