Parents’ Symposium 2018(P3 and P4 Science)

Inquiry-Based Learning in Science

Miss Joyce TanMrs Cindy Ten

Overview of the Primary Science Syllabus

Themes Lower Block (P3 & P4) Upper Block (P5 & P6)

Diversity • Diversity of living and non-living things

• Diversity of materialsCycles • Cycles of plants and animals

(Life cycles)• Cycles in matter and water (Matter)

• Cycles in plants and animals (Reproduction)

• Cycles in matter and water (Water)Systems • Plant system

(Plant parts and functions)• Human system

(Digestive system)

• Plant system (Respiratory and Circulatory systems)

• Human system (Respiratory and Circulatory systems)

• Cell system• Electrical system

Interactions • Interaction of forces (Magnets) • Interaction of forces (Frictional, gravitational forces, force in springs)

• Interaction within the environmentEnergy • Energy forms and uses

(Light and Heat)• Energy forms and uses

(Photosynthesis)• Energy conversion

An Overview: Big Ideas in Science Syllabus

Big Ideas Key Inquiry QuestionsDiversity What can we find around us?

How can we classify the great variety of living and non-livingthings?Why is it important to maintain diversity?

Cycles What makes a cycle?Why are cycles important to life?

Systems What is a system?How do parts / systems interact to perform function(s)?

Interactions How does Man better understand the environment?What are the consequences of Man’s interactions with theenvironment?

Energy Why is energy important?How is energy used in everyday life?Why is it important to conserve energy?

Curriculum Matters

At PSLE, pupils are expected to answer questions comprising :

• knowledge (with understanding) and• application (of knowledge and skills)

taught in P3, P4, P5 and P6.

Inquiry-based Learning

Inquiry-based learning starts by posing questions, problems or scenarios rather than simply presenting established facts or portraying a smooth path to knowledge. The process is facilitated by the teacher.

Process Skills • Engaging with an event, phenomenon or problem

through:• Formulating hypothesis• Generating possibilities• Predicting

• Collecting and presenting evidence through:• Observing• Using apparatus and equipment

• Reasoning, making meaning of information and evidencethrough:• Comparing• Classifying• Inferring• Analysing• Evaluating

• Communicating

What are concepts?

• A scientific concept is a scientific theory or law that explains why and how a natural event or process occurs.

Inquiry-based activity 1(Primary 3 - Materials and Properties)

Use a story to capture students’ attention and relate it to Science!

1. Listen to the story.

2. Answer questions asked in Reflection (refer to Slide 17)

3. Reinforce the Science concepts taught.

Procedure:

The three little chipmunks…Set out on a mission to build their perfect houses….

Chipmunk 1:I’m going to build a house using straws!My house will be the strongest!

Chipmunk 2:I’m going to build a house using sticks!My house will be the strongest!

Chipmunk 3:

I’m going to build a house using bricks!My house will be the strongest!

To test whose house is the strongest, the chipmunks invited their friend, Mr Wolf!

What do you think

will happen next?

1) What happened to the houses when the wolf blew at them?

2) What can we say about the properties of the different types materials?

3) Why is it important to take into consideration the materials’ properties when we are making, building, using them for different purposes?

Reflection:

Inquiry-based activity 2(Primary 4 - Heat)

1. Answer Discussion questions (seen in the next slide)

2. Use the thermometers to record the temperature of the room.

3. Now, place the thermometers in the mittens and record the temperature.

Procedure (Part 1):

1) What are those items used for? When do we use them?

2) Mittens, jackets and scarves keep us warm. Is there heat in these objects?

Discussion questions:

1) Is there a difference in the temperatures?

2) If there were heat in the gloves, why didn’t the temperature increase when the thermometer was placed inside?

3) There was no heat in the mitten since the temperature did not change.

Reflection:

1. Place one hand inside a mitten.

2. Now, place the thermometer in the mitten with the hand and record the temperature.

Procedure (Part 2):

1) Where did the heat come from?

2) What role did the glove play in increasing the temperature?

Reflection:

Gloves trap air which is a poor conductor of heat. Heat is conducted away slower from our hands, keeping them warmer.

Concept of Heat:

Inquiry-based Activity 3(Primary 4 - Matter)

1. Find a partner.

2. One person will stand in a square tile while the partner will try to occupy the same space.

Procedure (Part 1):

1) Could someone else occupy the tile you were standing in?

2) What does this tell you about the volume of a human?

3) Are we matter?

Reflection:

Inquiry-based Activity 4(Primary 4 - Matter)

1) Does air have mass? How can we show it?

2) Air has no definite volume. What does it mean?

Discussion questions:

1. You will be given a stick with two inflated balloons on its ends.

2. Hold it in the centre.

3. Burst one balloon and observe what will happen?

4. Answer reflection questions.

Procedure (Part 1):

1. What did you observe after bursting one balloon?

2. What does this tell you about air?

Reflection:

1. You will be given a balloon inflated with air.

2. Twist it into any shape you want until it bursts.

3. Answer reflection questions.

Procedure (Part 2):

1. Did the balloon burst immediately?If Yes,Why did it burst?

What does this tell you about the volume of air?

If No,Why did it not burst?

What does this tell you about the volume of air?

Reflection:

Using Science in

your everyday

lives

1. Fruits – Flowering or non-flowering plants? How do plants reproduce?

2. Shadows – Why do shadows change in size at different times of the day?

3. Movies – Why do people enjoy watching movies in the dark?

4. Heat – Why does the water boil faster when heated over a bigger flame?

5. Heat conductors – Why does food cool down faster in a metal bowl than in a plastic bowl?

Some examples:

Parents as Facilitators

• Speak: Scientific language• Do: Simple hands on experiments • Visit: Zoo, Parks, Museums• Watch: Documentaries• Read: Books, Magazines, Newspapers

Thank You.