Parents Seminar Springdale Primary School 1 Overview 1. Primary - - PowerPoint PPT Presentation

Springdale Primary School

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Parents’ Seminar

Springdale Primary School

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• 1. Primary Science Education
• 2. Science Curriculum & Syllabus
• 3. Components of Science Curriculum
• 4. Classification in P3
• 5. Fair test in P4
• 6. Excelling in Science
• 7. Support from Parents

Overview

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To provide primary students with:

• experiences which build on their interest and

stimulate their curiosity about their environment

• basic scientific terms and concepts to help them

understand themselves and the world around them

• pportunities to develop skills, habits of mind and

attitudes necessary for scientific enquiry

Aims of Primary Science

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www.moe.gov.sg/education/syllabuses/ sciences/.../science-primary-2014

Science Curriculum Framework

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Essential Features Question

• Learner engages in scientific questions

Evidence

• Learner collects data in response to

questions Explanation - Learner formulates explanations from evidence Connection - Learner connects explanations to scientific knowledge Communication - Learner communicates and justifies explanations

Science as an Inquiry

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Thematic & Spiral

Theme Lower Block (P3 & 4) Upper Block (P5 & P6) Diversity

• Diversity of living &

Non-living things

• Diversity of materials

Cycles

• Cycles of Plants &

Animals (Life Cycles)

• Cycles in Matter
• Cycles in Plants &

Animals (Reproduction)

• Cycles in Water

Primary Science Curriculum

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Thematic & Spiral

Themes Lower Block (P3 & 4) Upper Block (P5 & P6) Systems

• Plant System (Plant

parts & functions)

• Human System

(Digestive System)

• Plant System

(Respiratory & Circulatory systems)

• Human System

(Respiratory & Circulatory systems)

• Cell System
• Electrical System

Primary Science Curriculum

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Thematic & Spiral

Themes Lower Block (P3 & 4) Upper Block (P5 & P6) Interactions

• Interaction of

Forces (Magnets)

• Interaction of Forces

(Frictional, Gravitational forces, forces in spring)

• Interaction within the

Environment Energy

• Energy Forms &

Uses (Light & Heat)

• Energy Forms & Uses

(Photosynthesis)

• Energy Conversion

Primary Science Curriculum

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Term 1 Term 2 Term 3 Term 4

• Classification
• Living & Non-

living Things

• Plants
• Animals
• Fungi &

Bacteria

• Materials
• Life Cycles of

Plants & Animals

• Plant parts &

their functions

• Human

System

• Digestive

System

P3 Science Topics

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Term 1 Term 2 Term 3 Term 4 Interactions

• Magnets

Energy

• Light

Energy

• Heat

Cycle

• Matter

P4 Science Topics

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• 1. Theory – Concept teaching
• 2. Practical Sessions in the Science laboratory
• 3. Process Skills Worksheets
• 4. Performance Tasks
• 5. Practical Test
• 6. Topical Revision Papers
• 7. MConline

Components of Science Curriculum

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In “A Handbook for Science Teachers in Primary Schools” (Teo, Nora., 2003) states that process skills help students to … “deal with expectations that are relevant in all parts of life and find out things for themselves. The acquisition of such skills contributes to our students’ general mental development and helping them to learn how to learn.”

Importance of Process Skills

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• 1. Observing
• 2. Comparing
• 3. Classifying
• 4. Using apparatus & equipment
• 5. Inferring
• 6. Predicting
• 7. Analysing
• 8. Evaluating
• 9. Generating Possibilities
• 10. Communicating

Process Skills

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Process Skills

• Process Skills are assessed through

– Pen & Paper assessment – Science Practical Test: check student's understanding of science concepts and mastery of basic process skills and integrated processes through practical work.

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Practical Practices

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Classifying is the skill of sorting things into groups based

• n common characteristics or properties.
• 1. make sense of things based on recognisable patterns
• 2. observed similarities or differences in

properties/characteristics.

Classifying

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• 1. We classify things around us so that they are more
• rganized and can be located more easily

 Supermarket  Library

• 2. To appreciate the diversity around us

 Similarities  Differences

Classifying

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Activity Time

• Arrange the sweets into 2 groups based on a

common characteristic or property.

• Use the printed paper on your table to help

you group the items.

• Write a suitable heading for your groupings in

the box marked as “Sub heading”.

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Activity Time

• Share your classification.

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How are they presented?

• Classification Chart
• Classification Table

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Where Animals Live On Land In Water Cow Horse Dolphin Shark Sea Pond Guppy Water snail

sub-headings main headings

Classification Chart

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• Classification table and chart to show main groups and sub-groups.

On Land In Water Sea Pond Dolphin Shark Pond skater Snail

Sub-groups Main groups

Table

Cow Horse

Classification Table

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Some ways to classify materials

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Some ways to classify materials

Allows light to pass through Does not allow light to pass through Clear plastic Clear glass Wood Paper

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Comparing is the skill of identifying similarities and differences between two or more things that you

• bserve.
• 1. The similarities and differences observed will help you

draw conclusions about the significance of the comparison.

• 2. You can compare things by observing them in real life
• r by observing diagrams, charts or tables.
• 3. You need to know the characteristics of the things that

can be compared, e.g. body covering or breathing method.

Comparing

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What pupils need to know?

• 1. For questions on classification, students may

be asked to: Generate group headings based on given items State the characteristics of a given item State the similarities/differences between two items by comparing

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Generate group headings

A group of pupils placed some things found in a garden into two different groups as shown in the table below. Give a suitable heading for Groups X and Y. Group X: _______________________________________ Group Y: _______________________________________

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Group X Group Y Ant Stone Caterpillar Sand Grass Bench

Living things Non-living things

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Which one of the following statements describes Animal A correctly? 1) It eats insects and can fly. 2) It eats insects and cannot fly. 3) It does not eat insects and can fly. 4) It does not eat insects and cannot fly.

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State the characteristics



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State the characteristics of Animal C.

____________________________________________________________

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State the characteristics

Animal C does not eat insects and cannot fly.

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Kerry has a pet that feeds on ants only and is able to walk and fly. Which of the following animals can her pet be? 1) Animal A 2) Animal B 3) Animal C 4) Animal D

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State the characteristics

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Study the flowchart below. Explain why Animal C cannot be a rabbit.

____________________________________________________________

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State the characteristics

It cannot fly. If C is a rabbit, it should fly.

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Study the flowchart below.

Explain why Animal C cannot be a rabbit.

________________________________________________ ________________________________________________

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State the characteristics

Animal C cannot be a rabbit because a rabbit cannot fly but Animal C can.

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Observe the butterfly and bird carefully. Based on the diagram, state 2 similarities between the butterfly and bird.

a) _______________________________________ b) _______________________________________

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State the similarities

Both can fly Both lay eggs X X

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Observe the butterfly and bird carefully. Based on the diagram, state 2 similarities between the butterfly and bird. a) _______________________________________ b) _______________________________________

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State the similarities

Both have wings. Both have legs.

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Observe the butterfly and bird carefully. Based on the diagram, state the difference between the butterfly and bird with regard to the number of wings.

_______________________________________

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State the differences

Butterfly has 4 wings X

Updated for clarity

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Observe the butterfly and bird carefully. Based on the diagram, state the difference between the butterfly and bird with regard to the number of wings.

____________________________________________

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State the differences

Butterfly has 4 wings but bird has 2 wings.

Updated for clarity

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Study the classification chart. State the differences between animals on Group A and D.

_________________________________________________

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State the differences

A gives birth to young alive but D lives in water.

Animals Give birth to young alive Lay eggs Lives on land Lives in water Lives on land Lives in water A B C D

X

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Study the classification chart. State one difference between animals in Group A and D. ________________________________________________

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State the differences

Group A gives birth to young alive but group D lays eggs. 

Animals Give birth to young alive Lay eggs Lives on land Lives in water Lives on land Lives in water A B C D

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Classification in real-life

• Living vs non-living things
• Flowering plants vs non-flowering plants
• Animals vs plants
• Favourite toy vs forgotten toy
• 2-wheeled vehicles vs 4-wheeled vehicles

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Classifying Shapes

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Shapes No sides 3 sides 4 sides 6 sides

The shapes were classified based on the number of sides

Classifying Shapes

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Shapes Red background Blue background Yellow background Green background

The shapes were classified based on their background colour.

Classifying Shapes

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Classifying Biscuits

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Fair Test

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Communicating is the skill of:

• sending or sharing information
• receiving information

The information can be presented in various forms:

• by talking (verbal)
• by using pictures, drawings or diagrams (pictorial)
• by using tables
• by using graphs

Communicating

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Investigating

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Integrated Process Skill – Investigating Investigating is the process of combining various process skills to come up with hypotheses, plans and ways to carry out Science investigations or experiments.

• Formulating (Question / Aim)
• Predicting (Hypothesis)
• Investigating (Using the Scientific Method)
• Communicating (Tables and Graphs)
• Inferring, Analysing (Conclusion)

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Investigating-Aim

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What is an aim?

• The objective of the experiment/the reason why we

wish to carry out the experiment.

• Use phrases like “To find out how …./ To find out if…..”

as a starter. Example: To find out how the number of batteries used affects the strength of the iron nail when it becomes a temporary magnet.

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Investigating-Hypothesis

What is a hypothesis?

• A hypothesis is what you predict the results of

an experiment will be.

• It should not be a wild guess. It should be

based on what you know or observe.

• A hypothesis may or may not be correct. After

making a hypothesis, you should test it with an experiment.

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Investigating-Hypothesis

A hypothesis can be a statement with a format such as:

“ When / If ______________________ (something happens), _________________________ (something else will happen).” “The ______________________ (some thing / action) affects __________________ (some other thing / action).”

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Investigating-Variable

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What is a variable? A variable is anything that you can change that can affect the results in an experiment, e.g.

• The size of the container
• The type of material
• The temperature
• Duration of the experiment

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Investigating-Variable

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Changed Variable Result Controlled Variable

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Investigating – Fair Test

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What is a fair test? A fair test ensures that the results of your experiment are only due to the variable you change.

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Investigating – Fair Test

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How to conduct a fair test?

• You should change only the variable that you are

testing (can be determined from the aim of the experiment).

• All the other variables should be kept the same.
• Only one variable should be changed (changed

variable).

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Investigating – Fair Test

You conduct a fair test by making sure that you change

• ne variable at a time while keeping all other conditions

the same.

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Investigating – Fair Test

Aim: To find out if the number of batteries affect the number of iron pins attracted to an electromagnet Changed variable: the number of batteries Result: the number of iron pins attracted Controlled variable: All other variables constant (kept the same)

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Investigating – Fair Test

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Changed variable – Aim To find out if _____________(Changed variable) affects the ______________(Result). Identify the changed variable in the experiment to determine the aim.

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Fair test on sweets

Variables

• Colour of packaging
• Brand
• Flavour
• Type

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Aim: To find out if the colour of packaging affects the rate of digestion of the sweets. changed variable _______________ _____________________________ result

Springdale Primary School

Fair test on sweets

Variables

• Colour of packaging
• Brand
• Flavour
• Type

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Aim: To find out if the colour of packaging affects the number of sweets purchased. changed variable _______________ ____________________________ result

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Activity Time

• Place your pocket tissue on the table
• What variable helps you to determine the type you

buy?

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Activity Time

• Brand
• Softness
• Absorbency
• Colour
• 2 ply vs 3 ply
• Value for $$$
• No. of sheets/packs
• Print vs no print

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Aim of the fair test

To find out which brand has the best absorbency –No. of ply must be same –Unfair if a 2-ply brand A vs 3-ply brand B To find out if the number of ply affects absorbency –Brand must be the same –Brand A test using 2-ply vs 3-ply vs 4-ply

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Fair Test: The secret message

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Fair Test: The secret message

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Aim of the Experiment :

To find out how the affects the effect of the shade of the font visibility of the message in an envelope

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Fair Test: The secret message

Hypothesis of the Experiment : The darker the shade of the font, the more visible the message in the envelope.

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Fair Test: The secret message

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Deciding what to do : Choosing variables

I will change Shade of the font I will measure Visibility of the message I will keep these the same to make the experiment fair Colour of the font Type of envelope Type of paper

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Fair Test: The secret message

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Why must the test be fair?

To be sure that only what we change is affecting what we measure. So only is affecting the shade of the font visibility of the message

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Fair Test: The secret message

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When I change shade of the font What will happen to the ? visibility of the message

Inferring from the results

As increases, the increases. shade of the font visibility of the message

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Communicating

• Results can be represented:

– Tables – Graphs

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Shade Visibility 100% 75% 50% 25% 2 4 6 100% 75% 50% 25%

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What pupils need to know?

Aim of the investigation:

• To find out if the mass of the objects hung on a spring

affects the extension of the spring. Hypothesis:

• The heavier the objects hung on the spring, the more

the spring extends.

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What pupils need to know?

Changed Variable:

• Mass of the object hung on the spring

Result:

• Extension of the spring (not length)

Controlled Variable:

• Type of spring
• Location at which the experiment is carried out

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What pupils need to know?

Extension of the Spring (cm) Mass of the

• bjects hung on

the spring (g) 1st Try 2nd Try 3rd Try Average 10 0.5 20 1.0 30 1.5 40 2.0 50 2.5

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What pupils need to know?

• What is a fair test?
• What is the aim of the experiment?
• State the relationship between the changed variable

and the result.

• Given the aim, state the changed variables and

controlled variables.

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What is a fair test?

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In a fair test, only one variable is changed which is the type of soil.

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What is a fair test?

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Why is the experiment not a fair test? More than one variable was changed which is type of soil (changed variable) and the amount

• f soil (the other variable changed).

OR There should be only one changed variable which is type of soil but amount of soil was also changed.

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What is the aim of the experiment?

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Fair Test

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To find out how different temperature/ amount/presence of warmth affects the germination of seeds.

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State the relationship

• State the relationship between the changed

variable and result.

• As the changed variable increases/decreases,

the result increases/decreases.

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Changed Variable Result Changed Variable Result

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x-axis: Changed Variable y-axis: Result

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Changed Variable Result Changed Variable Result

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x-axis: Changed Variable y-axis: Result

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Communicating

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State the variables

• Given the aim, state the changed variables

and controlled variables.

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State the variables

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State two variables that were fixed so that the experiment was a fair test. _______________________________________ _______________________________________ The strip The glass X X

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State the variables

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State two variables of the strips that were fixed so that the experiment was a fair test. _______________________________________ _______________________________________ Thickness of the strip Shape of the glass  

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Fair Test in real-life

• Detergent
• Toilet paper
• Hand soap
• Shampoo
• Watering plants
• School bag
• Clothings
• Electronic items e.g. television

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Answering techniques during exams  MCQ

 Analyse the distractors  Elimination

Excelling in Science

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Answering techniques during exams

Open-ended

 Highlighting the key words in the Questions  Interpret the data in tables and graphs  Using all labelled information in the diagram  Identify the topic of the question  Phrase answers using scientific concepts  Answer to the context of the question  Be specific, e.g. “Plants are different in their leaves” without stating specially how are they different

Excelling in Science

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• 1. Encourage your child to observe, ask questions,

experiment and seek their own understanding of their environment.

• 2. Actively engage with your child by talking about the

books they are reading or television programmes on Science they have watched.

• 3. Provide frequent opportunities for Science learning at

home, during outdoor play, trips to parks, zoos, markets, supermarkets, nature reserves, etc. Build on your child’s interest

Support from Parents

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• 4. Foster children’s creative and critical thinking,

problem solving and resourcefulness through authentic tasks such as cooking, doing household chores and other everyday activities so that they see Science as part of their daily lives. Help your children see Science around them

Support from Parents

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Online Resources

Go Beyond The Classroom

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Go Beyond The Classroom

Online Resources

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National Geographic Kids – http://kids.nationalgeographic.com Discovery Kids – http://discoverykids.com/

Online Resources

Go Beyond The Classroom

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 Science Magazines Subscription – National Geographic Explorer, Wildlife Wonder, The Singapore Scientist, Young Scientist  Science Guide Books - Mini Guide Books by Science Centre, Mini Science Encyclopaedia  SCV Discovery Channel, National Geographic, Animal Planet Go Beyond The Classroom

Learning Resources

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