BRIEFING FOR PARENTS: PSLE SCIENCE Assessment Objectives Examination Format Process Skills & Examples Common Misconceptions Requirement for Open-ended

BRIEFING FOR PARENTS: PSLE SCIENCE

• Assessment Objectives• Examination Format• Process Skills & Examples• Common Misconceptions• Requirement for Open-ended Responses• Parents as Facilitators• Q & A

Nan Hua Primary School 2013

PURPOSE OF THE PSLE SCIENCE EXAMINATION

To assess pupils’ attainment in Science with respect to the aims of Primary Science Education as stated in the 2008 Science Syllabus.

AIMS:• Provide primary students with experiences which build on their

interest in and stimulate their curiosity about their environment• Provide students with basic scientific terms and concepts to help

them understand themselves and the world around them• Provide students with 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

environmentNan Hua Primary School 2013

ASSESSMENT OBJECTIVES

I Knowledge with Understanding Pupils should be able to demonstrate knowledge and

understanding of scientific facts, concepts and principles.

II Application of Knowledge and Process SkillsA Apply scientific facts, concepts and principles to new

situations.B Use one or a combination of the following basic process skills.

• Observing• Comparing• Classifying• Communicating• Using apparatus and equipment


•Inferring•Predicting•Analysing•Generating possibilities•Evaluating•Formulating hypothesis

Theme Life Science Physical Science

Diversity •Diversity of living things

(General characteristics and classification)

•Diversity of non-living things

(General characteristics and classification)•Diversity of Materials

Cycle •Cycle in plants and animals

(Life cycles, Reproduction)

•Cycle in matter & water

(Matter, Water)

Systems •Plant system

(Plant parts & functions, Respiratory and circulatory systems)•Human system

(Digestive system, Respiratory and circulatory systems)•Cell system

•Electrical system

Interactions •Interaction within the

environment

(Web of Life, Adaptations, Man’s Impact on the Environment)

•Interaction of forces

(Magnets, Frictional force, Gravitational force, force in springs)

Energy •Energy forms and Uses

(Photosynthesis)

•Energy forms and uses

(Light and heat)•Energy conversion

Sci

en

ce S

ylla

bus


An Overview : Big Ideas in the Primary Science Syllabus

Big Ideas

(Themes)

Key Inquiry Questions

Diversity • What is the environment made up of?

• Why is it important to maintain diversity?

• How do we go about understanding the diverse range

of living and non-living things?

Systems • What are different parts of a system?

• How do parts of a system or different systems interact

together to perform a function?

Interactions • How does Man interact with the surroundings?

• What are the consequences of Man’s interactions with

his surroundings?

Cycles • What are the cycles in our everyday life?

• How are cycles important to life?

Energy • How does energy affect Man and his surroundings?

• Why is it important to conserve energy?Nan Hua Primary School 2013

Examination Format(Standard Science)

Booklet Item Type Number of

Questions

Number of Marks per Question

Marks

AMultiple-choice 30 2 60

B Open-ended 14 2, 3 or 4 40

Format of Paper

Duration of Paper: 1 hour 45 minutesNan Hua Primary School 2013

Examination Format(Foundation Science)

Booklet Item Type Number of

Questions

Number of marks per question

Marks

AMultiple-choice

(3 options)

16 2 32

B

Structured

Open-ended

6-8

6-8

2-3

2-4

14

24

Format of Paper

Duration of Paper: 1 hour 15 minutesProvision of Word List Nan Hua Primary School 2013

What are the implications?• Accurate Understanding of Concepts and “Big Ideas” is

important.– MAKE CONNECTIONS between concepts learnt– APPLY concept(s) in new situations– EXPLAIN clearly, completely and accurately referencing to science concepts/ principles/ facts

• Revision of concepts learnt from P3 to P6

• Focus: Scientific Inquiry– Inquiry: activities and processes which scientists and

students engage in the study of the world around us

– Important to practise the array of thinking skills (e.g. creative problem solving, decision-making & investigation skills) that support scientific inquiry


Skill :Creative problem solving

A process of analysing a problem or choosing an innovative and relevant solution in order to remedy or alter a problem situation

The steps can include:- analysing : define the problem

- generating : think of many ideas

- evaluating : choose a solutionNan Hua Primary School 2013

Skill: Decision-MakingThe process of establishing and

applying criteria to select from among seemingly equal alternatives.

• Pupils should be able to:- analyse

- generate

- evaluate


Skill :InvestigationThis 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.

• Pupils should be able to:

- control variables, select appropriate apparatus and measure accurately, generate, analyse and evaluate results, communicate and justify explanations with evidence, connect explanation to scientific knowledge


Understanding an investigation/ experiment:

E.g. Mary wants to find out which type of liquid evaporates the fastest.


Mary wants to find out which type of liquid evaporates the fastest.

(1) Identify the aim and underline:


(2) Identify the independent variable (what I change):


• Independent Variable : Only ONE - the one that you are testing


(3) Dependent Variable (what I observe/measure):

(4) Constant Variables (what I keep the same):

(this data/observation is used to infer the rate of evaporation of the liquids)

1. Get three identical containers and label A,B and C.

2. Get three different types of liquids, A, B and C.

3. Add equal amount (50ml) of 1. Liquid A into Container A,2. Liquid B into Container B3. Liquid C to the Container C.

4. Place the containers at the same place.

5. Measure and record the amount of liquid in each container after 2 hours.

6. Compare the data. The container with the least amount of liquid left after 2 hours will be the liquid which evaporates the fastest.

List the steps for the experiment.


• Before

• After 2 hours Liquid A Liquid B Liquid C

Liquid A Liquid B Liquid C

Amount of liquid left

after 2h (ml)

15[least]

38[most]

30 [Less than B]

[More than A]

Rate of evaporation

OBSERVATIONS

How will the graph look like?

0

10

20

30

40

50

60

Time

Liquid A

Liquid B

Liquid C

Liquid A

Liquid B

Liquid C

Am

ou

nt

of

liq

uid

lef

t


Conclusion:

• Liquid A evaporated the fastest.

• Liquid B evaporated the slowest.

• Liquid C evaporated faster than Liquid B but slower than Liquid A.

What can you conclude from the experiment?


What is the relationship between the amount of time and the amount of liquid

left in the containers?


• What is the relationship between the time and the amount of liquid left in the containers?

Answer:

Sample questions from PSLE

To do well in Science, pupils must: • use a combination of the following process

skills • make connections between concepts learnt• apply concept(s) in new situations

• Observing• Comparing• Classifying• Using apparatus and equipment• Communicating• Inferring• Predictiing• Analysing• Generating possibilities• Evaluating• Formulating hypothesis


Skill : OBSERVING Using the 5 senses (sight, hearing, touch, smell, taste)

to find out about : - objects and events,

- their characteristics,

properties,

differences,

similarities,

and changes.

Using instruments to extend the range of the senses

and accuracy of the observation (Observations are

recorded.)

Identifying observations that are relevant to a

particular investigationNan Hua Primary School 2013

Skill: Observing


Skill : COMPARING

Identifying factors for the purpose of comparison,

eg, when comparing a bus and a car, the factors

could be function, capacity or cost.

Identifying the similarities and differences Similarities : recognise any commonality that exists

between seemingly different object, events or

outcome

Differences : finding subtle differences between otherwise

similar object, events or outcome

Draw a conclusion about the significance of

similarities or differences Nan Hua Primary School 2013

Skill: Comparing


Skill : CLASSIFYING

Grouping or ordering objects or events according to

similarities or differences in properties : - Grouping a set of objects into two groups based on any

one common property

- Grouping a set of objects into two or more groups

according to one or more common property

- Identifying the basis of classification

- Identifying a common pattern in events or a behaviour

pattern in organisms

- Generating criteria for grouping

- Use simple classification schemes: (Lists, tables, or charts

are generated)


Skill: Classifying


Skill : MEASURING & USING APPARATUS

Comparing an unknown quantity with a known (metric units,

time, student- generated frames of reference)

Observations are quantified using proper measuring devices

and techniques

Using measuring devices (eg ruler, weighing scale,

thermometer & datalogger etc) correctly

Selecting appropriate units and instruments when measuring

Exercising estimates and confirm by measuring

Recognising the validity/ reliability of measurement and the

need to repeat and check the measurement


SKILL : MEASURING & USING APPARATUS

Skill: Predicting

Skill of forecasting future events or condition based on prior knowledge of how things usually turn out.

It allows us to use what we know to extend our thinking to what we do not know.

Hypothesis is a special type of prediction. In an experiment, a hypothesis, predicts what

the researcher thinks the relationship between the independent (manipulated) variable and the

dependent variable.Nan Hua Primary School 2013

Skill: Predicting


Skill : Inferring Skill of providing explanations for observation or drawing conclusion based on logic and reasoning; inferences, generally, follow observations for which the cause is not apparent.

When making inferences, it is helpful to follow these steps: - Make as many observations about the object/ event as possible.

- Recall from experience as much relevant info about the object/event and integrate the info with what you observe

- State each inference in a way clearly distinguishes it from other kind of statement( observation/prediction) “From what I observe I infer that…” “From those observations, it can be inferred that…” “From what I observe, I conclude that….” “The evidence suggests that….may have happened.” “A possible explanation for what I see is that…”


Skills: Analysing / Inferring



Skill :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.

Pupils should be able to: - construct an idea to explain observations

and then test it - decide on the accuracy of data obtained in an investigation


Skills: Evaluating / Inferring



Skill : Generating Possibilities

This is the skill of adding to, extending or

connecting given ideas by tapping into

prior knowledge or gathered information.

Pupils should be able to:

- draw inferences or conclusions from

observations

- give reasonable explanations based on

evidence Nan Hua Primary School 2013

Skills: Analysing / Generating Possibilities



Common Misconceptions


Common Misconception :

All metals are magnetic.

Topic : Magnets

Scientific Concept :

Only iron, steel, nickel and cobalt are magnetic.



Heat absorption and heat conduction are the same.

Topic : Heat


Metals are better in heat conduction than wood or plastic.

Dark surface is a better absorber of heat than a white surface.



The weight of the object does not depend on its mass.

Topic : Force


The greater the mass of an object, the greater the weight of the object on Earth.

Note: weight = gravitational force acting on the object

mass = the amount of matter in an object



A falling coconut has high gravitational force that can inflict injury should it hit on someone.

Topic : Energy / Force


A falling coconut has high gravitational potential energy.

Note: -gravitational force between Earth and object near Earth’s surface pulls the object towards the centre of the Earth

-gravitational potential energy is the energy stored in an object due to its elevated position.



There is no friction between two smooth surfaces.

Topic : Force


There will be friction as long as the surfaces are in contact. In general, the friction between two smooth surfaces is less than that between two rough surfaces.



Water is stored in the hump(s) of a camel.

Topic : Adaptation


Water is stored in the blood. The hump(s) store(s) fats which is used as food reserve.



Predators do not need camouflage.

Topic : Adaptation


Predators need camouflage to increase their chances of catching their prey.


Pupils tend to lose marks in assessments because……

• They fail to use the scientific key terms. e.g.- matter occupies space - the metal rod is a better heat conductor than the plastic rod, hence it gains heat faster.• They use imprecise words to refer to scientific

key terms. e.g. - the length of spring expanded instead of

extended.Nan Hua Primary School 2013


• They are not specific in their explanation.

• They fail to answer the questions that require comparisons to be made completely.

• They do not answer directly to the context of the question.



• They write reasons/points of the same concept in answering questions which require more than one reason/suggestion.



They do not link their answers to the

question asked.

Incomplete for question that

requires comparison to

be made.


They are not specific in their

explanation.


When Judy walks from A to B, the length of her shadow decreases as she is walking towards the light source. When she is at B, the shadow is the shortest. As she walks away from the light source to C, the length of her shadow increases. At C, her shadow is the longest as she is furthest from the lamp post.



explanation.

They do not link their answers to

the context of the question.


They fail to use the scientific key terms





The glass block X had a cooler surface than the water vapour in Room D. Hence, the water vapour from the surrounding air in Room D lost heat and condensed on the glass block X. Glass blocks Y and Z are warmer than the temperature in Room D, hence no condensation occurred.



They do not link their answers to the context of

the question.





You need to analyze the results given.


explanation.

Adding decomposers and adding detritivores

are considered as 1 point since they fall under the

same concept.

They write reasons/points of the same concept




They write reasons/points of the same concept

1st :

2nd :

When approaching Science questions,ASK:


• Which theme & topic(s)?

• Which scientific concept(s)?

• What are the keywords in the qn?

• How do I order my points?

• How do I construct my answer?

Which theme & topic(s)?Systems

Electrical System

Arrangement of bulbs


Which scientific concept(s)?


What are the keywords in the question?

Circuit A. If one of the heating elements in A breaks down, the other heating elements will still work.

The heating elements in A will be warmer than B.

The batteries in A will be used up faster than B

What constitute a good brief constructed response to open-ended Science question?

The response shows an in-depth understanding of the topic.

Relationships among science facts and concepts are clearly, completely, and accurately explained and fully supported with relevant data or examples.

Ideas are expressed clearly and concisely in a logical manner.

All aspects of the questions are addressed with direct reference to the question.

Spelling and language conventions are correctly applied.

Language used in the response is appropriate for the needs of the audience.


During the examination …

A : Answer with Techniques (CCAD)

S : Schedule your time and skip difficult questions

T : Try and don’t give up

A : Analyze the question carefully – * highlight/underline key words/clues * examine the diagram – labels / arrows / axis * read all options and evaluate best answer

(MCQ)

R : Review your answers

Parents as Facilitators


Learning Strategies

Pupils can:

• Use concept maps or mind-maps to summarise main concepts

• Use mnemonics – e.g. to remember the 4 conditions for photosynthsis

Ch icken - for chlorophyll

C aught - carbon dioxide

S tealing - sunlight W ings - water


Learning strategiesPupils can be:

• Visual learners - can remember facts by just reading

• Kinesthetic learners - learn by making models, using manipulatives

• Audio learners - learn concepts through music, oral delivery of information


WAYS TO HELP YOUR CHILD TO BE SUCCESSFUL IN SCIENCE CLASS….

Encourage open exploration of the natural world. Wander and wonder with your child.

Eg:- Regular trips to the Science Centre, Zoological Gardens, Botanical Gardens, a local pond, or even your own garden or markets…even in your even own kitchen!

- Ask your child for explanations of what they see, smell, taste, feel, and hear.

Observe, explore, and discuss natural phenomena.



Provide time/ materials/resources for applied science projects

Eg:- subscription to Wildlife magazine, National Geographic Kids or Singapore Scientist Magazine

- internet, encyclopedia, CDs, Discovery Channel, National Geographic Channel, news articles from Straits Times etc…

Note: Children will learn to be resourceful and become independent learners ultimately.

Work together on a science project once per month at home.

Eg: Young Scientist Card: Young Zoologist, Young Botanist etc…



Encourage involvement in community projects that support scientific understanding

Eg: Recycling, Preventive Measure to Stop Dengue Fever

Ask your child to give evidence for their thinking.

Eg: - Ask for ways of proving water evaporates.



Regularly check your child's activity book and files. Make sure assignments are carefully done, completed, and understood.

Eg: - Does the work reflect a child's thoughts, your thoughts, or verbatim copy from the book?

- Look for both answers and questions. Science is not always about answers, it's about trying to understand better.

- Analyse the errors in the assignment (Is it due to carelessness or misconception?).

Then intervene with suitable measures.



Support your child in learning scientific vocabulary by using scientific terms as you talk. Ensure that he is well-prepared for the Science spelling and dictation exercise in class.

Talk about science and science class.

- Ask what was learned and what they would have liked to learn.

- Ask if they had questions that weren't answered and encourage them to seek clarification.

- Ask them to replicate a classroom experiment at home with household items for a "family show and tell."



Work in partnership with your child’s teacher.

- Communicate with your child’s teacher regularly.


Daily experiences-ask questions

Situation Ask:

When watching television…. What does the television run on?

What is the energy changed into?

After a rain….. Where did the puddle of water go?

When taking out an apple from the refrigerator…

Where did the water droplets on the apple come from?


Situation Ask:

When purchasing vegetables…..

Which vegetables are fruits?

Which are leaves?

Which are stems?

When pumping air into the tyre of a bicycle or car……

How much air can go into the tyre?

Why?

When brewing soup…. Why do we add in the salt last?


Daily experiences-ask questions

Thank youScience Level Head, [email protected]

Science Teacher, 6TAG2 & [email protected]

Science Teacher, [email protected]


mailto:[email protected]



Documents

BRIEFING FOR PARENTS: PSLE SCIENCE Assessment Objectives Examination Format Process Skills & Examples Common Misconceptions Requirement for Open-ended