Science Workshop for Parents

~Supporting Science Learning

Objectives of workshop

• To better understand the Science

framework and curriculum

• Update on Examination Format (PSLE)

• To equip with some strategies for

answering Science questions to support

your child at home

Overview of Science Framework and Curriculum

The Science curriculum

• Inculcates the spirit of scientific inquiry

• Seeks to nurture the student as an

inquirer.

• The end goal is students who enjoy

Science and value Science as an

important tool in helping them explore

their natural and physical world.

https://www.moe.gov.sg/docs/default-

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

Skills and Processes

• Observing

• Comparing

• Classifying

• Using apparatus and equipment

• Communicating

• Inferring

• Predicting

• Analysing

• Generating possibilities

• Evaluating

• Formulating hypothesis

PSLE ScienceFormat

Booklet No. of Qn Marks per Qn Total

A

(Multiple-Choice)

28 2 56

B

(Open-ended)

12 to 13 2 to 5 44

40 to 41 100

Materials

• Textbooks and Workbooks (To be kept till PSLE)

• Vitamindz Booklet

• RICE+ (Read-Identify-Concept-Explain) worksheet

• “Now-I-Know” worksheet

• Word List

• Science Journal

• PSLE Booklet (P6)

• Green File

• Other materials (Practice papers, Mind-maps, etc…)

P3 – PCS Explorer

P4 – PCS Naturalist

P5 – PCS Researcher

P6 – PCS Environmentalist

Learning

Cards

Schedule of Activities

Level Activity

P3 Jam-making

(Integrated with LIFE @ PCS)

P4 Session on the topic of Light @ S’pore Science

Centre

(26 Mar, 1 Apr and 4 Apr 2019)

P5 DNA Learning Lab (Bacteria Outbreak) @ S’pore

Science Centre

(4, 8 and 10 Apr 2019)

P6 Pizza Making

(Term 4 – Post PSLE Activity)

Process Skills

Inferring- Interpreting or explaining observations or pieces of data

or information.

Predicting- Assessing the likelihood of an outcome based on prior

knowledge of how things usually turn out.

Analysing- Identifying the parts of objects, information or processes,

and the patterns and relationships between these parts.

Generating possibilities

- Exploring all the alternatives, possibilities and choices

beyond the obvious or preferred one.

Evaluating

- Assessing the reasonableness, accuracy and quality of

information, processes or ideas. This is also the skill of

assessing the quality and feasibility of objects.

Formulating hypothesis

- Making a general explanation for a related set of

observations or events. It is an extension of inferring.

Sample questions

Common weaknesses

Strategies for answering Science questions

R-I-C-E

R – Read

I – Identify

C – Concept

E – Explain

Read (Tick to indicate question is read)

Identify

Concept

(Fill in

the

blanks)

Electrical i_______________ are materials that do

not allow an electric current to flow through.

Explain

__________________________________________________

__________________________________________________

__________________________________________________

1) Read the question

2) Identify the topic:

Electricity

3) State the Concept:

Electrical insulators are

materials that do not

allow electric current to

flow through.

4) Explain the concept: The

eraser is an electrical

insulator, hence it is not able

to form a closed circuit.

Read (Tick to indicate question is read)

Identify Electricity

Concept

(Fill in

the

blanks)

Electrical insulators are materials that do not allow

an electric current to flow through.

Explain The eraser is an electrical insulator. Hence it

cannot form a closed circuit. Electric current is

unable to flow through for bulbs B, C and D to light

up.

Answering MCQ using

Elimination

Strategy

R-I-C-ER – Read

I – Identify

C – Concept

E – Explain

1) Read the question

2) Identify the topic:

Exchange of gases

(Photosynthesis)

3) State the

Concept: Only

plants can take in

carbon dioxide

during the day to

photosynthesise

4) Explain the concept:

Use the given information

to eliminate options

X

X

Only plants can take in carbon dioxide during the day to

make food. Organism K has to be a food producer.

X

X

Since Organism K is a food producer, the other two

organisms are food consumers.

X X

Answering Open-ended

questions focusing on

Process Skills Analysing

Inferring

R-I-C-ER – Read

I – Identify

C – Concept

E – Explain

Process Skill –Analysing & Inferring

Identify the topic:

Forces

(Elastic spring force)

State the Concept:

When a force acts

on a spring, the

spring will be

stretched.

1) Read the question

Spring A is the easiest to stretch./ Spring A stretched the most.

When the same amount of weight was hung on each spring, the extension of Spring A

was the greatest.

4) Explain the concept:

Read and interpret

information from the

graph

Which spring is the easiest to stretch? Explain your answer.

Note the

comparison

words

Not understanding what the question wants

(out of topic)

Too much unnecessary information

Not following instructions given in the question

eg. circle/ draw an arrow/ shade/ label the diagram

etc.

Common weaknesses when answering open-ended Science questions

Answer is too general or not specific

Answer is incomplete

Not applying the correct concept

Missing comparison words (e.g. furthest, shorter

than, lightest)

Common weaknesses when answering open-ended Science questions

Which spring is the easiest to stretch? Explain your answer.

Answers that are too general• Spring A. It is able to stretch up to 15cm.

Answer does not demonstrate any comparison with the

other 2 set-ups.

X

X• Spring A. At 100g, Spring A stretched 15cm, Spring B

stretched 10cm and Spring C stretched 5cm. Answer merely states what is observed without any

comparison or interpretation of data.

• Spring A. When the same weight was hung, Spring A

stretched more than Spring B and C. Answer shows comparison with the other 2 set-ups and

uses comparison words.

√

Truth or

Myth?

The Straits Times, 12 Feb 2016

Supporting your child’s learning

• Ask open questions

What do you think about….?

What makes you think that?

Why do you say so?

• Read Science magazines, articles, watch

Science videos

• Explore together

Application of Science to real-life contexts

Opening a jam

jar

• What are the ways we can try to open a jam jar?

• Why did that method work?

Sample PSLE Question

• What is that white-smoky thing?

• How did it form?

Winter – white mist

Topic(s):Water cycle(P5), Heat(P4)

Concept(s):Formation of water droplets, condensation, heat gain/heat loss

Sample PSLE Question

Hanging clothes to dry

• What is the best way to hang clothes so it will dry faster?

• What is the reason behind it?

Topic:Water cycle (P5)

Concept(s):Greater exposed surface area increases evaporation rate

A 24-year old

woman suffered

injuries to her

head, shoulders

and calf after being

thrown out of a 9-m

tall slide meant for

kids.

The Straits Times, 10 Nov 2017Playground slides

• Why would an adult slide down faster?

• Why is it more slippery if we slide down on rainy days?

Topic:Forms of Energy (P5), Forces (P5)

Concept(s):Gravitational potential energy, kinetic energy, friction

Sample PSLE Question

Ways to support your child …

• Highlight key information

• Application of R-I-C-E

• Make use of Word / Phrases list

• “Think and talk” – Useful words

• “All mapped out” – Quick glance of concepts for the

chapter

• “Bird’s Eye View” – Quick glance of concepts for the

theme / across lower block and upper block

• Tracking of time

• Pupil’s self evaluation (P6 CA, P3-P6 SA1 and SA2)

Word/ Phrases List

Spelling

Make Your Thinking Visible

• Highlight key information on questions

• Jot down your thoughts on the paper

Make Your Thinking Visible

FAQs…

P3 and P4 – 4 periods of Science

P5 and P6 – 5 periods of Science

In proportion to the other core subjects like

English, Mathematics and Chinese, the amount of

science homework pales in comparison.

Why so little or no homework?

FAQs…

Textbook is written in line with the latest Primary Science Syllabus set by MOE

Useful features that can be used by parents:

“Think and talk” – Useful words

“All mapped out” – Quick glance of concepts for the chapter

“Bird’s Eye View” – Quick glance of concepts for the theme

/across lower block and upper block

Recap concepts in the theme in the Lower block (applicable to upper block TBs)

The textbook looks “slim”. Is it enough for my child?

FAQs…

It covers the topics that the students have been

taught. This is practised through the lab sessions

where the students have hands-on experience to

complete the different activities in the workbook.

All students will go through a round of mock

practical test in Term 3.

How do I prepare my child for Practical test?