Science Workshop for Parents - Rivervale...

Science Workshop for Parents 2015 - Lower Block

School of Excellence, Individuals of Character

25 April 2015

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Aims of Learning Science • provide students with experiences which build on their

interest in and stimulate their curiosity about their

environment

• provide students with basic scientific terms and concepts

to help them understand themselves and the world around

them

• provide students with opportunities to develop skills,

habits of mind and attitudes necessary for scientific

inquiry

• prepare students towards using scientific knowledge and

methods in making personal decisions

• help students appreciate how science influences people

and the environment

2 School of Excellence, Individuals of Character


Coverage of Workshop

Coverage of Syllabus in P3 and 4

Scientific method (for answering science questions)

Strategies in helping your child to revise Science

Interesting websites on Science

Common misconceptions and difficulties faced by students

Answering Science questions

Q & A session



Coverage of the Syllabus

Five themes

Cycles

Primary 3 Primary 4

Living

and

Non-

Living

Things

Materials

Diversity Systems Cycles Systems Systems Systems Energy Systems Interactions

Cycles

in plants

and

animals

Matter

Plant

parts and

functions

Human

systems –

Digestive

system

Light

and

heat

energy

Magnets



The Primary Science Syllabus

Where

do we

get a

copy of

the

2014*

syllabus

?

http://www.moe.gov.sg/education/syllabuses/sciences/files/scie

nce-primary-2014.pdf 5 School of Excellence, Individuals of Character


Syllabus Change

THEME CHANGES

Diversity Classifying animals into amphibians and reptiles

Diversity Hardness (scratch test) is taken out of syllabus

Cycles Pupils required to know the cycles for animals introduced in TB (butterfly, beetle, mosquito,

grasshopper, cockroach, chicken and frog) Otherwise, will be labelled as Animal X



Example Look at the pictures below. Animal X Animal Y Animal X is similar to Animal Y because they have ________________. A: feathers B: 3 body parts C: wings D: beaks (1) A and C only (2) C and D only (3) A, C and D only (4) All of the above


http://www.google.com.sg/imgres?start=78&hl=en&sa=X&biw=1366&bih=542&addh=36&tbm=isch&prmd=imvns&tbnid=XcwCL7jRmb1_jM:&imgrefurl=http://en.clipart-fr.com/search_clipart.php?keyword=penguin&page=2&docid=tifoAHyIv6ucBM&imgurl=http://en.clipart-fr.com/data/clipart/coloring_02/coloring_0570.gif&w=450&h=720&ei=lCVZUO-PAszRrQe-loDACg&zoom=1&iact=hc&vpx=986&vpy=107&dur=203&hovh=284&hovw=177&tx=79&ty=252&sig=107842059343790919896&page=5&tbnh=178&tbnw=111&ndsp=22&ved=1t:429,r:13,s:78,i:46

http://www.google.com.sg/imgres?hl=en&biw=1366&bih=542&tbm=isch&tbnid=UsW0_Q7j1Cg98M:&imgrefurl=http://www.arthursclipart.org/birdsducks/ducks/page_01.htm&docid=XDB8Xm3LOg52qM&imgurl=http://www.arthursclipart.org/birdsducks/ducks/duck 2.gif&w=693&h=537&ei=TyZZUPr_N82mrAfF_YGABg&zoom=1&iact=hc&vpx=520&vpy=150&dur=1123&hovh=198&hovw=255&tx=121&ty=127&sig=107842059343790919896&page=2&tbnh=155&tbnw=200&start=13&ndsp=19&ved=1t:429,r:8,s:13,i:137


Things to note – not required • Pupils are not required to recall names of specific living things

(e.g. guppy) and their characteristics (e.g. give birth to young alive)

• Pupils are only required to identify the muscular and skeletal system. Detailed knowledge of the muscular and skeletal systems (such as names of the bones/muscles in the body and descriptions of how they work) are not required.

• Pupils are only expected to know that Iron and Steel are magnetic materials. Recall of other magnetic materials such as nickel and cobalt is not required.

• The laws of reflection are not required.

• Recall of the rate of heat transfer of specific materials (such as different types of metals) is not required.



Science Process skills 1) Observing 2) Comparing 3) Classifying 4) Inferring 5) Predicting 6) Analysing 7) Evaluating 8) Communicating 9) Generating

possibilities

10) Formulating hypothesis

11) Creative Problem Solving

12) Decision-making

13) Investigation



Summative Assessment – P3

CA (Term 2) SA1 (Term 3) SA2 (Term 4)

Diversity Living and Non-living things Plants Animals Fungi & Bacteria Exploring Materials

Living and Non-living things Plants Animals Fungi & Bacteria Exploring Materials

Living and Non-living things Plants Animals Fungi & Bacteria Exploring Materials

Cycles Life cycles of some animals Life cycles of plants

Life cycles of some animals Life cycles of plants Matter

Weightage 50 marks – CA (100%)

50 marks – SA1 10marks – Practical Test (90% of 50m + 10% Practical)

80marks – SA2 (100%)

Overall 30% 30% 40%



Summative Assessment – P4 CA (Term 2) SA1 (Term 3) SA2 (Term 4) *SBB

Systems Body Systems Plant Systems

Body Systems Plant Systems

Body Systems Plant Systems

Energy Light Energy Light Energy Heat Energy

Light Energy Heat Energy

Interactions Magnets & their Properties

Magnets & their Properties Making Magnets Using Magnets

P3 topics P3 – Cycles Life cycles of some animals and plants Matter

P3 – Diversity Living and Non-living things

Weightage 100 marks - CA 10 marks - Practical Test 100 marks – SA1

100 marks – SA2

Overall 30% 30% 40%



Importance of key concepts and words • Key words are scientific words used in science that have specific

meanings, different from daily usage.

• Key concepts are the main scientific ideas that explains why/how something occurs.

• Key words are used in answers to explain scientific concepts better, with lesser room for errors.

• The current testing of science is on scientific concepts and their application in different situations.

• There is a need to relate how an answer relates to a concept or how the concept is applied.



Example Mr Lim switched on the lamp in the room and saw the book on the table. Explain why Mr Lim is able to see the book on the table. He switched on the lamp. There is light in the room.

Key concept: Reflection of light The light from the lamp travelled to the book and is reflected into Mr Lim’s eyes.

Grandmother statements



Example Siva poured the water at room temperature into a cup and added ice cubes to cool it. She observed that the temperature of the water dropped to 10oC before increasing again. Why do you think it is so? The ice is cold. All the ice melt. There is no more ice after that. There are only 4 ice cubes. The water take the coldness from the ice. (MISCONCEPTION) Key concept: Heat transfer The water lost heat to the ice cubes, so its temperature dropped to 10oC. After the water was cooled, it became cooler than the surrounding, so it gained heat from the surroundings and its temperature increased.

Grandmother statements



Common Terms used Term Description of meaning

Classify to group things based on common characteristics

Compare to identify similarities and differences between objects, concepts or processes

Describe to state in words (using diagrams where appropriate) the main points of a topic

Identify to select and/or name the object, event, concept or process

Infer to draw a conclusion based on observations



Common Terms used

Term Description of meaning

Investigate to find out by carrying out experiments

List to give a number of points or items without elaboration

Measure to obtain a reading from a suitable measuring instrument

Observe to obtain information through the use of the senses

State To give a concise answer with little or no supporting argument



Engaging with an event, phenomenon or problem

Formulating Hypothesis

Making a general explanation for a related set of observations or events. It is an extension of inferring.

Generating Possibilities

Exploring all the alternatives, possibilities and choices beyond the obvious or preferred one.

Predicting Assessing the likelihood of an outcome based on prior knowledge of how things usually turn out.



Activity 1

Ali placed a cube of ice on a metal spoon and another similar cube of ice on a plastic spoon to find out which cube of ice will melt faster.

• Generate Possibilities

• Predict

• Formulate hypothesis



Activity 1 – Generate possibilities

A: The cube of ice on the metal spoon takes a shorter time to melt completely

B: The cube of ice on the plastic spoon takes a shorter time to melt completely

C: Both cubes of ice take the same amount of time to melt completely

PREDICT 19 School of Excellence, Individuals of Character


Collecting and presenting data

Observing Using our senses to gather information about objects or events. This also includes the use of instruments to extend the range of our senses

Using Apparatus and Equipment

Knowing the functions and limitations of various apparatus, and developing the ability to select and handle them appropriately for various tasks.



Activity 1 – Observation

The ice cube on the metal spoon melted faster than the ice cube on the plastic spoon.

Concept:

Metal is a better conductor of heat. It conducts heat away from the ice cube faster, so the ice cube melts faster.



Reasoning Comparing Identifying the similarities and differences between

two or more objects, concepts or processes.

Classifying Grouping objects or events based on common characteristics.

Inferring Interpreting or explaining observations or pieces of data or information.

Analysing Identifying the parts of objects, information or processes, and the patterns and relationships between these parts.

Evaluating Assessing the reasonableness, accuracy and quality of information, processes or ideas and also the quality and feasibility of objects.

Communicating

Transmitting and receiving information presented in various forms – written, verbal, pictorial, tabular or graphical.



Design of experiment

Fair test

Variables

Control

Repeated trials

Taking measurements

Results and conclusion

A Good Experiment



Independent variable is the variable tested (Only ONE variable is changed for an experiment). It is the difference between experimental and control set-ups.

Controlled variables are all other variables kept constant for the experiment that would affect the results.

Dependent variable are the observations and measurements to be taken for an experiment.

Variables



Control experiment: Used to verify that the results of an experiment is due to the variable tested (independent variable)

Fair test: an experiment where only one variable is changed to ensure that the results are due to the independent variable.

Accuracy: Experiments need to be repeated at least three times to ensure that measurements are accurate without errors.

Control / Fair test



Aim of experiment/hypothesis: Is what an experiment is testing. Most are given in statements like “to find out….” / “to investigate…” Combines variable changed/tested with the observation/results/measurements Eg. To find out if temperature (variable changed) affects the rate of evaporation of water (observation)

Aim / Hypothesis



Relationship : To state how changes / patterns in the variable changed (tested) affects the observations/ measurements. (from graph / results table) (eg. as …increases, ….increases/decreases) Eg. As the temperature increases, the rate of evaporation increases. Conclusion : answers the aim of the experiment

Observations / Relationships / Conclusions



Common Misconceptions

Theme: Diversity

Topic: Animals

Misconception: All creepy-crawlies are insects

Correct Concept:

Only animals with 6 legs and 3 body parts are classified as insects. Spiders, millipede, scorpions, etc. are not insects.




Theme: Diversity

Topic: Fungi and Bacteria

Misconception: Fungi are classified as plants

Correct Concept:

Fungi are not plants as they do not make their own food.




Theme: Diversity

Topic: Fungi and Bacteria

Misconception: All bacteria are harmful

Correct Concept:

Bacteria are also helpful to living things: • Decomposers • Aids digestion (e.g.

Lactobacillus in Yakult) • Can be used to make food

such as kimchi and yoghurt 30 School of Excellence, Individuals of Character



Theme: Diversity

Topic: Living Things and Non-Living Things

Misconception: Plants are non-living things because they do not move from place to place.

Correct Concept: Although plants do not move from place to place, they can move certain parts of themselves to respond to changes around them. E.g. a plant responding towards sunlight.




Theme: Diversity

Topic: Living Things and Non-Living Things

Misconception: Things that can move are living things.

Correct Concept: Not every thing that can move is a living thing. For example, a car can move but it is not a living thing.




Theme: Diversity

Topic: Classification of Animals

Misconception: A spider is an insect.

Correct Concept:

A spider has 8 legs with NO feelers while an insect has 3 body parts; head (i.e. a pair of feelers), thorax (i.e. 6 legs) and abdomen.




Theme: Diversity

Topic: Classification of Animals

Misconception: A whale is a fish.

Correct Concept:

A whale is a mammal which gives birth to its young alive and breathes through its blowhole and lungs though it is an aquatic animal.




Theme: Cycles

Topic: Matter

Misconception: Mass and weight are the same thing

Correct Concept:

Mass is the amount of matter in an object but weight is due to the force of gravity acting on the object.




Theme: Systems

Topic: Digestive System

Misconception: Food is digested in every part of the digestive system

Correct Concept:

Food is digested only in the mouth, the stomach and the small intestine.




Theme: Energy

Topic: Light and Shadow

Misconception: A shadow is matter.

Correct Concept:

A shadow is not matter because it has no mass and does not occupy space.



Common Misconceptions Theme: Energy

Topic: Light

Misconception: A mirror is a source of light because it is shiny and we can see our reflection in the mirror.

Correct Concept: A mirror is not a source of light as it does not give off light. We can see reflection in the mirror because the light rom our surroundings falls on our body and is reflected onto the mirror. The mirror’s smooth surface then reflects the light into our eyes.




Theme: Energy

Topic: Heat

Misconception: Some materials are colder than others. E.g. a metal cup is colder than a foam cup.

Correct Concept: If we place a metal cup and a foam cup in the fridge overnight, they will have the same temperature. However, the metal cup feels colder as metal is a good conductor of heat and conducts heat away from your hand faster than the foam cup.



Common Misconceptions Theme: Interactions

Topic: Magnets

Misconception: Larger magnets are always stronger than smaller magnets.

Correct Concept: Larger magnets are not always stronger than magnets. We cannot compare the strength of two magnets just by looking at their size or shape. We need to test the magnets to find out which one is stronger.



Common Misconceptions Theme: Interactions

Topic: Magnets

Misconception: When 2 objects attract to one another, both are magnets

Correct Concept: When 2 objects are attracted to one another, we can only confirm that one is a magnet while the other is made of magnetic material. Only repulsion can confirm that both objects are magnets.



Answering techniques Depends on question but generally can apply the following strategy:

4Is and an A

Identify : Information in question

Topic related to question

Concept(s) taught

Scientific vocabulary to be used

Answer: Formulate your answer



Answering techniques

1. Identify and interpret the key information given in the question.

(highlight/annotate)

2.Identify the topic and concept(s)

applicable to the question.



Identify and interpret the key information given in the question. (highlight/annotate)

Study the following table carefully. The table

below shows the characteristics of 5 organisms,

V, W, X, Y and Z.

Organism Moves from

place to place

Makes its own food

Responds to changes

Able to reproduce

V √ √

W √ √ √

X √ √ √

Y √

Z √ √

Which of the organism(s) in the above table can be classified as living things? [1m]

Headings Characteristics of Living Things



Study the following table carefully. The table below shows the

characteristics of 5 organisms, V, W, X, Y and Z.

Organism Moves from

place to place

Makes its own food

Responds to changes

Able to reproduce

V √ √

W √ √ √

X √ √ √

Y √

Z √ √

Which of the organism(s) in the above table can be classified as living things? [1m]

Topic: Diversity

Concept: All living things are able to reproduce. Thus W, X and Z are living things.



Answering techniques

3. Answer the question in the appropriate manner

using most appropriate words (scientific vocabulary) to express answer.

4. When asked to explain, it is important to link how the concept is applied in the situation given.



Answer the question in the appropriate manner using most appropriate words (scientific

vocabulary) to express answer.

It shows that heat reduces/weakens/loses/ lower down / take away some of the magnetic force /magnetism.

Rachel carried out the activity shown below.

What does the experiment above show about the effect of heat on magnetism? [1]



Some question words… 1. State – To write down a fact

2. Relationship – How the variable tested affects the

observation

3. Explain – link science concept into explanation

4. Compare – to group things based on common

characteristics

5. Classify – to identify similarities and differences

between objects, concepts or processes



Some question words…

6. Why – Give reason

7. What – stating some observation, variable,

object etc…

8. Which – choose the right object, variable etc…

9. When - time

10. How – method. way of doing something etc…



Cycles

Concept: Seedling gets its food from the seed

leaves

Young

Plant

Seed

leaves

Qn: If the seed leaves are removed from the young plant, the plant will not continue to grow. Explain why.

Ans: The leaves have not appeared yet (½m) and cannot make its own food (½m) so it depends on the seed leaves for food. (1m)



Cycles

Concept: Non-flowering plants reproduce by spores while

flowering plants reproduce by seeds.

Sameer bought three green plants A, B and C. He observed flowers on plants A and B. He observed that plant C does not have any flowers but there are some brown spots on the underside of the leaves.

Plant A

Plant B

Plant C

Qn: State the method of reproduction for Plant C. (1m)

Ans: Plant C reproduces by spores.



Interactions Susan conducted an experiment as described below. Step 1: She stroked an iron rod with a strong magnet several times.

Step 2: She then placed the iron rod in a dish of thumb tacks.

Step 3: She recorded the number of thumb tacks the iron rod attracted.

Step 4: She repeated Steps 1 to 3 with three other identical iron rods.

Step 5: She recorded her findings in the table below.

Iron Rod

Number of strokes Number of thumb

tacks attracted

S 15 3

T 25 7

U 35 9

V 45 11

What was the relationship between the number of strokes given to the iron rods and the number of thumb tacks attracted by the iron rods? [1]



Interactions

Concept: The number of strokes can affect the strength of the magnet made.

Iron Rod

Number of strokes Number of thumb

tacks attracted

S 15 3

T 25 7

U 35 9

V 45 11

What was the relationship between the number of strokes given to the iron rods and the number of thumb tacks attracted by the iron rods? [1]

As the number of strokes given to the iron rods increases, the number of thumb tacks attracted by the iron rods increases.



Energy

Concept: Heat travels from a hotter object to a cooler object.

Ans: The spoon gains heat from the hot milo.

Qn: After 2 minutes, John felt the spoon turning hot. Why is this so?

John put a metal spoon into a cup of hot milo.

metal spoon

A cup of hot milo



Science Around Us

• Newspapers

• National Geographic or Discovery Channel

– ‘None of the above’

– ‘The Magic of Science’

– ‘Mythbusters’

• Simple experiments at home

• Young Scientist Magazines

• National Geographic Magazines / website

• Science Adventures (popular bookstore)

• Science Spy (popular bookstore)


http://www.youtube.com/watch?v=wHg29sN8yK8


Where to get the ideas for experiments? - Magazines, newspapers, internet

What should I keep in mind when doing experiments with my kids - Safety - Helping your child to see the aim, conclusion, variables

Example: - opening a toy to look at the parts - balloons and static electricity



• opening a can with can opener

• cooling drinks

• fogging on the toilet mirror

• boiling water, cooking

• observing plants

• heating of electrical devices, etc etc…

Science is all around us! 57 School of Excellence, Individuals of Character


Fun websites for kids

•How Stuff Works http://www.howstuffworks.com

•National Geographic kids http://video.nationalgeographic.com/video/kids/

•National Geographic channel http://video.nationalgeographic.com/video/national-geographic-channel

•Discovery channel kids http://kids.discovery.com/tell-me


http://www.howstuffworks.com

http://video.nationalgeographic.com/video/kids/

http://video.nationalgeographic.com/video/national-geographic-channel






http://kids.discovery.com/tell-me




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