Embed Size (px)
Citation preview
Greendale Primary
School
Science Workshop for
Parents
19 January 2018
Programme•Objectives of workshop (5 mins)
•Science Curriculum Framework and SyllabusOverview (10 mins)
•Learning Science in 21st Century (10 mins)
•Linking Science Skills, Processes and Conceptsto everyday life (30 mins)
•Strategies in answering Science questions (30mins)
•Q & A (5 mins)
Objectives of the workshopParents will be able to
1) know more about Science curriculum inGDPS
2) pick up strategies to support your child’slearning of Science in 21st century and helphim/her manage Science assessments inschool
Science in GDPS :
Inquiry-based & Experimental
ApproachTeaching science as Inquiry goes beyond merely presentingfacts.
Pupils are actively engaged in
• collecting and using evidence collected from “outdoorclassrooms” and through hands-on experiments
• formulating and communicating explanations based onscientific knowledge
Science Curriculum
Framework
The science curriculumseeks to nurture thestudent as an inquirer.The end goal is for studentsto enjoy science and valuescience as an importanttool in helping themexplore their natural andphysical world.
The Primary Science Syllabus
aims to… Provide primary pupils with
• basic scientific terms and concepts
• opportunities to develop skills, habits of mind andattitudes necessary for scientific inquiry
• prepare pupils towards using scientific knowledgeand methods in making personal decisions
• help pupils appreciate how science influences peopleand the environment
An overview of the Primary
Science SyllabusThemes 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
Do not throw away the Cycles TB & WB
An overview of the Primary
Science SyllabusThemes 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 SkillsSkills Processes
Observing Creative problem solving
Comparing Decision making
Classifying Investigation
Using apparatus and equipment
Communicating
Inferring
Formulating Hypothesis
Predicting
Analysing
Generating possibilities
Evaluating
Learning Science in
21st century
Published Feb 15, 2017 The Straits Times
Punchlines Feb 12, 2016 The Straits Times
Science is NOT about…
Science is about…
Knowing facts Asking questions, understanding concepts
Answering exam questions Being curious about the natural world
Theoretical knowledge Hands-on exploration
Using keywords Logical thinking and reasoning
Learning Science in
21st century
The More The Merrier?
Curriculum
mindset
Vendor
mindset
Recommended Materials for
Exams Revision
Textbook
Workbook
GDPS Topical Reviews & Notes
GDPS Practice Papers
Refer to the link below for MOE 2014 Science syllabus
https://www.moe.gov.sg/education/syllabuses/sciences
Tip:
Refer to MOE syllabus when doing revision
with your child. Don’t rely on reference
books as syllabus guide.
How can you support
your child’s learning?Ask “open”
questions instead of answer them
Explore togetherCreate a positive
and safe environment
Tip:
If you desire extra practice for your child,
use other schools’ papers instead of
assessment books. However, don’t rely
on the answer key when assessing your
child’ work.
Developing
Five Simple Questions to ask
• What do you think about …?
• Why do you say so?
• What makes you think/say so?
• How do you know this?
• Can you tell me more about…?
Where can you
engage your child in
Science learning?
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 the leaves of the plants. What are the similarities and
differences?
4) This fruit looks juicy. Do you think we can eat it? Why/Why not?
Science at…
Amusement Parks
What is this part of the bumper car made
of? Why?
Can the body of the bumper car be made
of glass? Why / Why not?
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 for the plates of sushi?
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?
You will be shown some pictures.
Discuss with the parents next to you and think of somequestions to ask based on the pictures.
Science in…the kitchen
Science at…a satay stall
Science resources to develop curious minds
• Toys
• Non-fiction books
• Newspaper articles
• Science Magazines
P3 Diversity
(Animals)
Which animal
group does the
monitor lizard
belong?
What are the
characteristics of
this animal?
Feb 10, 2017 The Straits TimesP3 Diversity
(Animals)
Which animal
group does
the lizard
belong to?
What are the
characteristics
of this
animal?
• Cooking
• Baking
• Conducting experiments together
• Watching Science documentaries
• Research over Internet
Learning Science at Home
Everyday Science Concepts
in Assessment Questions
Topic:Living Things (characteristics)
Concept:Grass is a plant which needs light to make food.
(3)
Topic:Reproduction of flowering plants (fruit dispersal)
Concept:Waterproof fibrous husk traps air to enable the fruit to float on water
(1)
Concept:Fungi & non-flowering plants reproduce by spores
Topic:Diversity of plantsFungi
2
Topic:Heat
Concept:Expansion of matter when it gains heat
(2)
Topic:Materials (properties)
Concept:Properties of materials that make them suitable to be made into different parts of an object (4)
Techniques for Answering
Science questions
Answering MCQs
• Identify topic tested
• Link questions to the related concepts (orscientific ideas)
• Highlight/Underline/Circle key words
• Use “Elimination” method to choose thebest answer
Topic: Diversity of Animals (Insects)
Recall characteristics of insects:
1) Have 6 legs
2) Have 3 body parts
(4)
Answering OEQs• Identify topic tested
• Link questions to the related concepts (orscientific ideas)
• Highlight/Underline/Circle key words
• Take note of the marks awarded to eachquestion or part question
• Take note of command words eg“Explain”, “Give a reason”, “State”, “How”
Annotation Technique
• effective reading strategy
• helps your child in comprehending thequestion
• “marks out” sections of question, with ahighlighter or underlining, and makesnotes to ensure understanding
No/Less warmthWarmth is
present
(4)
Genre of questions to be covered
Classifying
Observing & Comparing
Comunicating
Investigation
- Aim
- Fair Test
Analysing & Evaluating
ClassifyingClassification is done using similarities anddifferences observed among objects / organisms.
Classification tables and charts are used to presentclassification of objects/ organisms based onsimilarities/differences in characteristics.
Classification chart drawing and interpretationare expected of the pupils.
(2)
Q. It does not have 6 legs & 3 body parts.
3 pairs of legs 1 pair of wings
S R
No wings
Observing & Comparing
Identify similarities and differences between objectspresented in the form of flowcharts and diagrams.
Pupils should use their observation skills instead ofprior knowledge.
(2)
Micro-organism
(MO)
Not a plant
(fungi/bacteria) &
is not
microscopicIs a plant
Flowering plant
(FP)
Non-flowering plant (NFP)
√
√
√
√
√√√
√
√
(1)
strong &
inflexible
flexible &
not
waterproof flexible,
waterproof &
not
transparent
flexible,
waterproof &
transparent
They are flexible and waterproof.
Q
AVOID answering generally
Pupils’ answerNo. Terrapin needs air, food and water.
Suggested answer:No. The terrapin does not have food.
Communicating
Interpreting and drawing bar graphs and tables
Topic: Diversity of Animals (Mammals)
Recall characteristics of mammals:
1) Feed young with milk
2) Give birth to live young (1)
(1)
Increasing
in value
Can’t be as values are lower than week 2
Can’t be as value is higher than week 4
*Use Elimination method
YWZX
Aim
1) To find out if/how the variable changed affects theexperimental results
2) To find out the property of the materials
[comparison to be made]
Variable changed
Experimental
results
Variable constant
To find out how/if the material of the strips affects
the amount of water absorbed by the strips. /
To find out which material is the most absorbent.
The starting time the strips are dipped into the
water. /
The length of the ends (of strips) dipped in water.
To find out if the presence/absence of light affects the plant’s growth.
Cannot
receive
light
Can
receive
light
Variable constant
To find out which material allows most light to pass through.
Variable constant
Variable
change
To find out if the amount of water added affects the rate of mould
growth.
Experimental
results
Fair Test
Introduction to idea of fair test whilst conductingexperiment.
There should only be one variable change in theexperiment.
[Suggested template: All the variables are the sameexcept the variable change (specify)]
Aim
VC
Variable constantER
Setup A
all the variables are the same except the biscuits in one
bag is broken into smaller pieces.
Light is absent Less warmth Least warmth All conditions present
variable change
√
√
Analysing
Identify parts of the object / information
Evaluating
Justifying a decision or course of action
MV / DV / ER
IV/ VC
Choice
Observation
showing that
Concept
so
Apply
S
Total weight of rocks material could hold before
breaking is the most showing that
it is the strongest so
it can hold his father’s weight without breaking easily.
S P R Q
IV/ VC
MV / DV / ER
X. Weight needed to break the material is the most
showing that it is strongest so it can hold the baby’s
weight without breaking easily.
Final Note
Applying the strategies is “tedious and time-
consuming” but with constant practice, it has
proven effective in helping pupils analyze
questions, interpret data and apply the
concepts they have learnt.
