greendale primary school · •makes notes to ensure understanding . animals give off co 2 so co 2...
TRANSCRIPT
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Greendale Primary
School
Science Workshop for
Parents
28 April 2017
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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
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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.
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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
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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.
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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
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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
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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
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Science Process Skills
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Techniques for Answering
Science questions
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(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
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Animals give off
CO2 so CO2 increase
Plants take in CO2 during
photosynthesis so CO2 decrease
No change
in
composition
of gases
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(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.
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Topic: Magnets, Forces & Energy Concept: Interactions between gravitational and magnetic force
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Topic: Energy Concept: Use a lighter toy so the same amount of elastic spring force can push the toy to a greater height.
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Topic: Water Concept: Water gains heat to evaporate
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Topic: Water Concept: Rate of evaporation
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Topic: Materials (properties) & electrical system Concept: Rubber – flexible so the car will not be damaged Z – electrical conductor
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(3) Answer to the question
- AVOID answering generally
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AVOID stating facts for an answer
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(4) Phrasing of answers for open-
ended questions pertaining to:
• Investigation
(a) Fair test
(b) Aim
(c) Conclusion
• Analysing relationships
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(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.
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It ensures that only 1 variable is changed [whether
Substance X is added/ presence of Substance X]
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It ensures that the number of times the wheel spins is
affected only by the different lengths the elastic band is
pulled to.
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(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
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To find out how the surface area of the fruit affects the
time taken for the fruit to reach the ground.
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To find out which material allows most light to pass through.
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(c) Conclusion
Answers the aim of the experiment using
the experimental results
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He can conclude that adding substance X makes Material P weaker.
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Analysing - relationship
Studying the relationship between the measured variable (results) and the independent variable (variable changed)
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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.
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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.
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How else can you support
their learning? Ask “open”
questions instead of answer them
Explore together Create a positive
and safe environment
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Helping your child see
Science all around them and
applying concept learnt to
explain how things work
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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…?
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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?
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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?
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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?
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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?
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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?
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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?
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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?
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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
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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
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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
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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)
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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.
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Strategies for recall (I) • Mindmaps / concept maps
• Repeating to self verbally
• Photographic memory
• Teach someone else
• Testing yourself or others
• Setting facts to music
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Strategies for recall (II)
• Memory devices
- Acrostics / Mnemonics
- Chunking
- Flash cards / Notes
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Example of Acrostics
• Factors affecting rate of evaporation:
Wind
Exposed surface area
Temperature of surrounding
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Chunking
• The water gained heat and evaporated.
• The warm water vapour touched a cooler
surface...
• Lost heat and condensed to form water
droplets
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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
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