Science Workshop for Parents Upper Block. School of Excellence, Individuals of Character

Transcription

1 Science Workshop for Parents Upper Block

2 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

3 What is Science?

4 What is Science? Theory Observations Prediction Experiment

5 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

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7 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?

8 The Primary Science Syllabus aims to: Source: CPDD - 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

9 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

10 Process Skills in Primary Science Observing Comparing Classifying Using apparatus and equipment Communicating

11 Process Skills in Primary Science Inferring Predicting Analysing Generating possibilities Evaluating Formulating hypothesis

12 Process Skills in Primary Science 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

13 Coverage of the Syllabus Four themes Primary 5 Primary 6 Cycles Systems Energy Interactions Reproduction of plants and animals Water cycle Respiratory and Circulatory systems (plants and humans) Cell system* Energy forms* and uses (Photosynthesis) Energy Conversion* Interaction of forces Interactions within the environment Electrical system

14 The Primary Science Syllabus Where do we get a copy of the 2008/2014* syllabus? MOE website: MOE website Parents Syllabuses Sciences 2008 Science School of Excellence, Individuals (Primary) of Character Syllabus

15 Topics: All topics from P3 to P6 PSLE coverage 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

16 Science Terminology What is a science experiment? (Scientific method) Frequently encountered words in science experiments and questions and what they mean.

17 Scientific Variable 1 Fair test method Independent variable (variable tested) Variable 2 Variable 3 Variable 4 Variable 5 Control set-up Variables that are kept constant (Constants) Outcome/result Dependent variable (measurement / observation)

18 What are the steps in the Scientific Method?

19 Hypothesis

20 Scientific Variable 1 Variable 2 Fair test method Independent variable (variable tested) Outcome/result Variable 3 Variable 4 Variables that are kept constant (Constants) Dependent variable (measurement / observation) Variable 5 Aim: To see how variable 1 affects the results Conclusion: About how did variable 1 affect the results Control set-up

21 Revising Science

22 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

23 Importance of key concepts and ideas Key concepts are the main scientific ideas that explains why/how something occurs. 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.

24 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.

25 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.

26 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.

27 Strategies to help in recalling 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 S N C I saw Nicholas Cage

28 Strategies to help in recalling Mind maps a diagram represent words, ideas, tasks, or other items linked arranged around a central key word or idea

29 An example Image from beautifylminds.com.sg

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31 Strategies to help in recalling

32 Strategies to help in recalling 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"

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34 An example

35 An example

36 Nutrients leaves Plants Roots Flowers Stem Water Fruits Food Seeds Plants has has has has leaves Roots Flowers Stem makes absorbs changes into transports Food Water Nutrients Fruits Water Food Seeds

37 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.

38 Some free tools available online Mnemonics: Concept mapping: Mind mapping: or

39 Fun websites for kids How Stuff Works National Geographic kids National Geographic channel (none of the above) none-of-the-above/ Discovery channel kids

40 Common misconceptions Common P5 misconceptions Common P6 misconceptions

41 Coverage of the Syllabus Four themes Primary 5 Primary 6 Cycles Systems Energy Interactions Reproduction of plants and animals Water cycle Respiratory and Circulatory systems (plants and humans) Cell system* Energy forms* and uses (Photosynthesis) Energy Conversion* Interaction of forces Interactions within the environment Electrical system

42 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.

43 P5 misconceptions Misconception: All eggs will develop into young organisms Explanation: Only eggs that are fertilised will develop into young organisms.

44 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.

45 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.

46 P5 misconceptions Misconception: All cells contain a nucleus. Explanation: Red blood cells do not contain a nucleus.

47 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.

48 P5 misconceptions Misconception: The temperature of ice is 0 o C. Explanation: Pure water freezes and ice melts at 0 o C. However, once water freezes to become ice, the temperature can go below 0 o C.

49 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.

50 Kahoots! Website:

51 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).

52 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.

53 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.

54 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)

55 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.

56 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.

57 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)

58 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.

59 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.

60 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.

61 Answering Science questions

62 Techniques in Answering Science Questions Types of questions How to frame answers (some dos and don'ts)

63 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)

64 Science Process skills 1) Observing 10) Formulating hypothesis 2) Comparing 11) Creative Problem Solving 3) Classifying 12) Decision-making 4) Inferring 13) Investigation 5) Predicting 6) Analysing 7) Evaluating 8) Communicating 9) Generating possibilities

65 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

66 Answering techniques 1. Identify and interpret the key information given in the question. (highlight/annotate) 2. Identify the topic and concept(s) applicable to the question.

67 Identify and interpret the key information given in the question. (highlight/annotate) Closed the switch complete circuit Iron ball Light bulb turned on and off magnetic material electrical circuit is closed and An electromagnet opened

68 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.

69 Answering techniques 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.

70 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.

71 Answering techniques 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.

72 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

73 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

74 Diversity

75 Diversity Scientific vocabulary: Absorb water Waterproof Concept: properties of materials, waterproof, water absorbency

76 Diversity Process Skills involved Observing Comparing 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. Inferring Analysing Communicating Material Z. It absorbs the most amount of water.

77 Systems Scientific vocabulary: Characteristics Inherit Parent Offspring Concept: plant reproduction, heredity

78 Systems Process Skills involved Observing Comparing OIC: O : There are two parent plant with different characteristics. I : The young plant may inherit characteristics from both parent. No. C: The It may young inherit plant the might characteristics have fruits of that plant may Y not and be the sweet fruits can be (could sour. be sour). Inferring Analysing Communicating

79 Cycles Scientific vocabulary: Heat loss Heat gain Condensation/ Condenses Change state Water droplets Water vapour Concept: water cycle, condensation

80 Cycles 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. Both the back and front surfaces.

81 Process Skills involved Observing Analysing Communicating 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).

82 Energy Scientific vocabulary: Photosynthesis Sunlight Chlorophyll Oxygen gas Water Carbon dioxide Concept: Photosynthesis

83 Energy As the duration of light received by the plants per day increases, the mass/size of the fruits increases

84 Energy 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. 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.

85 Systems

86 Systems Scientific vocabulary: Closed circuit Open circuit Conductors of electricity Insulators of electricity Concept: Electrical system, conductors of electricity

87 OIC: Systems 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.

88 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)

89 Interactions Scientific vocabulary: Temperature Birth rate Concept: environmental conditions affect living things

90 OIC: Interactions 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.

91 There will be fewer males being hatched to mate with the female turtles.

92 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.

93 Interactions

94 The rain cools down the temperature of the eggs so more male turtles are born when there is more rainfall.

95 Interactions

96 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.

97 Scientific vocabulary: Adaptation Survival Escape predator Hide Move quickly Concept: Adaptation to physical environment

98 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.

99 Energy Scientific vocabulary: Photosynthesis Sunlight Chlorophyll Oxygen gas Water Carbon dioxide Concept: Photosynthesis

100 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.

101 The amount of carbon dioxide in the water has decreased (1/2m) resulting in photosynthesis taking place at a slower rate (1/2m). 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.

102 Time for Mrs. Jamie Yeo (HOD Science) Miss Veronica Tan (Senior Teacher)