Parents Symposium 2017 (P5 and P6 Science) Inquiry-Based Learning in Science Mrs Goh Xinyi Mdm Cindy Han Qiuyan
An Overview: Big Ideas in Science Syllabus Big Ideas Diversity Cycles Systems Interactions Energy Key Inquiry Questions What can we find around us? How can we classify the great variety of living and non-living things? Why is it important to maintain diversity? What makes a cycle? Why are cycles important to life? What is a system? How do parts / systems interact to perform function(s)? How does Man better understand the environment? What are the consequences of Man s interactions with the environment? Why is energy important? How is energy used in everyday life? Why is it important to conserve energy?
Overview of the Primary Science Syllabus Themes Lower Block (P3 & P4) Upper Block (P5 & P6) Diversity Diversity of living and non-living things Diversity of materials Cycles Cycles of plants and animals (Life cycles) Cycles in matter and water (Matter) Systems Plant system (Plant parts and functions) Human system (Digestive system) 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 Interactions Interaction of forces (Magnets) Interaction of forces (Frictional, gravitational forces, force in springs) Interaction within the environment Energy Energy forms and uses (Light and Heat) Energy forms and uses (Photosynthesis) Energy conversion
Curriculum Matters At PSLE, pupils are expected to answer questions comprising of: knowledge (with understanding) and application (of knowledge and skills) taught in P3, P4, P5 and P6.
Format of Written Exam Paper Level Questions Total Duration P5 Standard SA1/ SA2 Booklet A 28 MCQs (28 x 2m = 56m) 100m 1h 45min Booklet B 12-13 Open-Ended Questions (44m) P5 Foundation SA1/ SA2 Booklet A 18 MCQs (18 x 2m = 36m) 70m 1h 15min Booklet B 11-13 Open-Ended Questions (34m) P6 Standard SA1/ SA2 Booklet A 28 MCQs (28 x 2m = 56m) 100m 1h 45 min Booklet B 12-13 Open-Ended Questions (44m) P6 Foundation SA1/ SA2 Booklet A 18 MCQs (18 x 2m = 36m) 70m 1h 15min Booklet B 11-13 Open-Ended Questions (34m)
Inquiry-based Learning Inquiry-based learning starts by posing questions, problems or scenarios rather than simply presenting established facts or portraying a smooth path to knowledge. The process is often assisted by a facilitator.
Process Skills Learnt Engaging with an event, phenomenon or problem through: Formulating hypothesis Generating possibilities Predicting Collecting and presenting evidence through: Observing Using apparatus and equipment Reasoning; making meaning of information and evidence through: Comparing Classifying Inferring Analysing Evaluating Communicating
Concepts A scientific concept is a scientific theory or law that explains why and how a natural event or process occurs. For example: Rate of evaporation is affected by wind, exposed surface area and temperature
Adapted from Cycles Workbook Activity 3.2
Experiment 1 Aim: To find out what happens when water vapour loses heat. Procedure: Record and explain your observation for cup B. Students prediction: Water droplets are formed.
Experiment 1 Aim: To find out what happens when water vapour loses heat. Procedure: Record and explain your observation for cup B. Students observation for cup B: Water droplets are formed on the inner surface of cup B and on the underside of plastic wrap. Students explanation for cup B: Condensation has taken place.
Adapted from Energy Workbook Activity 2.3
Experiment 2 Aim: To find out how the mass of a ball affects the depth of depression it makes Procedure: Drop the balls, one at a time and record the depth of depression each ball makes. Explain your observation for both balls. Students observation: Ball B made a bigger/greater depression as compared to ball A. Students explanation: Ball B has a greater mass, so it has more gravitational potential energy.
Adapted from System Workbook Activity 5.3
Experiment 3 Aim: To identify different materials as electrical conductors or insulators Procedure: Construct a circuit tester as shown below.
Experiment 3 Aim: To identify different materials as electrical conductors or insulators Procedure: Complete the table below. Object Type of material Prediction. Will the bulb light up? Observation. Does the bulb light up? Paper Wood Ruler Plastic Clip Metal Explain your observation for the clip. Students explanation: Metal is a conductor of electricity.
Adapted from Interaction Workbook Activity 1.3
Experiment 4 Pull the spring balance slowly until the wooden block moves with a constant speed. If the same wooden block is placed vertically, would there be the same, lesser, greater amount of force needed to pull the block along the table?
Activity 1 Observe the mirror when you blow your breath on the mirror. Explain your observation.
Activity 2 Observe the cold coke can. Explain how the water droplets are formed at the side of the can.
Activity 3 Kitchen Hack: Why is it easier to open a jar when we tie rubber bands around it? Explain!
Parents as Facilitators Speaking: Scientific Language Doing: Simple hands on experiments Visiting: Zoo, Hortpark, Museums Watching: Documentaries Reading: Books, Magazines, Newspapers
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