Riverside Primary School Worshop for P3/P4 Parents Exploring Science Around Us!

Transcription

1 Riverside Primary School Worshop for P3/P4 Parents Exploring Science Around Us!

2 Workshop Overview An Overview of the Primary Science Syllabus Objectives of the Primary Science Syllabus Science Curriculum Framework (MOE and Riverside Primary) Lower Block Syllabus and Bloom s Taxonomy How can parents support the learning of Science? Common Misconceptions in Science Answering Techniques (MECA/MEC)

3 Themes Diversity Cycles Systems Lower Block (Primary 3 and 4) General characteristics and classification of living and non-living things Properties and uses of materials Life cycles of plants and animals Matter Plant parts and functions Digestive system Upper Block (Primary 5 and 6) Reproduction of plants and animals Water Respiratory and circulatory systems in Plant Respiratory and circulatory systems in Human Cell system Electrical system Interactions Magnets Frictional force, gravitational force, force in springs Characteristics of environment Habitats and communities Food chains and food webs Adaptations Man s impact on environment Energy Light energy Heat energy An Overview of the Primary Science Syllabus Kinetic energy, Potential energy, Sound energy Photosynthesis and Respiration Energy conversion

4 The Primary Science Syllabus aims to: Provide primary students with: experiences which build on their interest in and stimulate their curiosity about their environment basic scientific terms and concepts to help them understand themselves and the world around them opportunities to develop skills, habits of mind and attitudes necessary for scientific inquiry preparation towards using scientific knowledge and methods in making personal decisions appreciation of how science influences people and the environment

5 Primary Science Syllabus It spells out the details of the knowledge, skills and attitudes that your child will learn from Primary 3 to 6. You may access it at:

6 The following table shows the description of each domain which frames the practice of science:

7 The Science Curriculum Framework (MOE and RSPS) The Science curriculum in Riverside Primary is designed to develop students knowledge, skills and values through meaningful and engaging learning experiences. Inquiry-based Approach: Learning Science as inquiry must go beyond merely presenting answers and reporting of data Pupils must be actively engaged

8 Bloom s Taxonomy

9 HOW CAN WE SUPPORT THE LEARNING OF SCIENCE? Engage them: Ask instead of answering questions Explore the learning of Science together Enjoy Science with your child!

10 Science is everywhere! Parks Playgrounds Supermarket Zoo

11 Park When bringing your child to the park, observe the diversity of plants and animals Ask questions: Why are the roots sticking out of the ground? Why are most leaves green? How does a plant with green leaves get its food? Why are plants important?

12 Observe the diversity of animals Get children to look out for the different types of animal groups (mammals, fish, reptiles, amphibians, insects, bird) Observe the habitat of different animals Talk about the importance of animal conservation

13 Amusement Park What are the materials needed to make the roller coaster? Why do you think such materials are used? What is the energy conversion when the roller coaster descends from the highest point to the lowest point?

14 Home Baking Simple experiments Watching Science documentaries Reading Science books together Searching for answers from internet Observing and explaining causes and effects Asking more how and why questions

15 Activity 1 (Arousing your curiosity) You will be shown some pictures, think of some science questions to ask.

16 Picture 1 E.g. What can you do to remove a tightly sealed lid from a bottle of jam?

17 Picture 2

18 Picture 2 E.g. How do we make the door less squeaky? E.g. How does adding the oil make the door less squeaky?

19 Applying concepts learnt to real life situations A car can move but it is not a living thing. Why? How does rain happen? Why does the glass on the spectacles fog up after stepping from a cool area to a warm place? How can we prevent the spread of dengue? Why does one feel colder after getting out of a swimming pool than before getting in? How does wearing a sweater keep us warm?

20 Share latest scientific news Some questions to ask: What makes the scientist think that there is life out there? What are the conditions you think that are necessary for life to exist?

21 Share latest scientific news What is climate change? How does climate change happen? What is the consequence of climate change? What can we do to prevent climate change? Why do some people believe that climate change do not exist?

22 Internet Resources:

23 Organising and memorising information Make notes write summaries or use graphic organisers, such as tables and concept maps Techniques to memorise information e.g. using acronyms and association

24 Some Memory Techniques Acronyms: WHAT 4 Factors of Evaporation WOW 3 Conditions for Germination WAWS 4 methods of fruit/seed dispersal Association: Gullet gobble digestive system Windpipe air respiratory system Herbivore herbs Carnivores cat Omnivores humans *Let your child create his/her own memory techniques.

25 When children see how Science is applicable, they will appreciate and love the subject.

26 Common Misconceptions Children use their own method of analysis and naive thinking One misconception may lead to another Affects the way child answers examination questions Important to find out these misconceptions Need to correct them as early as possible LC

27 P3 : Diversity of Living and Non-Living Things Misconception: All animals that live in water are classified as fish. Why is this wrong? Fish are not the only animals that live in water. A fish has the following characteristics: -Gills to breathe under water -Fins to move around in water -Scales to protect itself -Lays eggs Dolphins and whales are not fish because they breathe through their lungs, do not have scales and give birth to their young alive.

28 P3:Cycles of Plants and Animals Misconception: The life cycle of a plant always begins with a seed or a spore and ends with an adult plant. The life cycle of an animal always begins with an egg and ends with an adult animal. Why is this wrong? A cycle is a pattern that repeats itself continuously. The stages of a life cycle repeat themselves. Hence, there is no fixed beginning and ending for the stages in a life cycle.

29 P4: Matter and its Different States Misconception: Things such as sand, rice and sugar are not classified as solids because they take on the shape of the container they are in. Why is this wrong? Things such as sand, rice and sugar are made up of thousands of small grains. Each grain has a definite shape and does not change shape when placed into different containers. Each grain cannot be compressed as it has a definite volume. Therefore, sand, rice and sugar are solids.

30 P4: Matter and its Different States Misconception: Mouldable objects such as plasticine and clay are not classified as solids because their shapes can be changed. Why is this wrong? Plasticine and clay have fixed shapes and do not take on the shape of their containers. They only change their shapes when a force is applied on them. Hence, plasticine and clay are classified as solids.

31 P4: Matter and its Different States Misconception: The amount of liquid in a container increases when a solid is placed into a container. Why is this wrong? The amount of liquid in a container does not increase when a solid is placed into a container. A stone is a solid and it occupies space. Therefore, the added stones take up space occupied by the water. This causes the water level to rise but the amount of liquid in the container remains the same.

32 How to detect misconceptions? Check child s understanding by talking to him/her or looking at the results of his/her assignments Do not dismiss mistakes as careless mistakes

33 Answering Assessment Questions Some Guidelines

34 Common Errors in Answering Open Ended Questions Answer is incomplete Answer is not specific enough - too general - too much unnecessary information Answers is not in the context of the question

35 Answering Open Ended Questions Read the question. Pay attention to key words in the question. Identify topic. Recall associated concepts. Note the marks awarded to each question. Apply answering technique.

36 Using the MECA answering technique

37 MECA Answering Technique Use MECA method to answer questions involving data interpretation. MECA: M Make a choice E Extract data from the graph, table or diagrams C Conclude (use comparatives/ superlatives) A Apply

38 Question: Based on John s results, which material is the best suited for allowing hot oil to cool down easily? Explain your answer. [2] Must have comparison as more than 1 material are involved. No comparison 0m Use MECA method to answer your question. M Make a choice E Extract data from the graph or table C Conclude (use comparatives/ superlatives) A Apply Material Ans : M Material D (no marks). E The average time taken for the ice to melt completely is the shortest/. It took the shortest time to melt the ice completely [1], C so it is the best conductor of heat [1/2]. A Hence, it will allow the hot oil to lose heat the fastest [1/2] / the hot oil will lose the most amount of heat / allow heat to pass through the fastest [1/2] to cool the oil down easily. A B C D Average time taken for ice to melt completely 1 h 30 min 3 h 05 min 2 h 25 min 45 min Template

39 Let s practise! Average time taken for ice to melt Material completely A 1 h 30 min B 3 h 05 min C 2 h 25 min D 45 min 1. Which material is best suited to make a sweater? 2. Which material is best suited to make a container to keep food warm for the longest period of time? 3. Which material is best suited for making a skewer for barbecuing food?

40 Materials : Properties Question 4: Let s practise some more! Judy set up an experiment as shown in the diagram below to investigate the flexibilty of 2 different plastic strips, X and Y. She measured the angle between the horizontal line and the plastic strip as shown in a simplified diagram below. This angle is referred to as the degree of bending. Which type of plastic would Judy choose if she were to make a tray for coffee cups? Explain your answer.

41 Answer to question 4: Tray for coffee cups M Plastic Y. +10 C +10 C +10 C +1 C +1 C +1 C E The difference in the degree of bending was lesser. C It is less flexible than Plastic X. A It will be able to hold more cups without bending much and also to prevent the toppling of the cups. Sample questions

42 Sample Questions (Handout)

43 Question 1: (Heat) Question 1 : Heat The diagram below shows three similar-sized wooden sticks, A, B and C, The wrapped diagram below with shows different three similar-sized materials wooden placed sticks in wrapped a basin with of different hot water. materials J, K and L, placed in a basin of hot water. Wrapped with material J Wooden stick Wrapped with material K Wooden sticks Wrapped with material L A B C Basin of hot water The The table diagram below below shows shows the the starting starting and final and temperatures final temperatures of the wooden sticks of the after wooden 5 minutes. sticks after 5 minutes. Wooden sticks wrapped in different material J K L Wooden Sticks A B C Temperature at the start 25 C 25 C 25 C Temperature at the start 25 C C Temperature at the end 60 C 56 C 30 C Temperature at the end 60 C 56 C 30 C Based on the experiment above, which material would be the best to keep food warm for the longest time? Explain your answer.. Based on the experiment above, which material would be the best to keep food warm for the longest time? Explain your answer.

44 Keep food warm for the longest time Wooden sticks wrapped in different material JA BK CL Temperature at the start 25 C C Qn.1. M : Material L. E : C : A : Temperature at the end 60 C 56 C 30 C Temperature difference of wooden sticks: 35 C 31 C 5 C The temperature difference of the wooden sticks after 5 minutes is the lowest,/ the amount of heat gained after 5 minutes is the lowest. so it is the poorest conductor of heat. Hence, the material will gain heat the slowest / the material will gain the least amount of heat / allow heat to pass through the slowest to keep the food warm for the longest time.

45 Question 2: (Material) Ali wanted to test the absorbency of 4 different materials of the same size, P, Q, R and S. He carried out the experiment as shown below using material P. He then repeated the experiment using the other 3 materials. Material beaker water collected 150 ml of water Materials P Q R S Amount of water collected in the beaker 145 ml 110 ml 0 ml 25 ml After 5 minutes, he measured the amount of water collected in each beaker and recorded them in the table below. Which materials, P, Q, R or S would be suitable for making a hot soup container? Explain your answer.

46 Hot soup container 2. M : Material R. Materials P Q R S Amount of water collected in the beaker 145 ml 110 ml 0 ml 25 ml E : C : A : The amount of water collected in the beaker is 0 ml, so it is waterproof. Hence, the material will not absorb water and the soup will not leak from the container.

47 Question 3: (Material) The absorbency of a material refers to the amount of water it can absorb. Michael conducted an experiment using four strips of similar size, length and thickness but were made from different materials A, B, C and D. He immersed an equal length of each strip of material into a dish containing coloured water for the same period of time. The diagram below shows the result of his experiment. Based on the results, which one of the materials is the most suitable for making a kitchen towel that will dry the plates? Explain your answer.

48 Making a kitchen towel 3. M: Material C. E : From the diagram, it absorbed the most amount of water. C: Hence, it is the most absorbent. A: It is most suitable for making a kitchen towel as it will absorb the most amount of water from the dishes to dry them.

49 Question 4: (Heat) Suraya wrapped three similar cups with different materials, A, B and C. She then poured an equal amount of hot water into each of the 3 cups and had their temperatures taken at every 5-minute interval as shown in the table below. Thermometer cup hot water Material A Material B Material C Based on the results in the table, which material is the most suitable for making an ice-box as shown below? Explain your answer.

50 Making an ice-box C C C M : Material C. E : From the table, the hot water in the cup had the least temperature difference./ the amount of heat loss is the least. C: Hence, it is the poorest conductor of heat. A: It is most suitable for making an ice-box as it gains the least amount of heat from the surrounding so that the ice will melt the slowest. Find the temperature difference at the end of 20 minutes

51 In Summary Science is everywhere around us Arouse the curiosity in our children When they want to know, they would want to find out

52 The love for Science begins at home Thank you!