Mee Toh School
P5 Science Workshop for
Parents
7 April 2017, Friday
3p.m. to 4.30p.m.
Teacher facilitators:
1) Mdm Hazel Koh
2) Mrs Lim Bishuang
3) Mr Nazrul Zain
Administrative matters
• Please kindly switch your mobile phone to
silent mode.
• Evacuation route
Handle hot water
carefully
Developing children’s curiosity in Science
• Do and learn Science together with your
children
• Provide them with positive science learning
experiences by encouraging them to think
about and interact with the world around them
• They enjoy and learn better when doing
activities which allow them to use their senses
of sight, hearing, touch, taste and smell.
Developing children’s curiosity in Science
• Experiential learning or meaningful concrete
experiences are essential in helping to
grasp more complex and abstract
concepts
• Create informal Science learning
opportunities by seizing teachable moments
such as at home or outdoors, in the kitchen,
at the supermarket, at the seashore or even
walking along the road
Developing children’s curiosity in Science
• Through simple hands-on activities and
purposeful conversations about daily
happenings, parents can enhance children’s
understanding of Science knowledge and
develop their thinking skills and positive
attitudes for scientific inquiry
• Hands-on science activities can help children
think critically and gain confidence in their
own ability to solve problems
Developing children’s curiosity in Science
• Encourage them to play an active role in
making observations, asking questions,
solving problems, interpreting data and
communicating their learning to others
• Many of these skills are also important for
other careers and in daily life
Developing children’s curiosity in Science
• Train children to think. Lead them to think
further by using open-ended questions such
as “Why do you think so?” or “How do you
think it happens?” .
• These open-ended questions will stimulate
their mind and curiosity and help them to
acquire the good habit of observing things
and asking questions to further explore.
Skills and Processes
1) Observing
2) Comparing
3) Classifying
4) Using apparatus and equipment
5) Communicating
6) Inferring
7) Formulating hypothesis
8) Predicting
9) Analysing
10) Generating possibilities
11) Evaluating
Skills and Processes
Observing
• This is the skill of using our senses to gather
information about objects or events.
• It includes the use of instruments to extend
the range of senses.
Skills and Processes
Comparing
• This is the skill of identifying the similarities
and differences between two or more objects,
concepts or processes
Skills and Processes
Communicating
• This is the skill of transmitting and receiving
information presented in various forms –
written, verbal, pictorial, tabular or graphical.
Skills and Processes
Inferring
• This is the skill of interpreting or explaining
observations or pieces of data or information.
• Making simple inference based on observations
on key characteristics of an object.
Skills and Processes
Predicting
• This is the skill of assessing the likelihood of
an outcome based on prior knowledge of
how things usually turn out.
• State a likely outcome based on prior
knowledge
Skills and Processes
Analysing
• This is the skill of identifying the parts of
objects, information or processes, and the
patterns and relationships between these
parts.
Activity 1- How does water change
from one state to another?
Learning points:
• To observe the effects of heat gain or heat loss on
states of matter such as melting, boiling, evaporation
and condensation
Process skills: Observing, inferring, comparing,
communicating
Activity 1- How does water change
from one state to another?
Let the child observe an ice cube slowly melt.
Question (1)
In what way can I make the ice melt faster?
Suggested answers:
Heat it to make it melt faster. /
Increase the temperature of its surrounding.
Question (2)
What happens to the ice cube now?
Suggested answer:
The ice has melted completely. It has become water.
Activity 1- How does water change
from one state to another?
Leave the pool of water overnight.
Question (3)
What happens to the water now?
Suggested answer:
The water has evaporated.
Introduce the concept of “evaporation” by emphasising
that water has gained heat and has changed from the
liquid state to the gaseous state. This process is called
evaporation.
Activity 1- How does water change
from one state to another?
Now, parent can show your child the boiling of water
using an electric kettle.
Question (4) What do you observe when water in the
kettle is heated?
Suggested answer: When the water is heated to 100°C,
‘mist’ can be seen at the opening of the kettle.
Try to introduce the concept of ‘boiling’ and ‘boiling point’
(100°C) to the child. When water gains heat until its
temperature reaches 100°C, it changes from the liquid
state to the gaseous state and boiling takes place.
Activity 1- How does water change
from one state to another?
Question (5)
What do you think the ‘mist’ is?
Suggested answer:
‘Mist’ is made up of tiny water droplets which are
formed when hot water vapour (steam) from the
boiling water comes into contact with the cooler
surrounding air. This process is called condensation.
Activity 1- How does water change
from one state to another?
Place the plastic cover near the spout of the kettle
where the ‘mist’ is seen. Observe the surface of the
plastic cover where the ‘mist’ comes into contact with.
Hands-on activity
Activity 1- How does water change
from one state to another?
Place the plastic cover near the spout of the kettle
where the ‘mist’ is seen. Observe the surface of the
plastic cover where the ‘mist’ comes into contact with.
Question (6)
What do you observe on the surface of the plastic
cover?
Suggested answer:
Tiny water droplets can be seen.
Activity 1- How does water change
from one state to another?
Question (7)
Where do these tiny water droplets come from?
Suggested answer:
When the hot water vapour (steam) from the boiling
water comes into contact with the cooler surface of
the plastic cover, it loses heat and condenses to
become tiny water droplets.
Activity 1- How does water change
from one state to another?
Extended Activity
Take out a bottle of cold water from the refrigerator and
place it on the table.
Question (1)
What do you observe on the bottle after a short while?
Suggested answer: Tiny water droplets.
Activity 1- How does water change
from one state to another?
Question (2)
Can you explain what has happened?
Suggested answer:
When water vapour from the surrounding air comes into
contact with the colder outer surface of the bottle, it
loses heat and condenses to become tiny water
droplets.
Answering Technique (CECC)
C  Choice
E  Evidence
C  Concept
C  Comparison
Sample PSLE Question
Sample PSLE Question
Topic:
Water
Cycle
Sample PSLE Question
Suggested Solution
Process
a) Explain how the water was collected.
Evidence
The water from the wet sand gained heat
from the Sun and evaporated into water
vapour. The water vapour came into
contact with the inner cooler surface of Concept
the cone, lost heat and condensed to
form water droplets and was collected at
the base.
Suggested Solution
b) More water was collected in cone J
than in cone K. Explain why.
C X
E Larger opening -> Larger
exposed surface (to be inferred)
C Factors affecting rate of
evaporation
C Larger, faster
Suggested Solution
b) More water was collected in cone J
than in cone K. Explain why.
Comparison
Evidence from
the diagram
The wet sand in cone J has a larger exposed
surface area than that in cone K, so water Concept
Comparison
from the wet sand evaporated faster in
cone J than cone K.
Sample PSLE Question
Topic:
Water
Cycle
Sample PSLE Question
C X
E Strong wind present, Wet body
(water is present)
C Factors affecting rate of
evaporation
C Increases, faster
Suggested Solution
Explain why he felt even colder when a
strong wind blew.
Comparison
Concept
The strong wind increases the rate of
evaporation of the
water on his body.
Concept
Thus, his body lost heat faster to the
Comparison
water on his body.
Evidence from the diagram
(Circled in Red in the
previous slide)
Activity 2- Making a jumping frog
Learning points:
• Energy cannot be created or destroyed but it can
be converted from one form to another.
Process skills: Observing, inferring, communicating
Guide the child to make a simple toy using elastic
bands. Through this toy, lead them to learn about
Energy Conversion.
Hands-on activity
Activity 2- Making a jumping frog
Question (1)
What happens when you press the ‘frog’ down and
then let go?
Suggested answer: The ‘frog’ jumps in the air.
Allow the child to play with the toy, elicit some
responses from him/her to help link the concepts of
energy conversion to the working of the toy.
Activity 2- Making a jumping frog
Question (2)
What makes the ‘frog’ jump? Explain your answer.
Suggested answer: The elastic band is the
energy source of the ‘frog’.
Elastic potential energy is stored in the elastic
band when it is stretched. When you release the
fingers from the ‘frog’, this energy is converted
into kinetic energy which causes the ‘frog’ to
jump.
Activity 2- Making a jumping frog
Extended activity
Question (3)
How do you make the ‘frog’ jump higher?
Hands-on activity
Activity 2- Making a jumping frog
Extended activity
Question (3)
How do you make the ‘frog’ jump higher?
Guide the child to further experiment with the ‘frog’ by
fitting it with a few more elastic bands. This helps to
increase the elastic potential energy stored in the
‘frog’, which will be converted to higher kinetic energy
allowing it to jump higher when it is released.
Sample PSLE Question
Sample PSLE Question
Topic: Energy Conversion
Elastic Potential
Kinetic
Heat
Suggested Solution
b) Without changing the parts of the toy,
suggest one way to make the toy move a
longer distance. Explain your answer.
C X
E Move a longer distance
C Energy Conversion, Increase
Elastic Potential Energy
C more
Suggested Solution
b) Without changing the parts of the toy,
suggest one way to make the toy move a
longer distance. Explain your answer.
Evidence
Concept
Increase the number of turns by the
roller so that the toy could have more Comparison
elastic potential energy to convert to
more kinetic energy.
Comparison
Other suggested activities
to try out at home
Activity 3- Is starch present?
Learning points:
• Things which contain starch are usually derived
from plants or plant parts.
• Iodine solution can be used to test for the
presence of starch in food.
Process skills: Observing, comparing,
communicating, predicting
Activity 3- Is starch present?
Resources needed:
- Diluted iodine solution (Iodine solution can be
bought from the pharmacy. Dilute it by adding
some water.)
- A mixture of food (e.g. cooked rice,
vegetables and chicken meat) and non-food
items (e.g. paper, plastic plate and metal
spoon)
Activity 3- Is starch present?
Instructions:
- Add one to two drops of iodine solution to the
items.
- When yellowish-brown iodine solution is
added to the items which contain starch, it
turns blue-black.
Activity 3- Is starch present?
Item
Cooked rice
Cheese
Paper
Plastic spoon
Does the iodine Is starch
solution turn
present?
(Yes/No)
blue-black?
(Yes/No)
Is the item from
plant?
(Yes/No)
Activity 3- Is starch present?
Some questions that you can ask your child:
1) Which of these items contain(s) starch? Can
you make some predictions? Why have you
predicted this way?
2) What do you observe? Can you record your
observations? Did you predict correctly?
3) What can you conclude about those items?
Activity 3- Is starch present?
Suggested conclusion:
1) Items that turn blue-black show that they
contain starch and they come from plants.
2) Items that remain yellowish-brown show that
they do not contain starch and they do not
come from plants.
Activity 4- How is yeast used in
biotechnology?
Learning points:
• Yeast is often used in baking and brewing.
Using yeast to make bread or wine is an
application of biotechnology.
Process skills: Observing, inferring, comparing,
communicating
Activity 4- How is yeast used in
biotechnology?
Resources needed:
- A balloon
- A plastic bottle
- A packet of dried baker’s yeast (Can be
bought from supermarket)
- Some sugar
- Some warm water
- A small spoon
- A few slices of bread
Activity 4- How is yeast used in
biotechnology?
Instructions:
1. Fill half of a plastic bottle with warm water.
2. Add half a packet of dried baker’s yeast to the
warm water.
3. Swirl the bottle for a few seconds to mix the
yeast with the water.
4. Add 2-3 spoons of sugar to the bottle of warm
water.
5. Swirl the bottle again for a few seconds.
6. Place a balloon over the mouth of bottle.
7. Place the bottle of mixture in a room at room
temperature for about 20 minutes.
Yeast Experiment Video
Activity 4- How is yeast used in
biotechnology?
Some questions you can ask your child:
1. What do you think will happen to the
balloon?
2. What happens to the balloon? Why did this
happen?
3. How does this experiment link to using
yeast to make bread?
4. How do you explain the ‘tiny holes’ in the
bread?
Suggested Ways for Revision
1. Mindmap (By topic)
2. Thematic Map (Across topics
taught at different levels)
Blueblack
Topical
Acknowledgement
Marshall Cavendish Parent’s Guide i-Science
Primary 5 and 6
By Lee Ai Noi
Thematic Map (Marshall Cavendish Study
Guide 3rd Edition)
Please provide your feedback at the
following URL:
http://bit.ly/p5science2017