p5 & p6 science parents’ workshop

P5 & P6 Science

Parents’ Workshop

Part I:

• Science Curriculum Framework

• Overview of Primary Science syllabus

• Application of Knowledge & Process skills

• Examples of Application questions

• Pupils’ weaknesses in answering supply-type questions

Part II:

• Planning an investigation / experiment

• Hands-on session on an investigation

• Study tips

• Q & A

Outline of Workshop

P5 & P6 Science Parents’ Workshop 2

Science Curriculum Framework

To prepare our students

to be sufficiently adept as

effective citizens, able to

function in and contribute

to an increasingly

technologically-driven

society

Encapsulates the thrust of Science education in Singapore

3 P5 & P6 Science Parents’ Workshop

Syllabus for PSLE (new/old) - Standard


Changes for Year 2017 (Applicable to pupils in P5 2016)

Booklet A (P6) Booklet A (P5)

60 marks 56 marks

30 Q 28 Q

Booklet B (P6) Booklet B (P5)

40 marks 44 marks

14 Q (2/3/4m) 12/13 Q (2/3/4/5m)

Syllabus for PSLE (new/old) - Foundation


Changes for Year 2017 (Applicable to pupils in P5 2016)

Booklet A (P6) Booklet A (P5)

32 marks 36 marks

16 Q 18 Q

Booklet B (P6) Booklet B (P5)

Structured Structured

14 marks 14 marks

6 to 7 Q (2-3m) 6 to 7 Q (2-3m)

Open-ended Open-ended

24 marks 20 marks

6 to 8 Q (2-4m) 5 to 6 Q (2-4m)

Overview of the Primary Science Syllabus Syllabus Requirement

Lower block P3 & P4

Upper block P5 & P6

• 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)

• 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 and force in springs)

• Interaction within the environment

• Energy forms and uses (Photosynthesis)

• Energy conversion

Topics underlined not required for students taking Foundation Science

Themes

Diversity

Cycles

Systems

Interactions

Energy


PSLE Requirements


STANDARD SCIENCE FOUNDATION SCIENCE

KNOWLEDGE WITH UNDERSTANDING

40% 50%

APPLICATION OF KNOWLEDGE AND PROCESS SKILLS

60% 50%

• K: Questions that assess “remembering” & “understanding”

• A/PS: More challenging and assess higher order thinking

skills

Application of Knowledge & Process Skills

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

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 – verbal, pictorial, tabular or graphical

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

Predicting This is the skill of assessing the likelihood of an outcome based on prior knowledge of how things usually turn out

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

Generating possibilities This is the skill of exploring all the alternatives, possibilities and choices beyond the obvious or preferred one

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.

Skills


Application of Knowledge & Process Skills Processes

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 This is a 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


Science Activities / Programmes


Inquiry –

based

discussions

Science Spy

magazines

SEE

programme

Nature study

book

Process skills

activities

Topical

worksheets

Experiential

learning

Use of

MConline

portal

Remedial/

Enrichment

Application Questions

Sources of ideas…

Newspapers Science websites/videos Real-life situations Print or digital Discovery Science

Animal Planet National Geographic

Drying of dishes/clothes Ironing of clothes


From the news

Science Concepts:

• Global warming

• Impact on life cycle of

animals


Turtle face climate change treat as

warming beaches turn eggs female

http://www.abc.net.au/news/2016-02-

14/turtles-face-threat-warming-beaches-turn-

eggs-female-uwa-study/7165968

Sea turtles live in the sea but lay their eggs on beaches.

The number of sea turtles Is decreasing due to global warming.

PSLE Question 2014


(a) Explain how global warming causes sea turtles to lose

the place for laying eggs. [1]

Global warming causes sea levels to rise

and there will be less space on the

beaches for turtles to lay eggs.

PSLE Question 2014


Scientists discovered that as temperature of some beaches rises, fewer male than female turtles are

hatched. If the temperature becomes too high, only female turtles will be produced.

(b) Suggest why the number of sea turtles may decreases due to global warming. [1]

Global warming causes the temperature of beaches to increase. More females turtles will be produced and there will be less male turtles to mate with the female turtles .

PSLE Question 2014 - Answer


National Geographic Master of Disguise: The Flounder Fish


Topics:

• Adaptations

Science Concepts:

• Why is there a need for

animals to disguise itself?

• How do animals interact in

its environment?

http://video.nationalgeographic.com/video/weirdest-flounder

Two butterflies A and B look similar.

Predators remember that butterfly A is poisonous.

PSLE Question


Two butterflies A and B look similar.

Predators remember that butterfly A is poisonous.

(a) What is the advantage of butterfly B looking like

butterfly A?

Butterfly B will be protected from predators as

predators will think that Butterfly B is poisonous.

PSLE Question


Caterpillars of some types of butterflies can be easily

seen by their predators.

(b) Suggest a behaviour of these caterpillars that can help

them avoid being seen by their predators.

Caterpillars can stay on the underside of the

leaves to stay hidden.

PSLE Question


Real Life Situation (Example 1)

Science concepts:

• Evaporation

• Heat


Swimming

Wenhao went for a swim.

When he came out of the water, he felt cold.

PSLE Question 2015


At that moment, a strong wind blew, and he felt even

colder.

Explain why he felt even colder when a strong wind blew.

PSLE Question 2015


Wenhao went for a swim.

When he came out of the water, he felt cold

At that moment, a strong wind blew, and he felt even colder.

Explain why he felt even colder when a strong wind

blew. [2]

Wenhao’s body felt colder as it loses heat when the

water on his body evaporated quickly due to the

presence of the strong wind.

PSLE Question 2015



Science Concepts:

• Energy

• Forces

Wheelchair lift in shopping malls


The diagrams show how a platform can move a man on a

wheelchair up or down the stairs.

PSLE Question 2015


The platform uses electrical energy to move.

(a) Explain why the platform uses more electrical energy

when it moves the man up the stairs than when it

moves him down the stairs. [1]

More electrical energy is needed to move the man as

some of the energy is converted to gravitational potential

energy when the platform moves up the stairs but not

down the stairs.

PSLE Question 2015


The platform is made of a surface with many raised parts

as shown below.

(b) Suggest a reason for using such a surface.

Explain your answer. [1]

PSLE Question 2015


The platform is made of a surface with many raised parts

as shown below.

(b) Suggest a reason for using such a surface.

Explain your answer. [1]

Having the raised parts increases friction preventing the

man on the wheelchair from slipping off the platform.

PSLE Question 2015



Science Concepts:

• Forces

Aeroplanes


The diagrams below show an aeroplane during three

different stages of its flight.

At which stage(s) does gravity act on the aeroplane?

PSLE Question 2015


The diagrams below show an aeroplane during three different stages

of its flight.

At which stage(s) does gravity act on the aeroplane?

1) landing only

2) taking off and flying only

3) taking off and landing only

4) taking off, flying and landing Answer: (4)

PSLE Question 2015



Science Topic:

• Diversity -

Microorganisms

Athlete's Foot


Yiwen has a medical condition in which fungus grows on

his feet.

The doctor advised Yiwen to wear slippers instead of

covered shoes.

PSLE Question 2014


Explain how wearing slippers helps reduce the growth of

fungus on the feet.

His exposed feet will be cooler and less moist /

drier so fungus will not grow on them.

PSLE Question 2014



Science Topic:

• Materials


In an amusement park, people drive bumper cars and try

to bump one another at part W.

(a) Suggest a property of the material used to make

part W. Explain how this property is suitable for

bumping.

PSLE Question 2015


In an amusement park, people drive bumper cars and try to bump one another at part W.

(a) Suggest a property of the material used to make part W. Explain how this property is suitable for bumping.

The material must be strong so that it does not break easily when the cars bump into each other.

The material must be flexible so that it can bend and prevent dents when cars bump into each other.

PSLE Question 2015


A number of weaknesses can be seen in the way pupils

answer supply-type questions. Their answers are either:

• Incomplete

• Not specific enough (not clear)

• Used imprecise words to refer to scientific terms and

concepts

• Wrong understanding of concepts

• Inability to apply concepts to real-life situations

Weaknesses in answering supply-type questions


P5 & P6 Science Parents’ Workshop

Part II: Planning a scientific investigation


Important aspects of questions testing on an experiment/investigation:


Example

Aim To find out if magnet A or magnet B is the stronger magnet

Magnet A Magnet B Ruler Paper clip Marker



Variable

Constants

Type of magnet

Paper clip

Position where paper clip is placed

Surface for experiment

Ruler for measuring

Starting point for magnet

Way magnet is moved

Magnet A Magnet B



Procedure 1. Place paper clip at position marked ‘X’

2. Place magnet A at position marked ‘Y’

3. Move magnet A slowly towards the paper clip

4. Note and record the distance at which the paper clip is attracted to the magnet

5. Repeat steps 1 to 4 with magnet B

Y X



Reliability

Conclusion

Repeat the experiment to obtain at least 3 measurements

Magnet _______ is the stronger magnet

Hands-On Session Planning an investigation


Investigative Task


Materials provided (Only use what is needed):

Beaker, weighing scale, ping pong ball, standard weights,

Measuring tape, string, 400 ml coloured water

Carry out an experiment to find out the volume of the ping

pong ball provided.


Click to start activity!

15 min 00 sec remaining

Investigative Task


• Aim:

oTo find out the volume of the given ping pong ball.

• Materials used:

oBeaker

oPing pong ball

oStandard weights (200g)

oString

o400 ml coloured water

Investigative Task (Procedure)


• Step 1: Tie two 100g weights using a string.

• Step 2: Place the weights in the beaker containing 400 ml

of coloured water.

• Step 3: Measure and record the volume of the weights.

Investigative Task (Procedure)


• Step 4: Tape the ping pong ball to the weights and lower

it into the beaker of water.

• Step 5: Measure and record the volume of the ping pong

ball that is attached to the weights.

• Step 6: Volume of ping pong ball =

volume of ping pong ball & weight – volume of

200g weights

Investigative task


• Describe…

• Explain…

• How…

• Why…

Read through the whole question first

Underline key words or phrases

Look at the number of marks given

Give longer answers if you see these words:


Study Tips

• Give…

• Identify…

• List…

• Name…

• State…

• Write down…

Give short answers if you see these words


TIPS FOR YOUR CHILD

• Broaden their general knowledge and experiences through

books/ magazines/ documentaries/ outdoor activities

• Talk about Science in daily lives

• Encourage them to ask questions and clarify doubts

• Make use of Internet to expose them to Science concepts

• Spend time analysing and understanding Science questions

before attempting them

• Always relate questions to specific topics/concepts


Thank you

P5 & P6 Science Parents’ Workshop

p5 & p6 science parents’ workshop

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