Greendale Primary School. Science Workshop for Parents 28 April 2017

Transcription

1 Greendale Primary School Science Workshop for Parents 28 April 2017

2 Programme Objectives of workshop Science Curriculum Framework and Syllabus Overview Strategies for answering Science questions Linking Science Skills, Processes and Concepts to everyday life Revising Science for PSLE

3 Objectives of the workshop Parents will be able to pick up strategies to support your child s learning of Science and techniques in answering Science examination questions.

4 Science in GDPS : Inquiry-based Approach Teaching science as Inquiry must go beyond merely presenting facts. Pupils are actively engaged collecting and using evidence collected from outdoor classrooms and through hands-on experiments formulating and communicating explanations based on scientific knowledge

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6 Science Curriculum The science curriculum seeks to nurture the student as an inquirer. The end goal is for students to enjoy science and value science as an important tool in helping them explore their natural and physical world. Framework

7 The Primary Science Syllabus aims to Provide primary pupils with basic scientific terms and concepts opportunities to develop skills, habits of mind and attitudes necessary for scientific inquiry prepare pupils towards using scientific knowledge and methods in making personal decisions help pupils appreciate how science influences people and the environment

8 An overview of the Primary Science Syllabus Themes Lower Block (Primary 3 & 4) Level Diversity Diversity of living and non-living things (general characteristics and classifications) Diversity of materials Systems Plant system (plant parts & functions) Human system (digestive system) Cycles Cycles in plants (life cycles) Cycles in animals (life cycles) Cycles in matter and water (matter) P3 P3 P3 P4 P4 Interactions Interaction of forces (magnets) P4 Energy Energy forms and uses (light & heat) P4

9 An overview of the Primary Science Syllabus Themes Upper Block (Primary 5 & 6) Level Systems Plant and Human systems (respiratory and circulatory systems) Cell system Electrical system Cycles Cycles in plants and animals (reproduction) Cycles in matter and water (water) P5 P5 Energy Energy forms and uses (photosynthesis) P5 Energy Energy conversion P6 Interactions Interactions of forces Interactions within the environment P6

10 Science Process Skills

11 Techniques for Answering Science questions

12 (1) Annotation Technique Effective reading strategy Helps in comprehending the question Mark out sections of question, with a highlighter or by underlining Makes notes to ensure understanding

13 Animals give off CO 2 so CO 2 increase No change in composition of gases Plants take in CO 2 during photosynthesis so CO 2 decrease

14 (2) Identifying the Topic & Concept(s) After reading the question, try to identify the topic and concept based on previous questions attempted or experiments conducted.

15 Topic: Magnets, Forces & Energy Concept: Interactions between gravitational and magnetic force

16 Topic: Energy Concept: Use a lighter toy so the same amount of elastic spring force can push the toy to a greater height.

17 Topic: Water Concept: Water gains heat to evaporate

18 Topic: Water Concept: Rate of evaporation

19 Topic: Materials (properties) & electrical system Concept: Rubber flexible so the car will not be damaged Z electrical conductor

20 (3) Answer to the question - AVOID answering generally

21 AVOID stating facts for an answer

22 (4) Phrasing of answers for openended questions pertaining to: Investigation (a) Fair test (b) Aim (c) Conclusion Analysing relationships

23 (a) Fair Test Why/Why not There is only 1 variable changed (VC) in the experiment [state the VC changed in that question] There should only be one variable changed [ ] but 2 variables have been changed [ & ] or There are more than 1 variable changed in the experiment [ & ] How It ensures that only the variable changed is affecting the experimental results.

24 It ensures that only 1 variable is changed [whether Substance X is added/ presence of Substance X]

25 It ensures that the number of times the wheel spins is affected only by the different lengths the elastic band is pulled to.

26 (b) Aim 1) To find out if the variable changed affects the experimental results 2) To find out how the variable changed affects the experimental results 3) To find out the property of the materials [comparison to be made] Note: we have to look beyond superficial results at times

27 To find out how the surface area of the fruit affects the time taken for the fruit to reach the ground.

28 To find out which material allows most light to pass through.

29 (c) Conclusion Answers the aim of the experiment using the experimental results

30 He can conclude that adding substance X makes Material P weaker.

31 Analysing - relationship Studying the relationship between the measured variable (results) and the independent variable (variable changed)

32 increases increases The greater the length of X, the greater the distance travelled by the ball until the spring is pulled to 17cm after which the distance travelled by the ball remains the same.

33 As the intensity of light increases, the rate of photosynthesis also increases until it reaches Point A when the rate of photosynthesis remains constant even though the intensity of light increases.

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36 How else can you support Ask open questions instead of answer them their learning? Explore together Create a positive and safe environment

37 Helping your child see Science all around them and applying concept learnt to explain how things work

38 Five Simple Questions to ask What do you think? Why do you say so? What makes you think/say so? How do you know this? Can you tell me more about?

39 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?

40 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 this fruit. (dispersal) How do you think it gets here? 4)This fruit looks juicy. Why/Why not? Do you think we can eat it?

41 Science at Amusement Parks Possible questions to ask: 1)Why is the starting point higher compared to the rest of the loops? 2)Why do the roller coaster cars move down the tracks at a faster speed that when they move up the track?

42 Science at Amusement Parks Why does each bumper car have a bar sticking out of it? Do you observe where the bar is connected to? Why? What is this part of the bumper car made of? Why?

43 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?

44 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?

45 Science at an outdoor shelter Possible questions to ask: 1)What do you think is that white mist? What state is it in? 2)What is the purpose of having the mist? Does it help to cool the place? How does it work? 3)What is the purpose of the fan?

46 Science... In local news P3 Diversity (Animals) Which animal group does the monitor lizard belong? What are the characteristics of this animal? P6 Environment How have Man s actions impacted the environment, causing animals to lose their habitats?

47 P3 Diversity (Animals) Which animal group does the lizard belong to? What are the characteristics of this animal? Science... In global news Feb 10, 2017 The Straits Times P6 Adaptations Is this a structural or behavioural adaptation? How does losing its scales help to defend it against predators?

48 Science at... Home Watching of Science documentaries (E.g. animal adaptations, how things work, etc) Research over Internet Observing and explaining materials and their uses eg cooking wares

49 Revising for Science Be very familiar with all the topics and concepts within the topics. (Text & Notes) E.g. Heat (P4 topic) - Heat gain, heat loss - Good / poor conductors of heat - Heat travelling (from a hotter object/place to a cooler object/place until they reach the same temperature)

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51 Revising for Science Take practice papers seriously and put effort into answering all questions within the suggested time frame. (1h 45 min) Look for gaps in your answers (as compared with the suggested answer / corrections) Pay special attention to mistakes made in previous exercises.

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53 Strategies for recall (I) Mindmaps / concept maps Repeating to self verbally Photographic memory Teach someone else Testing yourself or others Setting facts to music

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57 Strategies for recall (II) Memory devices - Acrostics / Mnemonics - Chunking - Flash cards / Notes

58 Example of Acrostics Factors affecting rate of evaporation: Wind Exposed surface area Temperature of surrounding

59 Chunking The water gained heat and evaporated. The warm water vapour touched a cooler surface... Lost heat and condensed to form water droplets

60 Getting ready for PSLE Organising materials (Gathering all relevant books, files, notes, practice papers in one place) Planning a study schedule Having a conducive study environment

61 Please kindly take some time to complete the feedback form and return it on your way out.