Science Workshop for Parents - Rivervale Primaryrivervalepri.moe.edu.sg/qql/slot/u143/Communications/Rivervale... · Diversity Systems Cycles Systems ... Exploring Materials Cycles

Science Workshop for Parents 2017 - Lower Block

School of Excellence, Individuals of Character

8 April 2017

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Aims of Learning Science • provide students with experiences which build on their

interest in and stimulate their curiosity about their

environment

• provide students with basic scientific terms and concepts

to help them understand themselves and the world around

them

• provide students with opportunities to develop skills,

habits of mind and attitudes necessary for scientific

inquiry

• prepare students towards using scientific knowledge and

methods in making personal decisions

• help students appreciate how science influences people

and the environment

2 School of Excellence, Individuals of Character


Coverage of Workshop

1) Coverage of Syllabus in P3 and 4

2) Teaching Lower Block Science

3) Question Type and Answering Techniques

4) Alternative Conceptions

5) Interesting websites on Science

6) Q & A session



1) Science Syllabus



Part 1: Lower Block Science Syllabus


Five themes

Cycles

Primary 3 Primary 4

Living

and

Non-

Living

Things

Materials

Diversity Systems Cycles Systems Systems Systems Energy Systems Interactions

Cycles

in plants

and

animals

Matter

Plant

parts and

functions

Human

systems –

Digestive

system

Light

and

heat

energy

Magnets

5


The Primary Science Syllabus

Where

do we

get a

copy of

the

2014*

syllabus

?

http://www.moe.gov.sg/education/syllabuses/sciences/files/scie

nce-primary-2014.pdf 6 School of Excellence, Individuals of Character


Summative Assessment – P3

SA1 (Term 2) SA2 (Term 4)

Diversity Living and Non-living things Plants Animals Fungi & Bacteria Exploring Materials

Living and Non-living things Plants Animals Fungi & Bacteria Exploring Materials

Cycles Life cycles of some animals Life cycles of plants Matter

Weightage 50 marks – SA1 (100%)

80marks – SA2 (100%)

Overall 50% 50%



Summative Assessment – P4 SA1 (Term 2) SA2 (Term 4) *SBB

Systems Body Systems Plant Systems

Body Systems Plant Systems

Energy Light Energy Light Energy Heat Energy

Interactions Magnets & their Properties Making Magnets Using Magnets

P3 topics P3 – Cycles Life cycles of some animals and plants Matter

Weightage 100 marks - CA 100 marks – SA2

Overall 50% 50%



Things to note – not required • Pupils are only required to identify the muscular and skeletal

system. Detailed knowledge of the muscular and skeletal systems (such as names of the bones/muscles in the body and descriptions of how they work) are not required.

• Pupils are only expected to know that Iron and Steel are magnetic materials. Recall of other magnetic materials such as nickel and cobalt is not required.

• The laws of reflection are not required.

• Recall of the rate of heat transfer of specific materials (such as different types of metals) is not required.

• Pupils are not required to recall names of specific living things (e.g. guppy) and their characteristics (e.g. give birth to young alive)



Example Look at the pictures below. Animal X Animal Y Animal X is similar to Animal Y because they have ________________. A: feathers B: 3 body parts C: wings D: beaks (1) A and C only (2) C and D only (3) A, C and D only (4) All of the above


http://www.google.com.sg/imgres?start=78&hl=en&sa=X&biw=1366&bih=542&addh=36&tbm=isch&prmd=imvns&tbnid=XcwCL7jRmb1_jM:&imgrefurl=http://en.clipart-fr.com/search_clipart.php?keyword=penguin&page=2&docid=tifoAHyIv6ucBM&imgurl=http://en.clipart-fr.com/data/clipart/coloring_02/coloring_0570.gif&w=450&h=720&ei=lCVZUO-PAszRrQe-loDACg&zoom=1&iact=hc&vpx=986&vpy=107&dur=203&hovh=284&hovw=177&tx=79&ty=252&sig=107842059343790919896&page=5&tbnh=178&tbnw=111&ndsp=22&ved=1t:429,r:13,s:78,i:46

http://www.google.com.sg/imgres?hl=en&biw=1366&bih=542&tbm=isch&tbnid=UsW0_Q7j1Cg98M:&imgrefurl=http://www.arthursclipart.org/birdsducks/ducks/page_01.htm&docid=XDB8Xm3LOg52qM&imgurl=http://www.arthursclipart.org/birdsducks/ducks/duck 2.gif&w=693&h=537&ei=TyZZUPr_N82mrAfF_YGABg&zoom=1&iact=hc&vpx=520&vpy=150&dur=1123&hovh=198&hovw=255&tx=121&ty=127&sig=107842059343790919896&page=2&tbnh=155&tbnw=200&start=13&ndsp=19&ved=1t:429,r:8,s:13,i:137


Science Process skills 1) Observing 2) Comparing 3) Classifying 4) Inferring 5) Predicting 6) Analysing 7) Evaluating 8) Communicating 9) Generating

possibilities

10) Formulating hypothesis

11) Creative Problem Solving

12) Decision-making

13) Investigation



Process Skills in Primary Science Comparing (L)

Identifying the similarities and differences between two or more objects, concepts or processes.

Classifying (L)

Grouping objects or events based on common characteristics.

Inferring (L)

Interpreting or explaining observations or pieces of data or information.

Analysing (H)

Identifying the parts of objects, information or processes, and the patterns and relationships between these parts.

Evaluating (H)

Assessing the reasonableness, accuracy and quality of information, processes or ideas and also the quality and feasibility of objects.

Communicating (H)

Transmitting and receiving information presented in various forms – written, verbal, pictorial, tabular or graphical.



2) Teaching Lower Block Primary Science



Helping your child to revise Science Importance of key concepts / ideas

Strategies for recall

Mnemonics

Mind maps / concept maps

Hands-on with mnemonics and concept maps/mind maps

Online resources for drawing concept maps and mind maps



Importance of key concepts and ideas

Key ideas are concepts that are

explained/expressed using scientific vocabulary.

Scientific vocabulary are scientific words used in

science that have specific meanings, different from

daily usage.

Key concepts are the main scientific ideas that

explains why/how something occurs.



Importance of key concepts and ideas

Scientific vocabulary are used in answers to explain

scientific concepts better, with lesser room for errors.

The current testing of Science is on scientific concepts

and their application in different situations.

There is a need to relate how an answer relates to a

concept or how the concept is applied.



Strategies to help in recalling

Mnemonics Is a learning technique that aids memory. To

improve long term memory, mnemonic systems are

used to make recall easier as it helps us to organise,

retain and remember information.



Strategies to help in recalling Steps to create Mnemonics

1.Take the information that you need to remember

and choose one word out of each of the phrases

that is meaningful.

2.Choose the first letter from each of these words.

3.Make a word (acronym) or sentence from it or a

combination from it.

4.The sentence should be made easy to remember

by making it humorous.




Mnemonics (example)

four magnetic materials: iron, steel, nickel and cobalt.

We take the first letter of each word, iron, steel, nickel

and cobalt and make a word or sentence.


I saw Nicholas Cage I S N C



Mind maps

•a diagram

•represent words, ideas, tasks, or other items linked

•arranged around a central key word or idea



An example

Image from beautifylminds.com.sg





Concept maps

•a diagram showing the relationships among concepts

•a graphical tool for organizing and representing

knowledge

•represented as boxes or circles, are connected with

labeled arrows in a downward-branching hierarchical

structure

•linking phrases such as "gives rise to", "results in", "is

required by" or "contributes to"



An example



An example

Plants leaves Roots Flowers Stem Water Fruits

Seeds Food

Nutrients

Plants

leaves Roots Flowers Stem

Fruits

Seeds

Water Food Food Water Nutrients

has has has

has

changes into transports absorbs makes



Uses of mind maps and concept maps

Helping children to recall previous knowledge and

identify areas with misconceptions or that have been

forgotten.

Helping pupils to understand and retain latest

knowledge.

Connecting prior knowledge with new knowledge.

Identify things that pupils have forgotten or has not

been able to make connections.



3) Answering Techniques for Different Question Types



Design of experiment

Fair test

Variables

Control

Repeated trials

Taking measurements

Results and conclusion

A Good Experiment



Strategy to understand the Q Depends on question but generally can apply the following strategy:

4Is and an A

Identify : Information in question

Topic related to question

Concept(s) taught

Scientific vocabulary to be used

Answer: Formulate your answer



1. Identify and interpret the key information given in the question.

(highlight/annotate)

2.Identify the topic and concept(s)

applicable to the question.


Strategy to understand the Q


Identify and interpret the key information given in the question. (highlight/annotate)

Study the following table carefully. The table

below shows the characteristics of 5 organisms,

V, W, X, Y and Z.

Organism Moves from

place to place

Makes its own food

Responds to changes

Able to reproduce

V √ √

W √ √ √

X √ √ √

Y √

Z √ √

Which of the organism(s) in the above table can be classified as living things? [1m]

Headings Characteristics of Living Things



Study the following table carefully. The table below shows the

characteristics of 5 organisms, V, W, X, Y and Z.

Organism Moves from

place to place

Makes its own food

Responds to changes

Able to reproduce

V √ √

W √ √ √

X √ √ √

Y √

Z √ √

Which of the organism(s) in the above table can be classified as living things? [1m]

Topic: Diversity

Concept: All living things are able to reproduce. Thus W, X and Z are living things.



3. Answer the question in the appropriate manner

using most appropriate words (scientific vocabulary) to express answer.

4. When asked to explain, it is important to link how the concept is applied in the situation given.


Strategy to understand the Q


Answer the question in the appropriate manner using most appropriate words (scientific

vocabulary) to express answer.

It shows that heat reduces/weakens/loses/ lower down / take away some of the magnetic force /magnetism.

Rachel carried out the activity shown below.

What does the experiment above show about the effect of heat on magnetism? [1]



Some question words… 1. State – To write down a fact

2. Relationship – How the variable tested affects the

observation

3. Explain – link science concept into explanation

4. Compare – to group things based on common

characteristics

5. Classify – to identify similarities and differences

between objects, concepts or processes



Some question words…

6. Why – Give reason

7. What – stating some observation, variable,

object etc…

8. Which – choose the right object, variable etc…

9. When - time

10. How – method. way of doing something etc…



Types of Questions

1) Identify / State 2) Similarity and Differences 3) Aim / Hypothesis 4) Relationship / Conclusion 5) Variables 6) Fair Test 7) Explanation Questions



1) Identify / State Questions

Gabriel classified some animals into two groups, A and B, as shown below.

Group A Group B

Grasshopper Chicken

Beetle Sparrow

Butterfly Pigeon

Cockroach Flamingo

State two characteristics that the animals in Group B have.



1) Strategy State Question

Topic: Diversity

Concept: Characteristics that are unique to insects and birds

Pupil A Pupil B

Ans : <incomplete ideas> • They have a pair of wings.

(Insects also have a pair of wings.)

• They don’t give birth to young alive. (Method of reproduction is not spelled out.)

Ans : <acceptable> • They have feathers as their

outer covering. • They have beaks.



1) Identify / State Questions

Study the two groups of objects below.

The objects in groups, X and Y, have one property that a paper bag does not have.

Identify this property.

Group X Group Y

coin sewing needle raincoat plastic bag



1) Identify - Example

Topic : Diversity

Concept : Property of material

Observe (O) : The material of the objects in Group X is plastic while the material of the objects in Group Y is metal. The paper bag is made of paper.

Interpret (I) : The objects are made from different materials.

Conclude (C) : Classification is based on the property of the materials of the objects shown.

Ans : The objects in groups, X and Y, are waterproof unlike the paper bag that is not waterproof / absorbent.



2) Similarity and Differences Questions

Study the following pictures carefully.

(a) Compare and state one difference between the movement of water in a plant and the movement of blood in a human body.

(b) Give a similarity between the transport system in a plant and a human body.

roots stem leaves lungs heart Rest of the body

Movement of water in a plant Movement of blood in a human body



2) Similarity and Differences Q - Example

Topic : Systems

Concept : transport systems in a plant and a human body

Observe (O) : observe the 2 transport systems and recognise their similarities and differences (by means of the arrows in the diagrams)

Interpret (I) : (a) Water moves through the stem once while blood passes through

the heart twice. (b) Both transport water and nutrients throughout the organisms.


Ans : (a) Water moves through the stem once while blood passes through the heart twice. (b) Both transport water and nutrients throughout the organisms.


Question


Sue placed a leather shoe in each of two identical boxes, A and B. She also placed a packet of silica gel in box A. Silica gel absorbs moisture. The two boxes were then covered and placed in a corner of a room.

After three weeks, Sue found some grey powdery substance on the shoe in box B. This was not observed on the shoe in box A.

(a) What could this grey powdery substance be? (b) Where did this grey powdery substance come from?


Question - Example


Topic : Cycles

Concept : Conditions which mould will grow.

Observe (O) : Both boxes were covered. In Box A, there was silica gel while in Box B, there was some grey powdery substance.

Interpret (I) : Silica gel that absorbs moisture implies a dry environment. Covered boxes implies a dark and warm environment. Conclusion (C) : Environment in Box A is dry and warm while environment in Box B is moist and warm.

Pupil A Pupil B

Ans : (a) It can be mould.

Ans : (a) It can be fungi.

(b) It came from the spores on the shoe.

(b) Mould tend to grow in warm and moist environment.


Question


(a) Ali inverted a clear plastic cup and push it down completely into the tub of water as shown below. Did the water level in the cup rise? Why?

(b) While the inverted plastic cup is still in the water, pierce a hole at the base of the cup with a thumbtack. Explain why the water level in the cup starts to rise.


Question - Example


Topic : Diversity

Concept : Air occupies space. Water cannot be compressed (due to its definite volume).

Observe (O) : decide the observation – The water level did not rise in the cup.

Interpret (I) : Air occupies space in the cup.

Conclusion (C) : Water therefore cannot enter as air occupies the space in the cup.

Pupil A Pupil B

Ans : No. Air occupies space.

Ans : No. The air in the cup occupies the space and prevents water from entering the cup.

OR Yes, the water level rises slightly in the cup as air can be compressed. The air in the cup occupies the space and prevents water from entering the cup.


Question - Example


Topic : Diversity

Concept : Air occupies space. Water cannot be compressed (due to its definite volume).

Observe (O) : The water level in the cup starts to rise when a hole is being pierced at the base of the cup.

Interpret (I) : Volume of water in the cup increases as the air escapes through the hole.

Conclusion (C) : Air has escapes through the hole and water moves in to takeover the space previously occupied by the air.

Pupil A Pupil B

Ans : Air escapes through the hole.

Ans : The air in the cup escapes through the hole. As air leaves the cup, water enters from the tub into the cup to fill the space.


Question


Sam conducted an experiment using 3 rectangular boards, A, B and C, which were made of different materials. Using the set-up shown below, he continued adding 1kg weight onto the board until it breaks. He recorded the amount of weights that each board could support before breaking.

(a) Which property of the rectangular board was he testing? Ans : Strength of the rectangular board (b) Which board is the most suitable for making a book shelf? Explain your answer.


Question - Example


Pupil A Pupil B

Ans : <Incomplete and without comparison> B. It could support 4kg of weights.

Ans : <acceptable and substantiated by comparison> B. It could support the greatest amount of weights among the three boards.

Topic : Diversity

Concept : Strength of Material

Observe (O) : to explain the board which is the most suitable for making a book shelf

Interpret (I) : The board which will be the most suitable for making a book shelf must be strong enough to take the mass of the books.

Conclusion (C) : Board B is the strongest among the 3 boards.


Question


Young

Plant

Seed

leaves

If the seed leaves are removed from the young plant, the plant will not continue to grow. Explain why.


Question - Example


Topic : Cycles

Concept : Seed leaves provide food for germinating seed.

Observe (O) : The young plant will not continue to grow if the seed leaves are removed.

Interpret (I) : Seed leaves are important to the plant’s growth.

Conclusion (C) : Without seed leaves, young plant needs to make its own food using its leaves. The leaves have however not grown yet.

Ans: The leaves have not appeared yet (½m) and cannot make its own food (½m) so it depends on the seed leaves for food. (1m)


3a) Aim - Question Siti set up the experiment below.

Siti measured the length of the shadow created by the ball at different values of Distance X as shown in the table above.

What is the aim of her experiment?

Scre

en

Distance X

Len

gth

of

shad

ow


Distance X (cm) Length of shadow (cm)

10 24

12 20

14 13

16 10


Aim of experiment/hypothesis: Is what an experiment is testing. Most are given in statements like “to find out….” / “to investigate…” Combines variable altered/changed/tested with the observation/results/measurements Eg. To find out how the surrounding temperature (variable changed) affects the rate of evaporation of water (measured)

3b) Aim / Hypothesis



One way to remember how to answer Aim questions is to use this structure: A (altered) i M (measured) He / she wanted to find out how (what she altered) affects (what she measured)

3b) Aim / Hypothesis



3c) Aim - Answer Siti set up the experiment below. Siti measured the length of the shadow created by the ball at different values of Distance X as shown in the table above. What is the aim of her experiment? She wanted to find out how (What she Altered) affects (what she Measured). She wanted to find out how Distance X affects the length of the shadow.

Scre

en

Distance X

Len

gth

of

shad

ow


Altered

measured

4I


Hashim sets up the following experiment below. He measured the height of both Plant X and Plant Y over a few weeks. What is the aim of his experiment?

3d) Aim – You try!

Plant X Plant Y

4a) Relationship / Conclusion Question

The results of Siti’s experiment is shown below. What is the relationship between Distance X and the Length of the shadow?

Scre

en

Distance X

Len

gth

of

shad

ow


10 24

12 20

14 13

16 10



Relationship : To state how changes / patterns in the variable changed (tested) affects the observations/ measurements. (from graph / results table) (eg. as …increases, ….increases/decreases) Eg. As the temperature increases, the rate of evaporation increases. Conclusion : answers the aim of the experiment

4b) Relationships / Conclusions



4c) Relationship / Conclusion - Answer

The results of Siti’s experiment is shown below. What is the relationship between Distance X and the Length of the shadow? The greater the Distance X, the shorter the length of the shadow. What can you conclude about this experiment? When Distance X increases, the length of shadow decreases.

Scre

en

Distance X

Len

gth

of

shad

ow


10 24

12 20

14 13

16 10


Distance X increases

Length of shadow decreases

4I


In the experiment below, Roxanne wanted to test how the thickness of Material A affects the time taken for an ice cube to melt. The results of her experiment is shown in the table.

4d) Relationship – You try!

Thickness of Material A

Thickness of Material A(cm) Time taken for ice cube to melt (min)

5 3

10 7

15 10

20 15

Lid

What is the relationship between the thickness of Material A and the time taken for the ice cube to melt?

5a) Variable Questions Tom wanted to check whether the thickness of Material B affects how many paper clips a magnet can attract. What is the variable that he must change? What are the variables that he must keep the same?

Thickness of material B Height Z



Independent variable is the variable tested (Only ONE variable is changed for an experiment). It is the difference between experimental and control set-ups.

Controlled variables are all other variables kept constant for the experiment that would affect the results.

Dependent variable are the observations and measurements to be taken for an experiment.

5b) Variables



Usually, the variable that he wants to test out (and therefore, the only one that he must change) is found in the question stem. The experiment is trying to find how a variable changes the results of the experiment. Therefore, we must keep all other variables the same to ensure a fair test.

5b) Variables



5c) Variable - Answer Tom wanted to check whether the thickness of Material B affects how many paper clips a magnet can attract. What is the variable that he must change? The variable is the thickness of Material B. What are the variables that he must keep the same? Height Z, Number of paper clips, Type of magnets etc.

Thickness of material B Height Z


Variable to be tested

4I


Raja wanted to test how the thickness of Material P affects the amount of light measured by the data logger.

5d) Variable – You try!

What variable must he change? What variable must he keep the same?

Data logger

6(a) Fair test / control - Question Tom wanted to check the strength of 3 different magnets.

Is this a fair test?

Mag

net

A

Mag

net

B

Mag

net

C



Fair test: an experiment where only one variable is changed to ensure that the results are due to the independent variable.

Accuracy: Experiments need to be repeated at least three times to ensure that measurements are accurate without errors.

6b) Control / Fair test



6(a) Fair test / control - Question Tom wanted to check the strength of 3 different magnets.

Is this a fair test? No. Only one variable (magnets) must change for an experiment to be fair. The heights that the magnets are hung from and the amount of paper clips below each magnet must be the same.

Mag

net

A

Mag

net

B

Mag

net

C

How many variables are changed in this

experimental set-up?

4I

James wanted to find out whether the amount of leaves affects the height of a plant. He prepared the two set-ups shown below.

6d) Fair Test – You try!

Is this a fair test? Why?

7(a) Explain - Question


Glass A and Glass B are stuck together as shown below. Sandra added ice into Glass B to help separate the 2 glasses. Explain how the glasses are able to separate when she added the ice into the cup?

Glass A Glass B

Ice


Explain questions are among the hardest questions to get correct. This is because the student needs to provide appropriate scientific reasoning and concepts to explain a phenomenon. Using the OIC method, we can explain a given phenomenon, provided that we have sound scientific reasoning.

7b) Explain



O – Observation (what is seen or predicted to happen / what needs to be done to a particular experimental set-up to achieve its objective. ) I – Interpretation (Tying in of concepts and how it relates to phenomenon) C – Conclusion (Explaining or predicting what will happen)

7b) Explain - OIC



7(c) Explain - Answer


Explain how the glasses are able to separate when she added the ice into the cup? O – For the cup to be separate, Glass B needs to contract. I – Since the Glass B is hotter than the ice, Glass B would lose

heat to the ice and the glass would contract. C – Therefore, the glasses could be separated as Glass B contracts

and becomes smaller.

Glass A Glass B

Ice

4I


Importance of key concepts and words • Key words are scientific words used in science that have specific

meanings, different from daily usage.

• Key concepts are the main scientific ideas that explains why/how something occurs.

• Key words are used in answers to explain scientific concepts better, with lesser room for errors.

• The current testing of science is on scientific concepts and their application in different situations.

• There is a need to relate how an answer relates to a concept or how the concept is applied.



Example 1

Mr Lim switched on the lamp in the room and saw the book on the table.

Explain why Mr Lim is able to see the book on the table.

He switched on the lamp.

There is light in the room.

Key concept: Reflection of light

The light from the lamp travelled to the book and is reflected into Mr Lim’s eyes.

Grandmother statements



Example 2 Siva poured the water at room temperature into a cup and added ice cubes to cool it.

She observed that the temperature of the water dropped to 10oC before increasing again. Why do you think it is so?

The ice is cold.

All the ice melt. There is no more ice after that.

There are only 4 ice cubes.

The water take the coldness from the ice. (MISCONCEPTION)

Key concept: Heat transfer

The water lost heat to the ice cubes, so its temperature dropped to 10oC. After all the ice has melted, the water gained heat from the surroundings and its temperature increased.

Grandmother statements



Example 3 Sam used a bar magnet to test whether Material A is a magnet. What must we observe to show that Material A is a magnet? Why? Material A is attracted to the magnet. So, A is a magnet. The magnet moves away from the material. Test for magnets is attraction. (MISCONCEPTION) Key concept: Repulsion as test for magnets. Material A is repelled by the magnet. Only magnets can repel each other.

Incomplete statements

N S Material A



4) Alternative Conceptions



Alternative Conceptions

• Refers to the misconceptions that we have when interact with the environment around us.

• Due to our need to reason out phenomenon.

Alternative Conceptions (Kahoot!)

• We will be using Kahoots to test out our misconceptions.

• Using your smartphone or tablet, go to:

https://kahoot.it

Game pin: 8958890 • Enter your nickname and wait for the quiz to

start.

https://kahoot.it/

https://kahoot.it/

https://kahoot.it/

Misconceptions No Question True False

1. A spider is not an insect.

2. Fungi are classified as non-flowering plants

3. Not all types of bacteria are harmful

4. Plants are non- living things because they do not move from place to place

5. A whale is a type of fish.

6. Mass and weight are two different things.

7. Food is digested in only certain parts of the digestive system

8. A mirror is not a source of light.

9. Some materials are colder than others. E.g. a metal cup is colder than a foam cup.

10. When two objects are attracted to each other, both of them are magnets.

5) Interesting Science Websites



Science Around Us • Rivervale PS Science website

http://rivervalescience.wixsite.com/website • Newspapers • National Geographic or Discovery Channel

– ‘None of the above’ – ‘The Magic of Science’ – ‘Mythbusters’

• Simple experiments at home • Young Scientist Magazines • National Geographic Magazines / website • Science Adventures (popular bookstore) • Science Spy (popular bookstore)


http://rivervalescience.wixsite.com/website

http://rivervalescience.wixsite.com/website

http://www.youtube.com/watch?v=wHg29sN8yK8


Where to get the ideas for experiments? - Magazines, newspapers, internet

What should I keep in mind when doing experiments with my kids - Safety - Helping your child to see the aim, conclusion, variables

Example: - opening a toy to look at the parts - balloons and static electricity



• opening a can with can opener

• cooling drinks

• fogging on the toilet mirror

• boiling water, cooking

• observing plants

• heating of electrical devices, etc etc…

Science is all around us! 94 School of Excellence, Individuals of Character


Fun websites for kids

•How Stuff Works http://www.howstuffworks.com

•National Geographic kids http://video.nationalgeographic.com/video/kids/

•National Geographic channel http://video.nationalgeographic.com/video/national-geographic-channel

•Discovery channel kids http://kids.discovery.com/tell-me


http://www.howstuffworks.com/

http://video.nationalgeographic.com/video/kids/

http://video.nationalgeographic.com/video/national-geographic-channel






http://kids.discovery.com/tell-me




Documents

Science Workshop for Parents - Rivervale Primaryrivervalepri.moe.edu.sg/qql/slot/u143/Communications/Rivervale... · Diversity Systems Cycles Systems ... Exploring Materials Cycles