Science Sharing

Lower Block (P6)

14 March 2015

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

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

Primary Science Curriculum

Primary Science Curriculum 2014 syllabus

Primary Science Curriculum

Science Curriculum Framework

The curriculum

seeks to nurture

the student as an

inquirer.

The Inquiry Approach

• Encourages pupils to

derive the science

concepts through:

– Questioning

– Investigation

– Observation

– Deduction

• Knowledge is then

reinforced through

application

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.

Inquiry Learning in Science

• Knowledge, Understanding and

Application of Science facts and concepts.

• Skills and Processes

• Ethics and attitudes

Skills

• Observing

• Comparing

• Classifying

• Using apparatus

and equipment

• Communicating

• Inferring

• Predicting

• Analysing

• Generating

possibilities

• Evaluating

• Formulating

hypothesis

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

Strategies in answering OE

questions

Types of assessment questions

Using the LSC technique to answer

OE questions Example 1

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]

______________________________________________________

______________________________________________________

______________________________________________________

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)

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

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

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.

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.

Interpreting Data

a) What conclusion can be drawn from the data of the above

experiment? [1]

_____________________________________________________

_____________________________________________________

Interpreting Data

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

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.

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.”

Observation-Inference-Reason

(OIR)

Language scaffold to help pupils craft

their Open Ended answers.

How can OIR complement LSC

• OIR can help pupils shape their

answers using the specific

vocabulary required of the

question.

The OIR format

• ________________ (observation)

• This shows that___________(inference)

• This is because ___________(reason)

• Many ‘standard’ answers can be modified

to suit the OIR format.

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

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

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

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)

Familiar phenomenon

linking scientific concepts to real life

Hands-on session

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.

Thank you…

Q & A