PRIMARY 3

Parents’ Workshop 2016

Objectives

Parents to be familiar with

1. Process skills

2. Updated Syllabus since 2014

3. Practical Test

4. Techniques in answering questions

5. Inquiry-based learning (Hands-on

activity)

Types of Assessment Questions

Based on Process Skills

Process Skills

• Symbolic Representation (SR)

• Planning Investigation (PI)

• Observation and Classification (O&C)

• Application of Concepts (AOC)

• Interpretation of Information (IOI)

Symbolic Representation (SR)

• Read off information from a table

of figures or symbols, bar charts,

line graph, etc.

• Read off information from a

schematic representation of a

process or a series of linked

events.

Symbolic Representation (SR)

Identify F,G and H.

Frangipani : ____________

Staghorn Fern : ___________

Hibiscus : ____________

G

H

F

Observation and Classification (O&C)

• Identify differences between similar objects or events

• Identify similarities between similar objects or events

• Sequence events in the order they take place

• Match a description to an object or a drawing

• Make a drawing of a given object

• Classify objects according to a stated criterion

• Identify criteria used in making classification

Observation and Classification (O & C)

Observation and Classification (O & C)

Fungi

Observation and Classification (O & C)

Fungi

They feed on living and non-living things.

Planning Investigation (PI)

• State or identify variables, give a problem to be

investigated

• State or identify the variables to be changed and

controlled, given a problem to be investigated

• State or identify the variables to be measured in a

given investigation

• Describe how the results of an investigation will be

used in answering the problem posed

• Identify what problem is investigated by a given set

of actions

Planning Investigation (PI)

Planning Investigation (PI)

Cages B and C

Interpretation of Information (IOI)• Describe a pattern (regularity) or make a

generalization, given data in the form of a table,

diagram, graph, etc

• Make a prediction based on a pattern or regularity,

given the data as above

• Identify a statement, about an event, that makes the

least degree of inference, or keeps closely to the

information given

• Draw a conclusion from data given

• Decide whether a conclusion is supported by given

data

Application of Concepts (AOC)

• Give an explanation in terms of science concepts,

given a set of observations or a description of

events.

• Make a prediction based on given data and science

concepts.

• Propose more than one possible explanation of an

event or situation.

• Decide whether a given hypothesis fits the given

data, or which of several hypotheses fits the data

best.

UPDATED SCIENCE

SYLLABUS SINCE 2014

Updated Science Syllabus

Since 20141) Diversity of Living and Non-living things

Classification and characteristics of animals:

- Insects

- Mammals

- Fish

- Birds

- Reptiles (NEW)

- Amphibians (NEW)

Updated Science Syllabus 2014

2) Materials

Properties of materials

- Strength

- Flexibility

- Transparency

- Ability to float or sink in water

- Waterproof

- Hardness (Taken out of syllabus)

EXAMINATION FORMAT &

PRACTICAL TEST

Examination Format

No. of questions

MCQ

(Section A)

24 questions

(48 marks)

Open-ended

(Section B)

16 questions

(32 marks)

Total marks 80 marks

Practical Test and Overall Weightage

• Total 20 marks

• Two questions (10 marks each) where pupils will carry out the procedures in the question card

• Answer the questions with concepts learnt

Overall Weightage

Weighting

SA1 100%

SA2 + Practical Test 90% + 10%

Types of Practical questions

• Observation Work

Describe, classify & generate

• Illustrative Practical

Follow instructions, collect and analyse data &

conclude

EXAMPLES OF PRACTICAL TEST

QUESTIONS

Skill: Investigating and Classifying

Skill: Investigating and Classifying

TECHNIQUES IN ANSWERING

SCIENCE EXAMINATION

QUESTIONS

How to help your child?

• Pay attention to key concepts when

reading the questions

• Comparison is very important, when

more than one variable is used in the

set-up (words such as greater,

smaller, biggest should be used)

How to help your child?

• Do not answer with general statements, be

specific.

General statement:

Living things need air, food and water.

Specific statement:

Living things need air and air was not provided

in set-up A.

How to help your child?

• Apply concepts and use the

variables/things used in the questions to

answer

Technique in answering open-ended

questions

I• Identify topics

R• Recall key concepts

Q• Question tag

EXAMPLES OF IRQ TECHNIQUES

Recall Key

concepts:

Microorganisms

Fungi

Bacteria

Spores

Mould

Yeast

Dead/ alive

Topic:

Fungi and

Bacteria

Recall Key

concepts :

Microorganisms

Fungi

Bacteria

Spores

Mould

Yeast

Dead/ alive

Topic:

Fungi and

Bacteria

Question tag:

Question tag:

Let’s try!

Both are flowering plants.

Plant A has leaves that have jagged edges but Plant B has

leaves that are entire-edged.

Let’s try!2 Jacinta carried out an experiment using two set-ups, A and B,

shown below. She observed the two set-ups after 1 week.

(a) What was she trying to find out?

She was trying to find out whether living things need air to survive.

Let’s try!

(b) What is the changed variable?

(c) What are the variables that must remain the same?

(d) What can she conclude from the experiment?

The presence/absence of air

The amount of food/amount of water/the number of mouse/the type of mouse

Living things need air to survive.

INQUIRY BASED LEARNING -

HANDS-ON ACTIVITY

P3 Lesson on Magnets

• Students go through different learning

centres to learn about Magnets.

Teaching strategies used:

• Differentiated Instruction Strategy

• Multiple Intelligences

• Learn through songs, videos, experiments

1. Introduction : discrepant event (video)

2. Predict what the tiny black specks found in

the cereals are

3. Four different learning centers: • Learning Center 1(videos)

• Learning Center 2 (Slow Lane)

• Learning Center 3 (Magnetic Pick-up)

• Learning Center 4 (Magnet Song)

P3 Lesson on Magnets

4. Teacher discuss the answer to the

discrepant event

5. Students given a choice board to

present their learning.

P3 Lesson on Magnets

Choice BoardCreate a concept map

to show what

materials a magnet is

attracted to and what

is not.

Imagine that you are

a magnet. Write a

story to share why

you were attracted to

one type of cereal.

Create a skit to show

why you were

attracted to some

materials and not the

other.

Create a game that

makes use of

magnetic properties

that you have learnt.

Write a song about

why you (a magnet)

were attracted to

some materials and

not others.

Research on the uses

of magnets in our

everyday life and

write a journal entry

on it.

Present to your

classmates what you

have learnt about

magnets and

magnetic materials.

Research on the

effect of magnetism

on plant growth.

Let’s Try!

Learning centre 3

(Magnetic Pickup) • In your groups, first predict which

materials will be attracted/not attracted to

the magnet.

• Carry out the activity by bringing the

magnet near to one material.

• Record your observation.

• Repeat for the other materials.

• What conclusion can you make?

Answer

Key

Conclusion

• Magnets can attract materials made of iron

or steel.

Q & A