Science Titbits, October 23, 2014

This concept behind this question is easy to grasp. Hence, when I first asked my P3 students to attempt this question, I thought they would usually get it right. How very wrong I was! While the concept is easy, the technique of handling this question may somehow be too challenging for some P3 students. There 

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Science Titbits, October 21, 2014

This question is very useful for me to identify the students who may have the wrong concept of the conditions for the seed to germinate. Seed usually requires air, water and warmth to germinate. In this question, the setup is placed in a dark cupboard. Students who think that light is a required condition for seed 

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Science Titbits, October 16, 2014 – About Magnets

At first glance, I thought this is rather a straight forward question as long as the students infer from the table. However, some students have chosen Option (2) instead of Option (3) which is the correct answer. I started to hear their reasons. Interestingly, their “theory” is always that the bigger the magnet, the stronger its magnetic 

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Science Titbits, October 14, 2014

I like this question, not because it is challenging. In fact, most of my students get the answer right. This question allows me to bring up the discussion of special features of plants due to different environmental conditions, for instance, cactus, which the students can relate. As I am introducing cactus in the discussion, some of 

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Science Titbits, October 13, 2014 – About Dolphins

I like questions that are related to real-life application, like this one. At lower primary level, there are usually few facts about dolphins that teacher will bring up during lessons: 1) Dolphin is an aquatic mammal which takes in atmospheric oxygen. 2) Dolphin can store oxygen in its body. For children who do not know the 

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Science Titbits, October 10, 2014

While getting the right answer is important, I am also interested to know why the children arrive at the wrong ones. For this question, the first reaction is usually “The question is too long. I don’t know what it is asking.” This may be due to the presence of too much information in one big 

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Science Titbits, October 7, 2014

I like to use this question during my lesson. Not because it is difficult or tricky. In fact, most of the students get it correct. However, it helps me in my next question to them to work on their creativity and flexibility. The questions from me to these students are usually: “How then we can modify the 

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Science Titbits, October 2, 2014

This is an interesting question. Some students read a question too quickly. Others may not have read the text in the question, but head right into the diagram in the question. Some may not examine the diagram carefully and choose the answer that seems most correct (by hunch, in layman terms. :-)) When any of 

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