science workshop for parents 2017 - upper block · 2017-04-11 · science workshop for parents 2017...

Science Workshop for Parents 2017 - 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 Application Skills 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

Energy Systems Cycles 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) Syllabus School 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 32m (16 MCQs)

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

method Independent variable

(variable tested)

Dependent variable

(measurement /

observation)

Variables

that are kept

constant

(Constants)

Fair test

Control set-up



What are the steps in the Scientific Method?

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



Hypothesis



Variable 1

Variable 2

Variable 3

Variable 4

Variable 5

Outcome/result

Scientific

method Independent 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 results Conclusion: 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

Mnemonics Is 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 Cage I 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



Plants leaves Roots Flowers Stem Water Fruits

Seeds Food

Nutrients

Plants

leaves Roots Flowers Stem

Fruits

Seeds

Water Food Food Water Nutrients

has has has

has

changes into transports absorbs makes



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 Works http://www.howstuffworks.com

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

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

Discovery channel kids http://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

Energy Systems Cycles 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: 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

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.


OIC 1. 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…




Diversity



Diversity

Concept: properties of materials,

waterproof, water absorbency

Scientific vocabulary:

• Absorb water

• Waterproof



Diversity

Material Z. It absorbs the most amount of water.

OIC:

• O : Different amount of water collected in the beakers.

• I : The materials absorbed different amounts of water.

• C: A bath towel has to absorb most amount of water.

Process Skills involved

• Observing

• Comparing

• Inferring

• Analysing

• Communicating



Systems

Concept: plant reproduction,

heredity


• Characteristics

• Inherit

• Parent

• Offspring



Systems

OIC:

• O : There are two parent plant with different characteristics.

• I : The young plant may inherit characteristics from both parent.

• C: The young plant might have fruits that may not be sweet

(could be sour). No. It may inherit the characteristics of plant Y and the fruits can

be sour.


• Observing

• Comparing

• Inferring

• Analysing

• Communicating



Cycles

Concept: water cycle,

condensation


• Heat loss

• Heat gain

• Condensation/

Condenses

• Change state

• Water droplets

• Water vapour



Cycles

Both the back and front surfaces.

OIC:

• O : Tiny water droplets form on the surface of lenses.

• I : Both surface of the lenses are cold. Condensation has occurred

as there is a cold surface for the water vapour to condense.

• C: The water droplets will form both front and back of the lenses.



Warm water vapour from the surrounding (1/2m) touches the cold

back and front surfaces of the glass (1/2m), loses heat (1/2m) and

condenses to form water droplets (1/2m).


• Observing

• Analysing

• Communicating



Energy

Concept: Photosynthesis


• Photosynthesis

• Sunlight

• Chlorophyll

• Oxygen gas

• Water

• Carbon dioxide



Energy

As the duration of light received by the plants per day increases, the

mass/size of the fruits increases



Energy

When there is more light, there is more photosynthesis taking place

(1/2m) and more excess food (1/2m) is transported to the fruits

causing the mass to increase.

OIC:

• O : Different fruits are exposed to different amounts of light.

• I : Light is needed for photosynthesis. The rate of photosynthesis

is different.

• C: A change the duration of exposure to light affects the mass of

the fruits.



Systems



Systems

Concept: Electrical system,

conductors of electricity


• Closed circuit

• Open circuit

• Conductors of

electricity

• Insulators of

electricity



Systems OIC:

• O : Iron ring is a conductor of electricity.

• I : A closed circuit will be formed when the iron ring touches the

wire.

• C: A closed circuit will caused the buzzer to sound.

The buzzer would sound.



When the iron ring touches the copper wire, the iron ring is

a conductor of electricity (1/2) and a closed circuit would be

formed / electricity flowed through the circuit (1/2m)



Interactions

Concept: environmental

conditions affect living things


• Temperature

• Birth rate



Interactions OIC:

• O : Temperature affects the gender of the turtles hatched.

• I : Higher temperature will result in less male turtles hatched.

• C: Less male turtles will result in less mates for the female so less

eggs will be laid.

The population will decrease.



There will be fewer males being hatched to mate with the

female turtles.



OIC:

• O : Rainfall affects the number of male turtles hatched.

• I : Higher rainfall will result in more male turtles hatched.

• C: Higher rainfall causes the temperature of egg to be lowered.

As the average amount of rainfall increases, the number

of male turtles that are hatched increases.



Interactions



The rain cools down the temperature of the eggs so more

male turtles are born when there is more rainfall.



Interactions



Interactions

OIC:

• O : Variable changed is the diameter of the disk and the

measurement is the depth of depression.

• I : Diameter of the disc affects the depth of depression.

• C: As the diameter increases, the depth of depression decreases.

The wider the diameter of the disc, the shallower the

depression.



Concept: Adaptation to physical

environment


• Adaptation

• Survival

• Escape predator

• Hide

• Move quickly



OIC:

• O : Arctic hare has large hide feet.

• I : Snow is soft and legs will sink into snow when walking. Cannot

move easily.

• C: The large feet allows the hare to move easier in the snow as it

prevents the feet from sinking too deeply into the snow.

The feet prevent the hare from sinking into the soft snow

and allows them to move quickly.



Energy

Concept: Photosynthesis


• Photosynthesis

• Sunlight

• Chlorophyll

• Oxygen gas

• Water

• Carbon dioxide



Energy

OIC:

• O : Water plant gives off gas when light shines on it.

• I : The amount of light affects the amount of gas produced.

• C: The intensity of the light has to be increased without changing

the setup.

She can move the lamp closer to the plant. Higher light

intensity (1/2m) will cause photosynthesis to take place at a

faster rate (1/2m) resulting in more oxygen gas being collected.



OIC:

• O : Amount of gas produced decreases over time.

• I : Rate of photosynthesis has decreased. Factors that affect rate

of photosynthesis are amount of carbon dioxide, amount of water,

intensity of light.

• C: Water and light intensity are constant so amount of carbon

dioxide must have decreased.

The amount of carbon dioxide in the water has decreased

(1/2m) resulting in photosynthesis taking place at a slower rate

(1/2m).


Time for Mrs. Jamie Yeo

(HOD Science)

Miss Veronica Tan

(Senior Teacher)



science workshop for parents 2017 - upper block · 2017-04-11 · science workshop for parents 2017...

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