parents’ seminar · springdale primary school 25 comparing is the skill of identifying...

Springdale Primary School 1

Parents’ Seminar


1. Primary Science Education2. Science Curriculum & Syllabus3. Components of Science Curriculum4. Classification in P35. Fair test in P46. Excelling in Science7. Support from Parents

Overview


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 opportunities to develop skills, habits of mind and

attitudes necessary for scientific enquiry

Aims of Primary Science


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

Science Curriculum Framework

http://www.moe.gov.sg/education/syllabuses/


Essential Features

Question - Learner engages in scientific questionsEvidence - Learner collects data in response to

questionsExplanation - Learner formulates explanations from

evidenceConnection - Learner connects explanations to

scientific knowledgeCommunication - Learner communicates and

justifies explanations

Science as an Inquiry


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


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



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



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


Term 1 Term 2 Term 3 Term 4

Interactions• Magnets

Energy• Light

Energy• Heat

Cycle• Matter

P4 Science Topics


1. Theory – Concept teaching2. Practical Sessions in the Science laboratory3. Process Skills Worksheets4. Performance Tasks5. Practical Test6. Topical Revision Papers7. MConline

Components of Science Curriculum


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


1. Observing2. Comparing3. Classifying4. Using apparatus & equipment5. Inferring6. Predicting7. Analysing8. Evaluating9. Generating Possibilities10. Communicating

Process Skills

Springdale Primary School

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


Classifying is the skill of sorting things into groups based on common characteristics or properties.

1. make sense of things based on recognisable patterns

2. observed similarities or differences in properties/characteristics.

Classifying


1. We classify things around us so that they are more organized and can be located more easily Supermarket Library

2. To appreciate the diversity around us Similarities Differences

Classifying


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


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


Some ways to classify materials


Some ways to classify materials

Allows light to pass through

Does not allow light to pass through

Clear plasticClear glass

WoodPaper


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


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


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


State the characteristics of Animal C.

____________________________________________________________

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Animal C does not eat insects and cannot fly.


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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Study the flowchart below.

Explain why Animal C cannot be a rabbit.

____________________________________________________________

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


Study the flowchart below.

Explain why Animal C cannot be a rabbit.

________________________________________________

________________________________________________

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


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



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.



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



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

____________________________________________

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Butterfly has 4 wings but bird has 2 wings.

Updated for clarity


Study the classification chart.

State the differences between animals on Group A and D.

_________________________________________________

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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


Study the classification chart.

State one difference between animals in Group A and D.

________________________________________________

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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


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


Shapes

No sides 3 sides 4 sides 6 sides

The shapes were classified based on the number of sides

Classifying Shapes


Shapes

Red background

Blue background

Yellow background

Green background

The shapes were classified based on their background colour.

Classifying Shapes


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


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)


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.


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.


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).”


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


Investigating-Variable

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Changed Variable

Result

Controlled Variable


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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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).



You conduct a fair test by making sure that you change one variable at a time while keeping all other conditions the same.



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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Changed variable – Aim

To find out if _____________(Changed variable) affects the ______________(Result).

Identify the changed variable in the experiment to determine the aim.


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


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


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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Aim of the Experiment :

To find out how the affects theeffect of the

shade of the font

visibility of the message in an

envelope



Hypothesis of the Experiment :

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

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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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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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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


Communicating

• Results can be represented:

– Tables

– Graphs

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Shade Visibility

100%

75%

50%

25%

0

2

4

6

100% 75% 50% 25%



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.



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



Extension of the Spring (cm)

Mass of the objects 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



• 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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In a fair test, only one variable is changed

which is the type of soil.



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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 of soil (the other variable changed).

OR

There should be only one changed variablewhich is type of soil but amount of soil was also changed.


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.


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


x-axis: Changed Variable

y-axis: Result


Changed Variable

Result

Changed Variable

Result


x-axis: Changed Variable

y-axis: Result


Communicating


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


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


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


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


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

Springdale Primary School92

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


Online Resources

Go Beyond The Classroom



Online Resources


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

Discovery Kids – http://discoverykids.com/

Online Resources



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


Learning Resources

parents’ seminar · springdale primary school 25 comparing is the skill of identifying...

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