greendale primary school · •makes notes to ensure understanding . animals give off co 2 so co 2...

Greendale Primary

School

Science Workshop for

Parents

28 April 2017

Programme

• Objectives of workshop

• Science Curriculum Framework and

Syllabus Overview

• Strategies for answering Science questions

• Linking Science Skills, Processes and

Concepts to everyday life

• Revising Science for PSLE

Objectives of the workshop

Parents will be able to pick up

• strategies to support your child’s learning of

Science and

• techniques in answering Science examination

questions.

Science in GDPS :

Inquiry-based Approach Teaching science as Inquiry must go beyond merely

presenting facts.

Pupils are actively engaged

• collecting and using evidence collected from “outdoor

classrooms” and through hands-on experiments

• formulating and communicating explanations based on

scientific knowledge

Science Curriculum

Framework

The science curriculum

seeks to nurture the

student as an inquirer.

The end goal is for

students to enjoy science

and value science as an

important tool in helping

them explore their natural

and physical world.

The Primary Science Syllabus aims to…

Provide primary pupils with

• basic scientific terms and concepts

• opportunities to develop skills, habits of mind and

attitudes necessary for scientific inquiry

• prepare pupils towards using scientific knowledge

and methods in making personal decisions

• help pupils appreciate how science influences

people and the environment

An overview of the Primary

Science Syllabus

Themes Lower Block (Primary 3 & 4) Level

Diversity • Diversity of living and non-living things

(general characteristics and classifications)

• Diversity of materials

P3

Systems • Plant system (plant parts & functions)

• Human system (digestive system)

P3

Cycles • Cycles in plants (life cycles)

• Cycles in animals (life cycles)

• Cycles in matter and water (matter)

P3

P4

P4

Interactions • Interaction of forces (magnets) P4

Energy • Energy forms and uses (light & heat) P4

https://www.moe.gov.sg/education/syllabuses/sciences

An overview of the Primary

Science Syllabus Themes Upper Block (Primary 5 & 6) Level

Systems • Plant and Human systems (respiratory and

circulatory systems)

• Cell system

• Electrical system

P5

Cycles • Cycles in plants and animals (reproduction)

• Cycles in matter and water (water)

P5

Energy • Energy forms and uses (photosynthesis) P5

Energy • Energy conversion P6

Interactions • Interactions of forces

• Interactions within the environment

P6

Science Process Skills

Techniques for Answering

Science questions

(1) Annotation Technique

• Effective reading strategy

• Helps in comprehending the question

• “Mark out” sections of question, with a

highlighter or by underlining

• Makes notes to ensure understanding

Animals give off

CO2 so CO2 increase

Plants take in CO2 during

photosynthesis so CO2 decrease

No change

in

composition

of gases

(2) Identifying the Topic &

Concept(s)

• After reading the question, try to identify

the topic and concept based on previous

questions attempted or experiments

conducted.

Topic: Magnets, Forces & Energy Concept: Interactions between gravitational and magnetic force

Topic: Energy Concept: Use a lighter toy so the same amount of elastic spring force can push the toy to a greater height.

Topic: Water Concept: Water gains heat to evaporate

Topic: Water Concept: Rate of evaporation

Topic: Materials (properties) & electrical system Concept: Rubber – flexible so the car will not be damaged Z – electrical conductor

(3) Answer to the question

- AVOID answering generally

AVOID stating facts for an answer

(4) Phrasing of answers for open-

ended questions pertaining to:

• Investigation

(a) Fair test

(b) Aim

(c) Conclusion

• Analysing relationships

(a) Fair Test

Why/Why not

• There is only 1 variable changed

(VC) in the experiment [state the

VC changed in that question]

• There should only be one variable

changed […] but 2 variables have

been changed [… & …]

or

• There are more than 1 variable

changed in the experiment [… & …]

How

• It ensures that only the variable changed is affecting the experimental results.

It ensures that only 1 variable is changed [whether

Substance X is added/ presence of Substance X]

It ensures that the number of times the wheel spins is

affected only by the different lengths the elastic band is

pulled to.

(b) Aim 1) To find out if the variable changed affects the

experimental results

2) To find out how the variable changed affects the

experimental results

3) To find out the property of the materials

[comparison to be made]

Note: we have to look beyond superficial results at

times

To find out how the surface area of the fruit affects the

time taken for the fruit to reach the ground.

To find out which material allows most light to pass through.

(c) Conclusion

Answers the aim of the experiment using

the experimental results

He can conclude that adding substance X makes Material P weaker.

Analysing - relationship

Studying the relationship between the measured variable (results) and the independent variable (variable changed)

increases increases

The greater the length of X, the greater the distance travelled by the

ball until the spring is pulled to 17cm after which the distance

travelled by the ball remains the same.

As the intensity of light increases, the rate of photosynthesis also

increases until it reaches Point A when the rate of photosynthesis

remains constant even though the intensity of light increases.

How else can you support

their learning? Ask “open”

questions instead of answer them

Explore together Create a positive

and safe environment

Helping your child see

Science all around them and

applying concept learnt to

explain how things work

Five Simple Questions to ask

• What do you think?

• Why do you say so?

• What makes you think/say so?

• How do you know this?

• Can you tell me more about…?

Science at…Playgrounds

Possible questions to ask:

1)If the slide is wet (after rain),

how does it affect the speed

you slide down?

2)Ever wonder why you are

able to go down the slide

easily?

3)If the slide surface is rough/

sandy, how does it affect your

speed?

Science at…Parks

Allow your child to explore the variety of plants and

animals there.

Possible questions to ask:

1)Why does this plant climb on the fence?

2)Why do the roots of this tree stick out of the ground?

3)Look at this fruit. How do you think it gets here?

(dispersal)

4)This fruit looks juicy. Do you think we can eat it?

Why/Why not?

Science at…

Amusement Parks

Possible questions to ask:

1)Why is the starting point higher compared to the rest of the loops?

2)Why do the roller coaster cars move down the tracks at a faster speed

that when they move up the track?

Science at…

Amusement Parks

What is this part of the bumper car made

of? Why?

Why does each bumper car have a “bar”

sticking out of it?

Do you observe where the bar is

connected to? Why?

Science at…eateries

Possible questions to ask:

1)Why does the chef wear gloves / face mask?

2)Why are the plates of sushi covered?

3)Why does the restaurant use plastic cover instead of metal cover

or glass cover?

Science at…Marina Barrage

Possible questions to ask:

1)Why do you think the Marina

Barrage was built?

2)How does Singapore obtain

water besides collecting

rainwater in reservoirs?

3)Why is it important for

Singapore to have so many

reservoirs?

Science at…an outdoor shelter

Possible questions to ask:

1)What do you think is that white mist? What state is it in?

2)What is the purpose of having the mist? Does it help to cool the

place? How does it work?

3)What is the purpose of the fan?

P3 Diversity (Animals)

Which animal group

does the monitor lizard

belong?

What are the

characteristics of this

animal?

P6 Environment

How have Man’s actions

impacted the

environment, causing

animals to lose their

habitats?

Science...

In local news

Feb 10, 2017 The Straits Times P3 Diversity

(Animals)

Which animal group

does the lizard

belong to?

What are the

characteristics of

this animal?

P6 Adaptations

Is this a structural or

behavioural

adaptation?

How does losing its

scales help to

defend it against

predators?

Science...

In global news

Science at... Home

• Watching of Science documentaries (E.g.

animal adaptations, how things work, etc)

• Research over Internet

• Observing and explaining materials and their

uses eg cooking wares

Revising for Science

• Be very familiar with all the topics and

concepts within the topics. (Text & Notes)

E.g. Heat (P4 topic)

- Heat gain, heat loss

- Good / poor conductors of heat

- Heat travelling (from a hotter object/place to a

cooler object/place until they reach the same

temperature)

Revising for Science • Take practice papers seriously and put

effort into answering all questions within

the suggested time frame. (1h 45 min)

• Look for gaps in your answers (as

compared with the suggested answer /

corrections)

• Pay special attention to mistakes made in

previous exercises.

Strategies for recall (I) • Mindmaps / concept maps

• Repeating to self verbally

• Photographic memory

• Teach someone else

• Testing yourself or others

• Setting facts to music

Strategies for recall (II)

• Memory devices

- Acrostics / Mnemonics

- Chunking

- Flash cards / Notes

Example of Acrostics

• Factors affecting rate of evaporation:

Wind

Exposed surface area

Temperature of surrounding

Chunking

• The water gained heat and evaporated.

• The warm water vapour touched a cooler

surface...

• Lost heat and condensed to form water

droplets

Getting ready for PSLE

• Organising materials (Gathering all

relevant books, files, notes, practice

papers in one place)

• Planning a study schedule

• Having a conducive study environment

Please kindly take some time to complete the feedback form and return it on your way out.