T3W3 Science Updates

Pupils have started learning about magnets under the theme of “Interactions”. Over the past few weeks, pupils engaged in a series of activities such as using the magnet to identify magnetic and non-magnetic materials, finding out which part of the magnet had the strongest magnetic force and so on.

The key ideas that were covered so far are:

·         Only magnetic materials are attracted to a magnet (Pupils have been taught the acronym “CoINS” to help them remember that magnetic metals – “Cobalt, iron, nickel, steel”.

·         Unlike poles of a magnet attract while like poles of a magnet repel.

·         The poles of a magnet have the strongest magnetic force.

Some common MISCONCEPTIONS that some pupils may have are:

·         “The magnets stick to each other / Magnetic materials can stick to the magnet” vs “The magnets attracted each other / Magnetic materials are attracted to the magnet”  – In the first case, instead of using the term “attract”, pupils use the word “stick” which is inaccurate.

·         “The iron bar attracted the magnet” vs “The magnet attracted the iron bar” – the first sentence is a common error as the the magnet is the one which has magnetic force and is pulling the iron bar towards itself.

·         “The magnet did not attract Object A” vs “The magnet repelled Object A” – these two sentences have two different meanings though some pupils may think that they mean the same thing. In the first sentence, “Did not attract” could simply mean a lack of interaction between the magnet and object; while in the second sentence, “repelled” indicates that there is a pushing force exerted by the magnet on Object A. 

Do feel free to contact me if you have further queries regarding Science / answering techniques.

Thank you.

Ms Natalie Chan

T2W4 - Science Update

In the past few weeks, we have covered the topics of Fungi & Bacteria, as well as the Diversity of Materials.

Fungi & Bacteria

Pupils carried out an experiment to find out if water affected the growth of mould. Pupils observed their bread in the classrooms for a week before recording their observations in their Science journals. Pupils were all excited about the experiment and were eagerly checking on their bread daily. For ideas on an extension of this experiment, pupils can also try out similar experiments at home (eg: using biscuits/rice) but with the use of other changing variables (eg: varying the presence of light, varying temperature etc).

While carrying out the experiment, I also introduced concepts of “aim of the experiment” as well as “changed/constant” variables.

One answering technique tip for the concept of variables is that the answer that pupils give should be measurable. For example, for the fungi experiment conducted in class, pupils should state that the changed variable is the “presence of water” and not just “water”.  I will be going through more examples of such questions with the class in future.

Diversity of Materials

Pupils engaged in a series of experiments to discover the properties of given materials. Pupils should be able to identify the type of test that is used to test for a property of material.

Pupils should also be able to explain (using the properties of materials they have learnt) why a certain material is used to make an object. For example, given that material X absorbs water and material Y does not absorb water, pupils should be able to identify and explain that the material Y is more suitable to make a raincoat as it is waterproof. 

Revision

We will be starting on revision for SA1 in the next few weeks, and I will be focusing on answering techniques with the class to better prepare them for the upcoming examination.

Some revision techniques for Science (which your child can do in his/her own time) include: Mindmapping, drawing concept cartoons, making concise notes & revising / understanding previous mistakes and how to improve on them.

Thank you.

Ms Natalie Chan

T1W7 – Science Update

1) Diversity of Animals

Pupils have been introduced to 6 groups of animals - Amphibians, Birds, Fish, Insects, Mammals and Reptiles last week.

For this topic, pupils are expected to be able to state the characteristics that each group of animals have eg. amphibians have moist skin, birds lay eggs etc. and be able to apply that knowledge in answering questions, eg: in comparing the similarities and differences among the different animal groups.

Pupils were also taught how to draw concept cartoons in their Science Journals for this topic. Through their drawings, pupils are able to make their thinking visible. This also allows me to check on their understanding for the topic. Drawing a concept cartoon is a good way of getting pupils to revise on concepts covered previously.

2) Science Toy Project

Pupils were taught how to make an introductory toy boat in class last week. To promote the idea that toy-making is a continuous process of making and tinkering (to improve the toy), I have also introduced the CEDAR Idea Generator to pupils.

C – Combine : Eg. What ideas can I combine together to make my toy better?

E – Eliminate : Eg. What can I remove from my toy? Can I make my toy smaller / slower?

D – Displace : Eg. What parts can I substitute/replace in my toy to further improve on it?

A – Adapt : Eg. How can I improve on my toy so that it fits another context?

R – Reverse / Rearrange : Eg. How can I rearrange various parts of my toy to make it better? Can I do something to change the movement of my toy?

Points to note:

·         The actual Science toy should only be submitted after the March holidays, by 28^th March 2016 (Monday). Pupils should jot down their starting ideas on Milestone Check (1) and submit it to me by Thursday, 25^th February. Feedback will be provided to pupils.

·         Please remind your child/ward to refer to the rubrics (attached with the school letter given previously) when he/she is generating ideas for the project.

·         As the Science Toy project is a part of Science formative assessment, all pupils are expected to submit their milestone checks and toys by the given deadlines.

Ms Natalie Chan

T1W5 – Science Toy Project

Dear Parents/Guardians,

Pupils have been given a school letter today regarding the Science Performance Assessment Task – the “Science Toy” project (done by P3-P5 pupils in school every year). A timeline and a set of rubrics have been attached to the school letter for your reference.

The theme of the project is “Rise and Shine”. I’ve also shared with pupils some ideas on how to make toys rise and shine. Pupils will make an introductory toy in Week 7, and will also be taught the use of the CEDAR Idea Generator (a thinking tool, also covered in CIT lessons) and how it can be applied to the introductory toy. 

I will be guiding and supporting pupils through milestone checks (from Week 7 to Week 10) and having consultation/feedback sessions with pupils to see how they can improve on their toys. P3 pupils will be allowed to submit either a modified version of the introductory toy that was taught to them in class or a totally new toy that fits the theme of the project by 28^th March 2016.

Thank you. Do contact me if you have further queries on the Science toy project.

Regards,

Ms Natalie Chan

[T1W4] Science

Dear Parents/Guardians,

This week, pupils started learning about the diversity of plants around them. Pupils were brought to the eco-garden in school to observe and explore the types of plants found in the school.

In line with inquiry-based learning and to promote the learning of Science outside the classroom, you may also help your child/ward to further deepen his/her understanding by getting him/her to point out characteristics of plants he/she sees around him/her outside school, eg: by observing the diversity of plants and identifying the different plant parts.

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Two of the key process skills introduced to pupils this week are Observing and Comparing. The sample question shown below was shared with the class earlier this week. 

For this type of questions, pupils should note that the question requires them to answer based on what they observe in the diagrams shown. Hence, their answers should be based on what they see in the diagrams, and not be based on their own prior knowledge.

For (a), some possible answers include “They have tails. / They have legs.”

For (b), some possible answers include “A has a long nose but B does not. / B has spots on its body but A does not.” For questions that involve pupils to identify differences, pupils must show a comparison between the two animals (in this case). Pupils should not just state their answers as “A has a long nose. /  B has spots.”

Thank you.

Ms Natalie Chan

[T1W2 update] English and Science

Dear Parents/Guardians,

This week for English, we have started on the big book "Fearless Phil" and looked closely at the language features of the book.

For Grammar, we looked at the unit on Past Tense and some grammar rules to follow when changing a base verb into its past form.

We also did a feature focus on similes. A simile is part of figurative language that compares two things that are alike in some way, and is characterized with the use of 'as' and 'like'.

I shared a book titled "My Best Friend is as Sharp as a Pencil" as an introduction to similes, where the pupils get to picture how a character looks like or behaves based on the author's description using similes. 

We also read a poem titled "Predictable" by Bruce Lansky where the poet used many similes in his poem. The pupils then worked with their 6 o'clock buddy on their poem and they tried to use rhyming words in their poem.

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Science - by Ms Natalie Chan

For some of you, this is the first time your child/ward is taking Science as a core subject in the school curriculum. The updates provided on this blog will help you to support your child/ward in the learning of Science this year.

It is now Week 2 and pupils have already started learning about the concept of classification and living/ non-living things.

By now, pupils should be able to:

·         Classify objects into groups based on their similarities

·         State the characteristics of living things (Please refer to the summary below that was shared with pupils in class. Pupils should focus more on the characteristics highlighted in bold)

 

Concepts will be reinforced to pupils next week. As Science is a new subject for your child/ward this year, do constantly remind your child/ward to ask questions if he/she is unsure about what is being covered in class.

Thank you.

Sincerely, 

Ms Cindy Chan & Ms Natalie Chan