zhonghuaprimary school p3-p6 parents’...

ZHONGHUA PRIMARY SCHOOL

P3-P6Parents’ Science

Workshop2017

• Science syllabus & Curriculum• Skills & Processes (Hands-on session)• MCQ &Open-ended Question

Strategies• Q&A• Feedback

Programme Outline ZHONGHUA PRIMARY SCHOOL

2

Science Curriculum Framework

3

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 Comparing Classifying Using apparatus and

equipment Communicating Inferring Formulating hypothesis Predicting Analysing Generating possibilities Evaluating

Processes Creative problem solving Decision-making Investigation

Curiosity Creativity Integrity Objectivity Open-mindedness Perseverance Responsibility

4

Syllabus RequirementLower Block Primary 3 & 4

Diversity Cycles Systems Interactions Energy

• Diversity of living and non-living things (General characteristics and classification)

• Diversity of materials

• Cycles in plants and animals (Life cycles)

• Cycles in matter and water (Matter)

• Plant system (Plant parts and functions)

• Human system (Digestive system)

Interaction of forces (Magnets)

Energy forms and uses (Light and heat)

5

Syllabus Requirement

Upper Block Primary 5 & 6

Cycles Systems Interactions Energy

• Cycles in plants and animals (Reproduction)

• Cycles in matter and water (Water)

• Plant system (Respiratory and circulatory systems)

• Human system (Respiratory and circulatory systems)

• Cell system • Electrical

system

• Interaction of forces (Frictional force, gravitational force, force in springs)

• Interaction within the environment

• Energy forms and uses (Photosynthesis)

• Energy conversion

6

Where to get the syllabus:

• http://www.moe.gov.sg Under Syllabus

• Google search “Singapore Science Syllabus 2014”


7

Process Skills in Primary Science

Students use process skills to build a conceptual understanding of science content.

Process skills are not used separately but as intertwined, coherent sets of skills.


8

Process Skills in Primary Science

Observing • This is the skill of using our senses to gather information about objects or

events. This also includes the use of instruments to extend the range of our senses.

Comparing • This is the skill of identifying the similarities and differences between two or

more objects, concepts or processes. Classifying • This is the skill of grouping objects or events based on common

characteristics. Inferring • This is the skill of interpreting or explaining observations or pieces of data or

information.Analysing • This is the skill of identifying the parts of objects, information or processes, and

the patterns and relationships between these parts.

9

Evaluating • This is the skill of assessing the reasonableness, accuracy and quality of

information, processes or ideas. This is also the skill of assessing the quality and feasibility of objects.

Formulating hypothesis • This is the skill of making a general explanation for a related set of

observations or events. It is an extension of inferring. Generating possibilities • This is the skill of exploring all the alternatives, possibilities and choices beyond

the obvious or preferred one. Predicting • This is the skill of assessing the likelihood of an outcome based on prior

knowledge of how things usually turn out. Using apparatus and equipment • This is the skill of knowing the functions and limitations of various apparatus,

and developing the ability to select and handle them appropriately for various tasks.

Communicating• This is the skill of transmitting and receiving information presented in various

forms – written, verbal, pictorial, tabular or graphical. 10

Processes in Primary ScienceProcesses are complex operations which call upon the use of several skills. At the primary level, the processes expected of students are:

Creative Problem Solving • This is a process of analysing a problem and choosing an innovative and

relevant solution in order to remedy or alter a problem situation.

Decision-Making • Decision-making is the process of establishing and applying criteria to

select from among seemingly equal alternatives. The process of establishing criteria involves consideration of the consequences and values.

Investigation • This involves formulating questions or hypotheses, devising fair methods

and carrying out those methods to find out answers to the questions or to verify the hypotheses.

11

How can I help my Child learn Science effectively?

Refer to handout (Annex 1)


12

HANDS-ON SESSION

Activity timeZHONGHUA PRIMARY SCHOOL

• Hands-on session at the following stations:Station 1 (Comparison of Fruits)Station 2 (Datalogger)Station 3 (Friction Kits)

• Refer to Annex 2 for the worksheet.

• Duration for each station - 5 minutes.

• A bell will be sounded to signal the change of station.

14

Stage

Stat

ion

1

Station 2

Station 3

(Datalogger) P 4 & P5

(Friction Kits)P6

(Fruits comparison)

P3

Layout of Learning Stations

15

Skills & Processes usedStation 1 (Fruit Comparison)• Observe, Compare and Communicate

Station 2 (Datalogger)• Observe, Communicate and Predict

Station 3 (Friction Kits)• Observe, Communicate and Analyse


16

Skills and Processes


ObservingThis is the skill of using our senses to

gather information about objects or events. This also includes the use of

instruments to extend the range of our senses.


Comparing

This is the skill of identifying the similarities and differences between two or more

objects, concepts or processes.


PS: Observing & Comparing

Pupils are to identify the similarities and

differences between the 4 animals.

Answer : 2

Classifying

This is the skill of grouping objects or events based on common

characteristics.


PS: Classifying

Pupils are to group the 4 animals

based on their common

characteristics – the number of legs

A, D B, C

Has more than 6 legs

Has 6 legs

Using apparatus and Equipment

This is the skill of knowing the functions and limitations of various apparatus, and

developing the ability to select and handle them appropriately for various

tasks.


PS: Using apparatus and

Equipment

Based on their knowledge on

matter, pupils are to recall that mass of

matter can measured using weighing scale/

beam balance while volume of matter can be measured using a syringe/

measuring cylinder

2) When lowered into the container, it will push water out to occupy the space previously occupied by water.

1 )Iron box occupies space since it is

matter.

3) Water flows out through the spout. Amount of water collected is the volume of the iron box.

Answer : 2

Communicating

This is the skill of transmitting and receiving information presented in

various forms - verbal, pictorial, tabular or graphical.


PS: Communicating

Based on the information presented

in the flow chart, pupils are to identify

which letter best represent the animal.

Has no wings

Has a tail

Has more than 6 legs

Answer : 4

Characteristics of the animal that is given in question.

Inferring

This is the skill of interpreting or explaining observations or pieces of data or

information.


PS: Inferring

Pupils are to interpret the observation that the amount of water droplets should be seen the most when the glass of iced water is placed at a

location with the highest temperature and vice-versa.

Answer : 1

Predicting

This is the skill of assessing the likelihood of an outcome based on prior

knowledge of how things usually turn out.


PS: PredictingPupils are to predict which is James’ most like observation when

the 2 cups were pushed into the water.

1) Both cups has air in them at the start of the experiment.

2) Air in Cup B is able to escape through the hole, thus allowing water to enter.

3) Air in Cup A is not able to escape.

most likely observation

But since air can be compressed, some water will still be able to enter.

X

Analysing

This is the skill of identifying the parts of objects, information or processes, and the patterns and relationships between

these parts.


PS: Analysing

Based on the results collected, pupils are to analyse the relationship between 2 variables of

the experiment.

The greater the volume of water in the beaker, the slower the rate of increase in the temperature of water.

EvaluatingThis is the skill of assessing the

reasonableness, accuracy and quality of information, processes or ideas. This is also the skill of assessing the quality and

feasibility of objects.


PS: Evaluating

Pupils have to evaluate the 4 liquids on their

ability to reduce friction.

When Liquid A is spread on the floor and the toy car is pushed across it, the car travelled for 200cm before coming to a stop.

When Liquid B is spread on the floor and the toy car is pushed across it, the car travelled for 380cm before coming to a stop.

LONGER DISTANCE TRAVELLED EXPERIENCED LESSER FRICTION

Travelled the furthest, Liquid B reduced the most friction

Answer : 2

PSLE Paper Format


Section Type of question Number of marks per question Weighting

AMultiple choice28 Questions 2 marks 56%

BOpen-ended

12-13 Questions 2 – 5 marks 44%

Total: 100%

Duration of Exam : 1 hr 45 mins

Format of paperZHONGHUA PRIMARY SCHOOL

MCQ Strategies


MCQ requires working!

•Highlighting key words•Identifying topics and concepts•Jotting down or drawing what you

know•Eliminating options


Unable to receive water from the roots since water-

carrying tubes are removed. Leaf will wilt.

Will still be able to receive

water from the roots since

water-carrying tubes are not

removed. Leaf will remain

green.Food made by

P will be transported to R for storage. Size

of R will increase.

Different materials conducts heat at different rate.

Water in each beaker took the same time to boil.


P- Best conductor of heat

Q- Worst conductor of heatP contains the

most amount of water

Different materials conducts heat at different rate.


P- Best conductor of heat

Q- Worst conductor of heat

P contains the most amount

of water

Q contains the least

amount of water

Answer : 2

Temperature of hot water will decrease = lose heat

Heat sourceTemperature of cold milk will increase = gain heat

Milk bottle will feel warm when touched = gained heat from hot water

OPEN-ENDED Question Strategies


The fundamental and essential process skills


Step 1: Identify what the question wants –clues from the diagrams/graphs and tables

Step 2: Identify the science topic and concept.

Step 3: Study the diagram/ data (if any) and use the key words/concepts from the topic(s) to answer the question.

Step 4: Frame an answer that links the key words/ concepts to a logical reason and answer within the context.

Useful steps to follow:ZHONGHUA PRIMARY SCHOOL

Useful steps to follow:• Use scientific key words or phrases in answers

to demonstrate understanding of scientific concepts

Apply concepts to explain events or happenings in new situations.

Answers must be specific!Look at the marks allocated to gauge


Open-ended Question Strategies• Aim and Purpose• Experimental control• Variables selection• Fair test• Pattern and relationship



(Aim and Purpose)


Aim and purpose• Commonly encountered in

assessments and examinations• What is required of pupils?• What are pupils tested on?

Tom carried out an investigation using water inthree containers of the same size. The containerswere tilted at different angles so that the exposedsurface areas of the water in each container weredifferent. He left the containers, P, Q and R on atable near an open window for three days. Thetable below describes the three different set-ups.Set-up Type of

containerExposed surface

area of water (cm²)

Surrounding temperature (°C)

Amount of waterat start of

experiment (ml)

P Steel 120 30 400Q Glass 120 30 400R Steel 80 30 400

(a) What was the aim if Tom had compared the amount ofwater left in set-up P and Q after three days?

(b) What was the aim if he had compared the amount ofwater left in set-up P and R after three days?

Tom carried out an investigation using water inthree containers of the same size. The containerswere tilted at different angles so that the exposedsurface areas of the water in each container weredifferent. He left the containers, P, Q and R on atable near an open window for three days. Thetable below describes the three different set-ups.



Set-up Type of container

Exposed surfacearea of water

(cm²)


Amount of waterat start of

experiment (ml)


Strategies / technique to unlock the question

Formulation of answer Detailed explanation

Identify variables / actions

Container P and Q

Amount of water left

Identification of the two testeditems

Linking variables / actions to relevant concepts

P, Q Steel, GlassMaterial

Water EvaporationAmount remaining Rate ofevaporation

Relating the difference in type ofcontainer to a property orcharacteristic

Relating the results measured toa scientific concept

Result / Outcome

Changed variable – material ofcontainer

Dependent variable – rate ofevaporation

Group / classify the conditionsand outcomes to relatedscientific concepts learnt

Derivation of two importantparts of an aim statement

Changed variable: material of container

Results / concept tested:rate of evaporation of water.

(a) To find out if the material of a container affects the rate of evaporation of water.

Tom carried out an investigation using water inthree containers of the same size. The containerswere tilted at different angles so that the exposedsurface areas of the water in each container weredifferent. He left the containers, P, Q and R on atable near an open window for three days. Thetable below describes the three different set-ups.



Set-up Type of container

Exposed surfacearea of water (cm²)


Amount of water at start of experiment (ml)





Container P and R

Amount of water left

Identification of the two testeditems


P, R 120cm², 80cm² exposed surface area

Water EvaporationAmount remaining Rate ofevaporation

Relating the difference in startingconditions to a property orcharacteristic

Relating the results measured to ascientific concept

Result / Outcome Changed variable – exposedsurface area

Dependent variable – rate ofevaporation

Group / classify the conditions andoutcomes to related scientificconcepts learnt

Derivation of two important partsof an aim statement

Changed variable: exposed surface area

Results / concept tested:rate of evaporation of water.

(a) To find out if the exposed surface area of a container affects the rate of evaporation of water.

Point to note:Repetition of question stemTom was trying to find outif the exposed surfacearea of a containeraffects the rate ofevaporation of water.

NOT NECESSARY

Point to note:Examples of typical ‘Aim’ questions:What was the pupil trying to find

out from the above set-ups?

What is the aim / objective / purpose of the experiment?

State the purpose of the experiment.


(Experimental control)


Experimental control• Why is an experiment

conducted?• Purpose of setting up an

experimental control• What can pupils be tested on?

Flask X Flask YControl Set-up

500 ml of water sample collected at Q ?500 ml of

water sample collected at R

factory

Q R

farm flow of River A

P

S T

Jack wanted to investigate the impact of building afactory and a farm along River A as shown in thediagram below.

Jack set up an experiment using two identical flasks, Xand Y as shown below. He placed the same number ofsimilar fish into flasks X and Y. He also prepared acontrol set-up.

Besides the same number of similar fish, list what thecontrol set-up should contain in order for Jack toconduct a fair test.




factory

Q R


P

S T



(a) Besides the same number of similar fish, list what thecontrol set-up should contain in order for Jack toconduct a fair test.

Strategies / technique to unlock the question Formulation of answer Detailed explanation


From the aim statement, gather thatChanged variable:location from which the water sampleis taken

Controlled variables:Same number of similar fishSame amount of water in each flaskIdentical flasks

Identification of the testeditems in both the questionstem and the diagram, thechanged and controlledvariables


In control set up, there can only beone changed variable and all the othervariables remain constant.

Change to control set up: locationfrom which the water sample is takenfrom

Zooming in the specificchanges made to the variablein the set-up

Result / Outcome Changed variable – location fromwhich the water sample is taken

controlled variable – same amount ofwater and identical flask

Combining the pupil’sunderstanding of the requiredcontrol conditions, changedvariable identified with thepurpose of this control set-up

It should contain 500 ml of water sample collected at P in an identical flask.

Point to take noteConditions for experimental control set up:

Four essential basis of

comparison

Four essential basis of comparison1) Neutral conditions(example: white is considered a neutral colour)2) Natural conditions(example: The presence of light / sunlight)3) All of the tested conditions (example: the presence of water, air, warmth for the germination of seeds)4) None of the tested conditions (example: No oil, no detergent is to be added)

(b) Explain clearly the purposeof the control set up.

(b) Explain clearly the purposeof the control set up.

500 ml of water sample collected at P

Control Set-up

Identical flask

factory

Q R

farmflow of River A

P

S T




factory

Q R


P

S T



(a) Besides the same number of similar fish, list what thecontrol set-up should contain in order for Jack toconduct a fair test.




From the aim statement, gather thatChanged variable will have someimpact on the number of fish in eachflask

Identification of thetested items in both thequestion stem and thediagram, the changedand controlled variables


Possible impact the changed variablewill have on the number of fish:Factory chemicals / toxic substancesFarm fertilisers / pesticidescontaining harmful substances to thefish

Analysing the effects ofthe changed variable onthe number of fish

Result / Outcome Changed variable – location fromwhich the water sample is taken

Relate – water sample taken from Phas no chemicals or harmfulsubstances while water samples takenfrom Q and R contain chemicals orharmful substances

Combining the pupil’sunderstanding of therequired controlconditions, changedvariable identified withthe purpose of thiscontrol set-up

Changed variable: Water sample taken from different location presence of pollutants or none

Results / concept tested:Change in the number of fish

(b) It is to confirm that any changes in the number of fish is due to the effects of the pollutants present in water samples Q and R.

It is to confirm that any change in the number of fish is due to the effects of the pollutants present in water samples Q and R.

Point to take noteStating the purpose of

experimental control set upGiving

‘motherhood’ statements

Incorrect experimental control statements

To ensure a fair testOR

To act as a control for the experiment


(Variables selection)


Variables selection• What are variables?• What can pupils be tested

on?

What can pupils be tested on?

• Independent variable

• Controlled variables

• Dependent variable

Lynn wanted to find out how different factors affect thegermination of seeds. She listed the variables she shouldtake into consideration as shown in the table below.

P Light intensityQ Amount of waterR Number of seeds plantedS Temperature of the surrounding

She made a list of experiments which she would like toconduct as shown in another table as shown below. List thevariables by writing down the letters (P, Q, R, S) that shouldbe kept constant in the blanks provided to enable her toconduct the experiments correctly.

Aim of the experiment Variables to be kept constant

(a) To find out if overcrowding affects germination(b) To find out if light intensity affects germination(c) To find out if amount of heat affects germination(d) To find out if amount of moisture affects germination

Lynn wanted to find out how different factors affect thegermination of seeds. She listed the variables she shouldtake into consideration as shown in the table below.

She made a list of experiments which she would like toconduct as shown in another table as shown below. List thevariables by writing down the letters (P, Q, R, S) that shouldbe kept constant in the blanks provided to enable her toconduct the experiments correctly.


(a) To find out if overcrowding affects germination(b) To find out if light intensity affects germination(c) To find out if amount of heat affects germination(d) To find out if amount of moisture affects germination

P Light intensityQ Amount of waterR Number of seeds plantedS Temperature of the surrounding




(a) Overcrowding(b) Light intensity(c) Amount of heat(d) Amount of moisture

Zooming in on the aim of the experiment to identify the changed variables (independent variables)


overcrowding space / numberLight intensityHeat temperatureMoisture water

Relating the variables to concepts that the experiment is trying to investigate

Result / Outcome Changed variable:(a) R – number of seeds planted(b) P – light intensity(c) S – temperature of the surrounding(d) Q – Amount of water

understanding of variables to be controlled –changed, unchanged


(a) To find out if overcrowding affects germination P, Q, S

(b) To find out if light intensity affects germination Q, R, S

(c) To find out if amount of heat affects germination P, Q, R

(d) To find out if amount of moisture affects germination P, R, S

Point to take noteType of variables (how it should be controlled):

Type Definition Controlling of variable

Independent variable Changed variable

Only condition to be varied

Dependent variable Results / measured outcome

Not to be controlled as changing the independent variable would automatically change the results

Controlled variables Unchanged variables

To remain constant or same throughout the experiment

OPEN-ENDED Question Strategies(Fair Test)


Fair Test• What can a fair test tell

us?• What can pupils be tested

on?

Lawrence wanted to test whether Strings A, B or C is the strongest. At the beginning of the experiment, he hung equal weights from each string of equal length as shown below. He increased the weights each time.

Lawrence ensured that all the strings were of the same thickness.

Give a reason why the thickness of the strings must be the same to ensure a fair test.

Lawrence wanted to test whether Strings A, B or C is the strongest. At the beginning of the experiment, he hung equal weights from each string of equal length as shown below. He increased the weights by 1 kg each time.

Lawrence ensured that all the strings were of the same thickness.

Give a reason why the thickness of the strings must be the same to ensure a fair test.

Strategies / technique to unlock the question Formulation of answer Detailed explanation


Independent variables:Material of strings

Controlled variables:Thickness of strings; length of stringsMass of weights

Identification of the testeditems in the questionstem, the independentand controlled variables


Relate back to the aim of theexperiment:to test whether Strings A, B or C is thestrongest

Only the material of strings can bechanged. All other variables remainunchanged.

Identification of thechanged variable from theaim of the experiment

Result / Outcome Fair – only the material of string is changed

If the thickness of the string is changed, it can affect the strength of the string / amount of weight the string could hold before breaking.

The only changed variablein all the three set ups isrelated and relevant to theaim of the experiment

The thickness of thestring could also affectthe strength of the string/amount of weight thestring could hold beforebreaking.


(Pattern and Relationship)


Pattern and Relationship• The interconnectedness

of two or more factors• What can pupils be tested

on?

Four students each built a bridge and tested the strength of their bridges. All the weights were of the same mass. The diagrams below show the maximum weights which each of the four bridges could withstand before it broke.

What is the relationship between the thickness of the cardboard and the strength of the bridge?

Strategies / technique to unlock

the questionFormulation of answer Detailed explanation


From the aim statement, gatherthatChanged variable is the strengthof the bridges

Identification of the tested items in both the question stem and the diagram, the changed and controlled variables


Thickness of cardboard strength of the bridge

Observing the diagrams to see the changed variable and how the outcome is dependent on it

Result / Outcome Thickness of cardboard increases strength of the bridgeincreases

Forming a relationship between the two variables

Variables: Thickness of the cardboardMass of the weightsDistance between the blocks

Independent Variable:Thickness of the cardboard

Dependent variable:Strength of the bridge

As the thickness of the cardboard increases, the strength of the cardboard increases.

Point to note:As the independent variable changes*, the dependent variable changes.*changes – comparatives such as increase / decrease, longer/ shorter, faster / slower, etc

Point to note:SEQUENCE of expression in

answer

Challenges in doing well


Is it solely due to lack of knowledge, scientific principles

and facts?


What happens when there is little mastery in the application of science processes

and skills?


Overcoming the challenges


Understanding the importance

of processes and skills


Knowing how to apply each process and

skill in complex situations


Please complete the feedback form before leaving the room.

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