Date: 2 August 2014 Presenters: Mr. Jonathan and Ms Pavithra

 To equip parents with the knowledge and strategy to guide their child in the learning of Science and answering of open-ended questions.

 Importance of Scientific Language  Recall Questions  Aim of experiment  Pattern or relationship  ReLiCoRe

1. Language is the building blocks of knowledge 2. Language is an enabler in scientific processes 3. Language empowers critical science literacy

1. Language is the building blocks of knowledge  Language and knowledge are deeply intertwined  Language doesn’t simply convey knowledge  Language is the substance of knowledge 2. Language is an enabler in scientific processes  Some explanation questions on heat and temperature:  Explain the cracks in the concrete floor on a hot day  How does wearing a sweater keep us warm?  Important language features:  How does one start an explanation?  What is the structure of a scientific explanation?  How are the sequences joined together in an explanation?  What are the correct terms to use?

2. Language is an enabler in scientific processes

 Critical literacy is the ability to read texts with a focus on the relationships between language, power and social practices in order to challenge the implicit power relations among groups of people  Every discipline uses language deliberately to suit its social-economic-political goals  Example: legal language, financial language, scientific language

 Questions that require pupils to memorise scientific concepts  Example: (1) State the importance of water cycle. To provide a continuous supply of fresh water for the survival of living things.

 Note: Use of key words: Example: Water gains heat and evaporates to water vapour. Water vapour loses heat when it touches the cooler surface and condenses into water droplets

Andy has some water left in his mineral water bottle. He left it on the field before a soccer game. After one hour, he went to get his bottle and observed water droplets on the inner surface of the bottle. water droplets Explain how the water droplets formed on the inner surface of the bottle. [2]

The water in his water bottle gained heat from the Sun and evaporated into water vapour[1]. When the water vapour comes into contact with the cooler inner surface of the bottle, the water vapour loses heat and condensed into water droplets [1]. Note: The scientific language used here.

The diagram below shows Organism P which lives in the desert that is near the sea. The temperature in the desert can be as high as 45 ° C in the day and as low as 10 ° C in the night. Water droplets can be observed on the back of the organism in the morning. Explain how this occurs. [1]

 Warm water vapour in the surrounding air loses heat as it comes into contact with the cooler surface on the back of the beetle and condenses into water droplets.

Answer: Liquid B is a better conductor of heat. Explanation:  Heat travels faster through Liquid B to the wax, causing the wax to melt faster.[1]  Thus, thumbtack Y took a shorter time to drop off. [1] Note: Use of comparative words (better, faster and shorter) is important.

Jensen conducted an experiment with 2 airtight containers P and Q. Container P has a black surface and container Q has a white surface. He placed a thermometer in each container and left the two containers under the sun. Both thermometers showed the same temperature readings at this time. Container P Container Q (a) What can Jensen conclude from this experiment? [1]

 Black absorbs more heat than white surface. Weak answer  Black absorbs heat. (no comparison at all)  Black conducts heat. (conduction is for solid) Note: Colours (black and white)  think of heat absorption

Bird A lives in a very cold environment. (b) Bird A spends most of the day standing with its back facing the Sun. Suggest a reason for this behaviour. [1]

The black back of the bird absorbs heat better than the white surface which helps to keep the bird warm.

Note: Indicate clearly where friction is.  There is friction. (poor answer)  There is friction between the box and the rough surface. (better answer)

The diagram below shows two boxes of the same size but of different weight. Both boxes were left stationary on the floor. 10 kg5 kg Box A Box B Freddy commented that Box B has more friction than Box A. Do you agree with Freddy’s comment? Explain your answer. [1]

 No, I disagree. There is no frictional force between the box and the floor when it is stationary.  Or No, I disagree. Frictional force is only produced when the boxes are moving on the floor. DO NOT ACCEPT:  Yes, I agree. A heavier box has more friction than a lighter box. (Both boxes are not moving so there is no friction produced on flat surfaces)  There is no friction (No indication of where friction is)

Give a reason why animals reproduce? Animals reproduce to ensure the survival of its own kind. Give 2 examples of decomposer. Fungi and bacteria

 To find out if ____________________ will affect the __________________.  Identify the changing variable in the question.  Observation/Measurement (a) What is being measured or observed? (b) Examples – height of plant, distance travelled, time taken, heart rate per minute and etc. (Changing variable) (observation / measurement)

Jessie placed a toy car on the ramp as shown in the diagram below. She recorded the distance travelled by the car from the bottom of the ramp until the point the car stopped. She added different weights to the car and recorded her results in the table below Weights added to the car (g) Distance travelled by the car (cm) What is the aim of Jessie’s experiment?

For example To find out if the amount of weights added to the car will affect the distance travelled by the car.

Temperatur e 15°C25°C35°C45°C Rain tree fruit A did not split B split after 1 day C split after 5 h D split after 1 h Distance the seeds are scattered - 1 m 2 m 3 m Sue conducted an experiment on identical rain tree fruits and recorded her findings below. (a)What was Sue trying to find out?

 To find out if the temperature affects the distance the seeds are scattered.

The table below shows Samson’s pulse rate as he jogs. Speed for jogging (metres per minute) Pulse rate (heartbeats per minute) What is the relationship between Samson’s speed for jogging and his pulse rate? [2]

 Use the words given in the question or table. The faster Samson’s speed for jogging, the higher his pulse rate. Or As Samson’s speed for jogging increases, his pulse rate increases.

Four identical balls were dropped from different heights as shown in the table below. The diagram below shows the results after the lead balls were released from different heights onto a tray of sandy soil. What is the relationship between the height of the lead balls from the tray and the depth of the hole made by them in the sandy soil? Lead ballABCD Height from the tray of sandy soil (cm) A B C D

The higher the height of the lead balls from the tray, the deeper the depth of the hole made by them in the sandy soil.

ReLiCoRe

 Read – Link – Construct - Review  A visual thinking process to help pupils making linkages to the scientific concept(s).  To guide pupils in understanding the question and answer open-ended questions using the right key words.

 What are the key words or phrases that help you to understand the question? Diagrams  What does the diagram show?  What is the diagram trying to communicate?  If there are more than two diagrams, what are the similarities or differences?

The drawing below shows a traditional sky lantern powered by a candle flame Bottom part of lantern is opened. The lantern is able to float in the air until the candle flame dies out. Explain why the lantern is able to float for the period of time. [2] Top part of lantern is sealed Lit candle Supporting wire

The drawing below shows a traditional sky lantern powered by a candle flame. Bottom part of lantern is opened. The lantern is able to float in the air until the candle flame dies out. Explain why the lantern is able to float for the period of time. [2] Top part of lantern is sealed Lit candle Supporting wire

 What are topics or concepts from the underlined words or diagrams?  Which topic or concept is this question testing?

The drawing below shows a traditional sky lantern powered by a candle flame. Bottom part of lantern is opened. The lantern is able to float in the air until the candle flame dies out. Explain why the lantern is able to float for the period of time. [2] Top part of lantern is sealed Lit candle Supporting wire Lit candle gives off heat The air in the lantern will gain heat. Hot air rises Lit candle gives off heat

 Look at the keywords highlighted  Which are the keywords and phrases that I should include in my answer?  Brainstorm for other keywords and write it down.  Arrange the ideas or keywords into a sentence  Avoid using ‘It’ to ensure that the question is specific.

 Key words or phrases to use Flame, lit candle, heat, air, hot air rises, lantern float Joining the ideas The flame from the lit candle heats up the air in the lantern. Hot air rises and it could not escape from the sealed top part of the lantern, thus, the lantern floats in the air.

 Is the answer true to the context of the question?  Is it logical?  Are the spelling, connectors and concepts correct, relevant and scientific?  Did I miss out any key words?

 Write down some notes about what makes an answer weak and pitfalls to avoid.  Example: (a) It gains heat and rises in the air. (b) The lantern is very light so it can float in the air. (c) The wind blows the lantern and it floats. (d) The candle heats up the air and hot air rises. (e) Hot air rises.

What will happen to the water level in the glass after 20 minutes?

What will happen to the water level in the glass after 20 minutes? Explain

What will happen to the water level in the glass after 20 minutes? Explain your answer. [2] Air in the glass is heated up by the flame Hot air cools down and contract. Air contracts. More space in the glass. Water occupies the space.

 Key words and phrases  Hot air, cool down, contract, more space, water level, occupy space  The water level rises. As the heated air in the glass cools, it contracts [1]. Water from the container thus enters the glass to occupy this space [1].

 The water level rises. As the heated air in the glass cools, it contracts [1]. There will now be more space available in the glass. Water from the container thus enters the glass to occupy this space [1].

 Water level rises. (No explanation given).  There will be more water in the glass. ( The question is asking about the water level).  As the heated air in the glass cools, it contracts. There will now be more space available in the glass. Water from the container thus enters the glass to occupy this space. (Did not answer the question about the water level).  The air cools down and contract. (Vague, surrounding air? Air inside the glass?)  As the heated air in the glass cools, it contracts. Water from the container then enters the glass. (Did not explain why the water would enter the glass).

 Ask questions that allow your child to describe, explain and give reasons for their observations and findings.  Get your child to identify the aim of the experiment and indicate the changing variable.  Revisit topics in taught in lower block Science.  Emphasize the techniques taught while answering the questions.

Thank you!