Primary Science: Learning through the 5Es

Workshop for Parents

The Two Sculptors

I dreamt I stood in a studio

And saw two sculptors there.

The clay they used was a young child’s mind

And they fashioned it with care.

One was a teacher;

Whose tools were used to ignite

curiosity and the world around

With passion and patience for the

child that was placed in her

hands.

One was a parent ;

with a guiding hand and a loving heart

Always being there ,

encouraging each step of the way.

And when at last their work was done

They were proud of what they had moulded

For the things they worked into the child

could never be bought or sold.

And each agreed she would have failed if she had worked alone.

For behind the parent stood the school,

And behind the teacher stood the home.

1 Bulb, 1 Battery, 1 Wire

Can you light the bulb? https://www.youtube.com/watch?v=aIhk9eKOLzQ

Big Ideas

• The Science Department seeks to inculcate the spirit of scientific inquiry and to enable pupils to view the pursuit of science as meaningful and useful. • Are pupils (and teachers) doing the Science, or just doing the

lesson?

• Can pupils make meaning of the knowledge and practice of Science?

• Do pupils view Science as useful to their own lives and to the community?

Outline of Workshop

• Overview of Primary Science Syllabus

• Learning through the 5Es – how parents can learn and do Science with their children

• Thinking skills needed in Science questions

• Q & A

Overview of Primary Science Syllabus

• Primary Science Syllabus • https://www.moe.gov.sg/docs/default-

source/document/education/syllabuses/sciences/files/science-primary-2014.pdf

AN OVERVIEW of SCIENCE CURRICULUM FRAMEWORK

The Science Curriculum

seeks to nurture the

student as an inquirer.

We want the students to

enjoy science and

explore and appreciate

the natural and physical

world around them.

SCIENCE AS INQUIRY

Question - Learner engages in scientific questions

Evidence - Learner collects data in response to questions

Explanation - Learner formulates explanations from

evidence

Connection - Learner connects explanations to scientific

knowledge

Communication - Learner communicates and justifies

explanations

Inquiry-Based Learning

• “Alice made two cups of hot drinks, one in a metal cup and the other in a ceramic cup. After ten minutes, she checked on the two cups to see if they have cooled. Which cup of drink would be less warm and why?”

• Pupils recorded the temperature changes of the hot drink in the metal and ceramic cups using data loggers. After collecting and analysing the data, they concluded that heat transfers from a hotter to a colder object until both reach the same temperature. From this, they identified metal as a good conductor of heat while ceramic was not.

Knowledge, Understanding and Application

Skills and Processes

Ethics and Attitudes

Scientific phenomena, facts, concepts and principles Scientific vocabulary, terminology and convention Scientific instruments and apparatus including techniques and aspects of safety Scientific and Technological applications

Observing Comparing Classifying Using apparatus and equipment Communicating Inferring Formulating hypothesis Predicting Analysing Generating possibilities Evaluating Processes Creative problem solving Decision-making Investigation

Curiosity

Creativity

Integrity

Objectivity

Open-mindedness

Perseverance

Responsibility

Overview of Primary Science Syllabus

Overview of Primary Science Syllabus

Overview of Primary Science Syllabus

MOE R3ICH Values

• Responsibility

• Respect

• Resilience

• Integrity

• Care

• Harmony

Science Ethics & Attitudes

• Responsibility

• Open-mindedness

• Perseverance

• Integrity

• Objectivity

• Curiosity

• Creativity

5 Themes – Lower Block (P3 & P4)

DIVERSITY Eg. Living & non-living things (P3)

Materials (P3)

SYSTEMS Eg. Plant system (P4)

Human systems (eg. digestive) (P4)

CYCLES Eg. Life cycles of plants & animals (P3)

3 states of Matter (P4)

ENERGY Eg. Light energy (P4)

Heat & Temperature (P4)

INTERACTIONS Eg. Magnets (P3)

LOWER

BLOCK

4 Themes – Upper Block (P5 & P6)

SYSTEMS Cells system (P5)

Systems in living things (P5) Electrical system (P5)

CYCLES Water and Water cycle, Human reproduction cycle (P5)

& Plant reproduction cycle (P5)

ENERGY Energy & Photosynthesis (P5)

Energy Forms & uses (P6) Energy conversion

INTERACTIONS (P6) Forces

Environment, Web of Life & Adaptations Man’s impact on the Environment

UPPER

BLOCK

Learning through the 5Es – how parents can learn and do Science with their

children • Engage

• Explore

• Explain

• Elaborate

• Evaluate

Is Learning Science all about an memorising an organised collection of facts?

How can we get our child to get excited about Science?

Joy of Learning in Science

Role of parents in Joy of Learning for Science

As a parent, you are your child’s first and most influential teacher.

Your child is on a passionate quest to understand their world.

Your child is curious about their environment and begin to interact with their surroundings.

You can provide rich sensory experiences (5 senses) to help your child to become more observant and

curious.

Engage Learning through the 5Es

Learning through the 5Es – Learning Science through Stories

1. Choose stories that interest your children • National Library • NASA website • Qrius website

2. Discuss the science behind the stories • “Why do you think animals have to gather food before winter?” • “Do you notice that the caterpillar feeds on leaves but the pupa

does not? Is the pupa a living thing?”

3. Values education in science stories • For example, share how Thomas Edison displayed creativity and

perseverance in his repeated failures before chancing upon the material that allowed the light bulb to glow.

Explore Learning through the 5Es

Learning through the 5Es – Science in the Outdoors!

Going on a DIY Walk

• https://www.nparks.gov.sg/gardens-parks-and-nature/walks-and-tours/going-on-a-diy-walk

Learning through the 5Es – Learning Science through Questioning

Observing living things

An example of a living thing – Fish:

• How would you describe this animal?

• Which animal group does it belong to?

• What do fishes have in common?

Learning through the 5Es – Learning Science through Questioning

Comparing living things

Examples of different types of plants:

• How are the plants similar?

• How are the plants different from each other?

Explain Learning through the 5Es

Learning through the 5Es – Exploring Science with Your Children

Experiments, videos and fun activities are great ways to engage children too! Check out some of these online educational resources which you can try out together with your children:

• Try out these simple experiments with your children . • http://www.science.edu.sg/resources/Pages/SCBResourcesHome.aspx

• Look through this online repository for activities that explain simple science concepts. • http://www.scientificamerican.com/section.cfm?id=bringsciencehome

• Watch video clips illustrating science concepts. • http://www.bbc.co.uk/education/subjects/z2pfb9q

• Find interesting facts, videos, games and quizzes. • http://www.sciencekids.co.nz/

Elaborate Learning through the 5Es

EXAMPLE: Why are there water droplets on the inside cover? (Water & Changes of State)

EXAMPLE: Why is there a mirror at the road corner? (LIGHT ENERGY)

EXAMPLE: Why are there bare patches under trees and shrubs? (PLANTS’ NEEDS)

Evaluate Learning through the 5Es

Learning through the 5Es – Stop Cramming, Start Learning

• Can your child solve the problem himself?

• Does he ask questions?

• Can he explain what he’s learned to the next kid?

• Can your child apply his knowledge?

Learning through the 5Es – Homework

• Ensure that all homework is completed and done neatly.

• Do not check the accuracy of their work, nor feed children the answers when they need help.

• If a student always gets every question correct on a homework assignment – with the help of his parents – his teachers might get the wrong idea about the student’s level of understanding.

“The teachers will think that the child is learning well, when he isn’t.”

Thinking skills needed in Science questions

• PSLE Science Exam Format • http://www.seab.gov.sg/content/syllabus/PSLE/2017_PSLE_S

ubject_Info/0009_2017.pdf

To answer questions well, pupils need to:-

• REMEMBER: Possess the Science Knowledge

• UNDERSTAND: Understand science concepts and explain

• ANALYSE and APPLY: Link Science Concepts to real life context

• COMMUNICATE: Express Science ideas clearly

Thinking skills needed in Science questions

• C1 – Concept • “What are the topics/concepts involved in this question?”

• C2 – Context • What is/are the context/details specific about this question?”

• C3 – Connect • Cause and Effect

• “As/Because …, therefore …”

• Before and After (sequence of events) • “Before the change...Then the change happened…After the change…”

• Compare and Contrast (use of comparative language) • “A is larger than / smaller than / equal to B”

What will be observed after a few minutes? Explain why.

Thinking skills needed in Science questions

• CLARITY: Could you elaborate further on that point? Could you express that point in another way? Could you give me an illustration? Could you give me an example? If a statement is unclear, we cannot determine whether it is accurate or relevant.

• ACCURACY: Is that really true? How could we check that? How could we find out if that is true? A statement can be clear but not accurate.

Thinking skills needed in Science questions

• PRECISION: Could you give more details? Could you be more specific? A statement can be both clear and accurate, but not precise.

• RELEVANCE: How is that connected to the question? How does that bear on the issue? A statement can be clear, accurate, and precise, but not relevant to the question at issue.

Thinking skills needed in Science questions

• “It forms on the cover of the cup. The water evaporated.” [not clear]

• “Water droplets formed on the cover of the cup. The hot water evaporated and the water vapour condensed into water droplets. ” [accurate, not precise]

• “Water droplets formed on the underside of the cover of Cup B. The hot water evaporated and the water vapour lost heat to the cooler cover and condensed into water droplets.” [accurate and precise]

• “The water droplets dripped into the cup.” [not relevant]

Thank you!

Questions?