Science Sharing Lower Block (P6) · Learning Science as inquiry goes beyond merely presenting the...
Transcript of Science Sharing Lower Block (P6) · Learning Science as inquiry goes beyond merely presenting the...
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Science Sharing
Lower Block (P6)
14 March 2015
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Content of Presentation
Primary Science Curriculum
IBL (Inquiry based learning) approach in teaching of Science concepts
Types of assessment questions
Strategies in answering OE questions
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P6 Science Teachers
Foundation Science - Mdm Zakiah
Standard Science (6A – 6C banded)
Group 1 – Ms Rajvinder Kaur/ Mdm Yenny
Group 2 – Mdm Efizah
Group 3 – Mdm Lalitha
6D – Mdm Lalitha
6E – Ms Rajvinder Kaur
6F – Mdm Efizah
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Primary Science Curriculum
Primary Science Curriculum 2014 syllabus
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Primary Science Curriculum
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Science Curriculum Framework
The curriculum
seeks to nurture
the student as an
inquirer.
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The Inquiry Approach
• Encourages pupils to
derive the science
concepts through:
– Questioning
– Investigation
– Observation
– Deduction
• Knowledge is then
reinforced through
application
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Learning Science as inquiry goes beyond merely presenting
the facts and the outcomes of scientific investigations.
Aim:
Pupils to predict whether a material is a conductor of
electricity.
Activity:
Investigate if a bulb will light up when different types of
materials are used to close the circuit.
Pupils are to verify their predictions by setting up the
circuit.
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Inquiry Learning in Science
• Knowledge, Understanding and
Application of Science facts and concepts.
• Skills and Processes
• Ethics and attitudes
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Skills
• Observing
• Comparing
• Classifying
• Using apparatus
and equipment
• Communicating
• Inferring
• Predicting
• Analysing
• Generating
possibilities
• Evaluating
• Formulating
hypothesis
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L : Link
- Link back to the topic(s) tested
S : Specific
- Identify specific concepts in that topic
- Identify key words in question
C: Compare
- using comparative & appropriate
scientific language/vocabulary to
answer OE questions
LSC Technique, the strategy in
answering OE questions
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Strategies in answering OE
questions
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Types of assessment questions
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Using the LSC technique to answer
OE questions Example 1
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Using the LSC technique to answer
OE questions
a) Explain the energy change that is taking place in the
set-up. [1]
_____________________________________________________
_____________________________________________________
b) Felix wanted the wheel to spin faster. What adjustments can he make to the set-up? Explain your answer. [2]
______________________________________________________
______________________________________________________
______________________________________________________
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Using the LSC technique to answer
OE questions
Key: Diagram, identify keywords
PS: Observing, comparing and
communicating
Topic: Energy
Concepts: Energy conversion
Apply/Link Concepts:
- Gravitational potential energy
(stored water) kinetic energy
(running water) kinetic energy
(water wheel)
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Using the LSC technique to answer
OE questions
a) Explain the energy change that is taking place in the
set-up. [1]
Gravitational potential energy (stored water) kinetic
energy (running water) kinetic energy (water wheel)
a) Explain the energy change that is taking place in the
set-up. [1]
The gravitational potential energy of the stored water is
converted to kinetic energy of the running water which is
then converted to the kinetic energy of the water wheel,
causing it to spin.
The pupils have not
explained their answers
but just merely stating it
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Using the LSC technique to answer
OE questions
a) Explain the energy change that is taking place in the
set-up. [1]
Gravitational potential energy (stored water) kinetic
energy (running water) kinetic energy (water wheel)
a) Explain the energy change that is taking place in the
set-up. [1]
The gravitational potential energy of the stored water is
converted to kinetic energy of the running water which is
then converted to the kinetic energy of the water wheel,
causing it to spin.
The pupils have not
explained their answers
but just merely stating it
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Using the LSC technique to answer
OE questions
b) Felix wanted the wheel to spin faster. What adjustments
can he make to the set-up? Explain your answer. [2]
2 parts to the answer!
Usage of comparative
words.
Make the opening of the tank bigger/wider.
A larger opening will result in more water flowing out. Hence,
there will be more kinetic energy of the moving water resulting
in the more kinetic energy of the water wheel, causing it to
spin faster.
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Using the LSC technique to answer
OE questions
b) Felix wanted the wheel to spin faster. What adjustments
can he make to the set-up? Explain your answer. [2]
Make the opening of the tank bigger/wider.
A larger opening will result in more water flowing out. Hence,
there will be more kinetic energy of the moving water resulting
in the more kinetic energy of the water wheel, causing it to
spin faster.
2 parts to the answer!
Usage of comparative
words.
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Interpreting Data
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a) What conclusion can be drawn from the data of the above
experiment? [1]
_____________________________________________________
_____________________________________________________
Interpreting Data
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a) What conclusion can be drawn from the data of the above
experiment? [1]
_____________________________________________________
_____________________________________________________
Common answers:
- When green light is shone on the plant, the mass increased to 2.1g.
- Plants grow well in darker colours than lighter colours.
- Plant like the blue light the best.
Not interpreting the given
data to answer the
question
Interpreting Data
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LSC
Key: Table and underline key words
PS: Observing, inferring, analyse
Topic: Across themes
Concepts: factors affecting rate of photosynthesis
understanding mass
a) What conclusion can be drawn from the data of the above
experiment? [1]
The rate of photosynthesis is the highest with the blue colour light.
Plant photosynthesizes the best in blue colour light.
The rate of photosynthesis is the lowest in green colour light.
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More Concerns
• Feedback from pupils:
– “I don’t know why my answer is ‘incomplete’.”
– “I know the answers but don’t know how to
write them.”
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Observation-Inference-Reason
(OIR)
Language scaffold to help pupils craft
their Open Ended answers.
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How can OIR complement LSC
• OIR can help pupils shape their
answers using the specific
vocabulary required of the
question.
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The OIR format
• ________________ (observation)
• This shows that___________(inference)
• This is because ___________(reason)
• Many ‘standard’ answers can be modified
to suit the OIR format.
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Joe created a simple set-up to represent a water cycle.
Using the OIR Format
Joe observed water droplets forming under the aluminium sheet. Some water
droplets were also seen on the inner side of the beaker.
Explain why this happened.
Water at 70oC
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Common answers:
- The water evaporated and condensed on the ice cube.
- The ice cube melted to form the water droplets.
- The water evaporated and condensed into water droplets.
Joe observed water droplets forming under the aluminium sheet. Some water
droplets were also seen on the inner side of the beaker.
Explain why this happened.
Water at 70oC
Common responses
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Common answers:
- The water evaporated and condensed on the ice cube.
- The ice cube melted to form the water droplets.
- The water evaporated and condensed into water droplets.
Joe observed water droplets forming under the aluminium sheet. Some water
droplets were also seen on the inner side of the beaker.
Explain why this happened.
Water at 70oC
Not enough information
given to support the
answer
Common responses
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Joe observed water droplets forming under the aluminium sheet. Some water
droplets were also seen on the inner side of the beaker.
Explain why this happened.
Water at 70oC
How can LSC & OIR help?
LSC
Key: Diagram and underline key words
PS: Observing, inferring & communicating
Topic: Cycles
Concepts: Water cycle
Apply/Link Concepts:
Effects of :
- Evaporation and rising of hot water vapour.
- Condensation upon contact of cooler surface
- Water gained heat
- Water vapor lose heat
• Water droplets were seen under the aluminium sheet and on the inner sides of the beaker. (observation)
• This shows that water in the beaker evaporated and condensed. (inference)
• The water gained heat and evaporated into water vapour. It came into contact with the cool surface of the aluminium sheet, losing heat and condensing to form water droplets. (reason)
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Familiar phenomenon
linking scientific concepts to real life
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Hands-on session
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How can you help?
Some ways to help your child excel Science
- Provide exposure to the various Science concepts through real life examples, videos and documentaries.
- Discuss the topics that has been taught in school and get your child to explain.
- Encourage the use of comparative words
- Encourage your child to ask questions about the things
around them.
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Thank you…
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Q & A