Science Workshop for Parents

(Upper Block)

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Science Workshop for Parents

(Upper Block)

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Objectives of the Workshop

Overview of the Science Framework and Curriculum

Skills and Processes to link Science Ideas

Strategies for answering Science questions

Samples of Pupils’ Work

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To help parents understand the Science framework and curriculum.

To equip parents with strategies for answering Science questions to enable them to coach their child effectively.

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The science curriculum seeks to nurture the student as an inquirer.

The end goal is students who enjoy science and value science as an important tool in helping them explore their natural and physical world.

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Teaching science as inquiry must go beyond merely presenting facts.

Pupils must be actively engaged in the collection and use of evidence; formulate and communicate explanations based on scientific knowledge.

“ The science paper consists of questions which test thinking and process skills……..”

To answer questions well, students need to:

Remember: Possess science knowledge

Understand: Understand science concepts

Analyze & Apply: Link science concepts

Communicate: Express science ideas clearly

Can the student recall, restate or remember learnt information?

Examples:

List the properties of liquid.

What do plants need to make food?

Can the student explain ideas or concepts?

Examples:

Classifying an organism in a classification table.

Why do we need to use waterproof materials to make rain coat?

Can the student use the information in a familiar / unfamiliar situation?

Examples:

Connect understanding of factors affecting rate of evaporation of water to drying of cloth faster.

Connect understanding of expansion of matter on heating to gaps on metal bridge.

Can the student break down information into parts to explore understanding and relationships?

Examples:

Predict the effect of a change in the population of a plant / animal in a food web.

Predict which light bulb(s) will light up when Bulb A is switched on.

Can the student justify a decision or course of action?

Examples:

Explain why the experiment is not a fair test.

Based on the results, which material should she use for her curtains?

Can the student create new ideas and information using learned information?

Examples:

Design an experiment to test a hypothesis.

Remembering

Understanding

Applying

Analysing

Evaluating

Creating

Remembering

Understanding

Applying

Analysing

Evaluating

Creating

Remembering

Understanding

Applying

Analysing

Evaluating

Creating

Remembering

Understanding

Applying

Analysing

Evaluating

Creating

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Remembering

Understanding

Applying

Analysing

Evaluating

Creating

Remembering

Understanding

Applying

Analysing

Evaluating

Creating

No. Any object that is less than 3 cm in height is not able to

block the light from reaching the light sensor.

Place the objects X nearer to each other.

Remembering

Understanding

Applying

Analysing

Evaluation

Creating

egg shell, plant seeds, soil, water.

Remembering

Understanding

Applying

Analysing

Evaluation

Creating

Remembering

Understanding

Applying

Analysing

Evaluation

Creating

1. Place some plant seeds and soil in the egg shell.

2. Water them and observe the egg shell for a few days.

If she observed cracks in the egg shell, it would show that roots .

exert force when they grow.

Remembering

Understanding

Applying

Analysing

Evaluation

Creating

Students generally have difficulty answering Science questions which test them on their analytical and thinking skills. As a result, many of them do not score well in these questions.

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Read and understand the question.

Study the diagram (if any)

Look out for key words and highlight/underline/circle them.

Identify the topic which is tested.

Recall the related concepts and write them down.

Link the concepts to the question.

Eliminate the incorrect options and choose the best answer.

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Read and understand the question.

Interpret diagrams/graphs/charts.

Look out for key words and highlight, underline or circle them.

Identify topic tested in the question.

Recall and apply the relevant concepts for the topic.

Take note of the marks awarded to each question.

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Not understanding the question (out of context)

Answer is too general and not specific.

e.g. giving only motherhood statements

Answer is incomplete.

Too much unnecessary information

½ mark is deducted for each additional incorrect concept.

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Stating what is given in the question (observation)without mentioning the scientific concept. The lid is covered instead of “air cannot enter

the box” The towel is open instead of “it has a greater

exposed surface area”, restating data and not interpreting the data.

Not following instructions given in the question eg. draw an arrow/ label/ shade/using the

letters A,B, C or D…

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Key words in question Expected answer

What…

Which part…

State...

Name…

• one word answer

• a short sentence

(Recalling of facts. Reasons are not needed.)

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Key words in question Expected answer

How…

Describe...

Explain…

Why…

Give a reason…

Answers require application of concepts.

For description of experiments, detailed procedure is expected.

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Key words in question Expected Answer

What is the aim of the experiment?

A sentence stating what you hope to find out from the experiment.

• Eg. To find out if the intensity of light affects the rate of photosynthesis.

What conclusion can you draw…

A sentence stating the outcome of the experiment.

What can you say about…

What is the relationship between…

States a related scientific concept, property, relationship or pattern

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Melissa wanted to find out the effect of temperature on the growth of plants. Which two dishes should she compare in order to draw a correct conclusion?

(1) A and B (same temp)

(2) A and D (diff temp, same no. of plants, plants diff. dist. apart)

(3) B and C (diff temp, same no. of plants, plants same dist. apart)

(4) B and D (diff temp, same no. of plants, plants diff. dist. apart)

F Fair Test

variable to be

changed

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Which one of the following should Sally use as a control for her experiment?

Presence or absence of

carbon dioxide aim Carbon dioxide is

absent

Carbon dioxide is

present

Oxygen is absent

Carbon dioxide is

absent

Different conditions

Carbon dioxide is

present

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Robin observed two different types of cells, A and B , from the same plant

(a) What is the function of part X ? (b) Which part of the cell makes food for the plant ? (c) In which part of the plant are you likely to find cell A ? Give a reason for your answer.

Topic:

Cells

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Rita wanted to study the effect of some materials on the loudness of sound. She set up an experiment as shown above. She covered the open side of a sound-proof box with material P.

The clock was set to ring at a certain loudness. She recorded the loudness of the clock with a sound sensor placed at a fixed distance. She repeated the experiment using materials Q and R of the same thickness as material P. The table below shows the results.

The windows in Rita’s bedroom face a noisy road. She wants to make her room quieter. Which material, P, Q or R should she use for the windows? Give a reason for your answer.

Material Loudness of sound (units)

P 80

Q 30

R 50

Interpretating data

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Interpreting data and drawing conclusion

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Application of Concepts

John carried out an experiment with two beakers X and Y. He placed three bean seeds in each beaker and left them in the room with a temperature of 29C.

cooled

boiled

water

tap water

X Y

oil

Fact/Concept: Seeds need air, warmth and water to germinate

Topic:

Germination

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After two days, he noticed that the beans in beaker Y germinated but not those in beaker X.

cooled

boiled water tap water

X Y

oil

Explain his observation. state the scientific concept

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Think What is the implication when there is boiled water? Absence of dissolved air/oxygen in boiled water. Presence of dissolved oxygen/air in tap water. Think What is the purpose of the layer of oil? The layer of oil prevents atmospheric air/oxygen from dissolving in the water.

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Scientific fact/concept

Air/Oxygen is needed for germination.

Application:

There is dissolved air/ oxygen in tap water for the beans in Beaker Y to germinate but the beans in Beaker X cannot germinate as there is an absence of dissolved air/oxygen.

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A water tank used for flushing a toilet bowl is shown below.

After flushing, water enters and refills the tank.The water will stop filling if water reaches level L.

James wanted to use less water to flush the toilet. Michelle suggested using a plastic bottle filled with stones.

Topic:Matter

Concept: Matter occupies space.

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Explain how Michelle’s suggestion would help reduce the amount of water used to flush the toilet.

The bottle filled with stones sank to the bottom of the water tank and since the bottle with stones occupied space, less water is needed to fill up the water tank to level L.

apply the scientific concept

Concepts on Matter

Matter has mass.

Matter occupies space.

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Bird P lives in a very environment.

a) Bird P usually stands with its back facing the sun. Suggest a reason for such a behaviour. b) Bird P lives in large groups, staying very close to one another. Explain how staying very close to one another helps them to keep warm.

black

Topic:

Adaptation

Concept: Black

is a good

absorber of heat

Concept: Smaller

surface area exposed to

the cold surrounding air

Applying the strategies is tedious and time-consuming but with constant practice, it has proved to be effective in helping pupils analyze questions and applying the knowledge and concepts which they have learnt.

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Syllabus is available on MOE website

Glossary of Terms

Today’s slides will be made available on the school’s website

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