values science workshop for parents information... · place some plant seeds and soil in the egg...

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Purpose . Pupils . ExPerience . Professional Development . Partnership.

Science workshop

for parents

13 April 2013

[1030 - 1200]

Facilitators:

Mrs Fong Jee Lian

Mr Zulkifli Mansor

Mdm Widayu

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Purpose . Pupils . ExPerience . Professional Development . Partnership.

Objectives

• To understand the process skills involve in

science assessment.

• To be familiar with the strategies used in answering science questions.

2

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Purpose . Pupils . ExPerience . Professional Development . Partnership.

Inquiry-based approach

Teaching science as inquiry must go

beyond merely presenting facts.

Pupils must be actively engaged in the

collection and use of evidence;

formulate and communicate

explanations based on scientific

knowledge.

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Purpose . Pupils . ExPerience . Professional Development . Partnership.

Science Skills and Processes

to link science ideas

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Purpose . Pupils . ExPerience . Professional Development . Partnership.

Basic Process Skills

“The science paper contained

questions to test thinking and

process skills……..”

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Purpose . Pupils . ExPerience . Professional Development . Partnership.

To answer these questions well,

students need to:

• understand science concepts

• able to link science concepts

• able to express science ideas

clearly

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Purpose . Pupils . ExPerience . Professional Development . Partnership.

Remembering

Can the student recall, restate or remember learnt

information?

Examples:

List the properties of liquid.

What do plants need to make food?

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Understanding

Can the student explain ideas or concepts?

Examples:

Classifying an organism in a classification table.

Why do we need to use waterproof materials to

make rain coat?

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Purpose . Pupils . ExPerience . Professional Development . Partnership.

Applying

Can the student use the information in a familiar /

unfamiliar situation?

Examples:

Connect understanding of factors affecting rate

of evaporation of water to drying of cloth faster.

Connect understanding of expansion of matter

on heating to gaps on metal bridge.

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Purpose . Pupils . ExPerience . Professional Development . Partnership.

Analysing

Can the student break down information into parts to

explore understandings and relationships?

Examples:

Predict the effect of a change in the population of a

plant / animal in a food web.

Predict which light bulb(s) will light up when Bulb A is

switch on.

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Purpose . Pupils . ExPerience . Professional Development . Partnership.

Evaluating

Can the student justify a decision or course of action?

Examples:

Explain why the experiment is not a fair test.

Based on the results, which material which she use for

her curtains?

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Purpose . Pupils . ExPerience . Professional Development . Partnership.

Creating

Can the student create new ideas and

information using learned information?

Examples:

Design an experiment to test a hypothesis.

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Purpose . Pupils . ExPerience . Professional Development . Partnership.

Taking the PSLE …..

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Purpose . Pupils . ExPerience . Professional Development . Partnership.

Remembering

Understanding

Applying

Analysing

Evaluating

Creating

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Purpose . Pupils . ExPerience . Professional Development . Partnership.

Remembering

Understanding

Applying

Analysing

Evaluating

Creating

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Purpose . Pupils . ExPerience . Professional Development . Partnership.

Remembering

Understanding

Applying

Analysing

Evaluating

Creating

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Purpose . Pupils . ExPerience . Professional Development . Partnership.

Remembering

Understanding

Applying

Analysing

Evaluating

Creating

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Purpose . Pupils . ExPerience . Professional Development . Partnership.

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Purpose . Pupils . ExPerience . Professional Development . Partnership.

No. Any object that is less than 3 cm in height is not able to

block the light from reaching the light sensor.

Place the objects X nearer to each other.

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Purpose . Pupils . ExPerience . Professional Development . Partnership.

Remembering

Understanding

Applying

Analysing

Evaluation

Creating

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Purpose . Pupils . ExPerience . Professional Development . Partnership.

egg shell, plant seeds, soil, water.

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Purpose . Pupils . ExPerience . Professional Development . Partnership.

1. Place some plant seeds and soil in the egg shell.

2. Water them and observe the egg shell for a few days.

If she observed cracks in the egg shell, it would show that roots .

exert force when they grow.

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Purpose . Pupils . ExPerience . Professional Development . Partnership. 32

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Purpose . Pupils . ExPerience . Professional Development . Partnership. 33

C

B D

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Purpose . Pupils . ExPerience . Professional Development . Partnership. 34

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Purpose . Pupils . ExPerience . Professional Development . Partnership. 36

Plants in K and M were able to produce oxygen.

Red and blue light could be used for photosynthesis.

Equal number of fish in Sections K, L and M or the fish will be

swimming at all sections

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Purpose . Pupils . ExPerience . Professional Development . Partnership.

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