SET 2 SECTION A (20 marks) Answer all questions 1.

Which of the following is a common goal of teaching science to primary school pupils? (A) (B) (C) (!) $. Acquire lifelong skills. Inculcate scientific literacy. repare pupils for a career in science. Inculcate positi"e attitu#es towar#s self.

Which of the following #escri%es the characteristics of a scientifically literate person? I II III I( ( (A) &ake informe# #ecisions concerning their personal li"es. Approach challenges in a systematic an# logical manner. 'as misconceptions of scientific concepts an# principles. &ake responsi%le #ecisions a%out science)relate# issues. &ake quick #ecisions without enough supporting e"i#ence.

I* II an# I( only

(B) I* III an# I( only (C) II* III an# ( only (!) III* I( an# ( only

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,he -e"ise# Curriculum .pecifications for rimary .chool .cience was intro#uce# an# implemente# in the year $//+ for 0ear 1. Which of the followings is the key change in the .cience Curriculum? (A) (B) (C) (!) ,he use of 2nglish language in the teaching an# learning of .cience. ,he contents taken from the .&A-, .chool science sylla%us. ,he topics were re#uce# to allow more time for science In"estigations. ,he contents were reorgani3e# accor#ing to the themes which co"ere# se"eral learning outcomes.

1.

Below are the o%4ecti"es of the rimary .chool .cience Curriculum for le"el one except (A) (B) (C) (!) to create awareness on the nee# to lo"e an# care for the en"ironment. to han#le the latest contri%utions an# inno"ations in science an# technology. to stimulate stu#ents5 curiosity an# #e"elop their interest a%out the worl# aroun# them. to pro"i#e stu#ents with opportunities to #e"elop science process skills an# thinking skills.

6.

,he topic 7 ush an# ull5 is in which of the following themes? (A) (B) (C) (!) In"estigating materials. 8earning a%out li"ing things. In"estigating force an# energy. 8earning a%out the worl# aroun# us.

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A teacher wants to teach a%out constellation. .uggest the most suita%le metho# for acti"e learning to happen. I. II. III. I(. (. (A) (B) (C) (!) I an# II only II an# III only I* II an# ( only III* I( an# ( only :iel# stu#y. .imulation. 2;periment. :uture .tu#ies. 8earning Cycle.

<.

Which of the following statement best #escri%e the inquiry approach? (A) (B) (C) (!) ,eacher tells stu#ents what to o%ser"e #uring the e;periment. ,eacher suggests specific e;perimental proce#ures to test a hypothesis. ,eacher usually gi"es stu#ents the interpretations of the results of the e;periment. ,eacher encourage stu#ents to form their own hypotheses an# e;plore ways to test their hypothesis.

=.

What coul# %e a #isa#"antage of the #isco"ery learning approach? (A) (B) (C) (!) In"ol"es min#s)on an# han#s)on e;periences upils ha"e lots of free#om in sol"ing pro%lem upils nee# to see patterns in their o%ser"ation upils coul# %e #istracte# from the assigne# task

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Ahma# is teaching recycling of materials using ?igsaw metho#. What shoul# he #o to #etermine that his pupils get the information? (A) (B) (C) (!) 'e #istri%utes aca#emic materials to pupils. Ask pupils to search for internet information. 'e shoul# present new aca#emic information. Ahma# an# his pupils search for internet information together.

1/. A teacher %egins a lesson %y showing two %locks of woo#* one much larger than the other. ,hey are weighe# an# the results show that the larger %lock is hea"ier than the smaller %lock. ,he %locks are then place# in a container of water. ,he larger %lock floats* while the smaller one sinks. ,he teacher then asks @Why #i# the lighter %lock sink an# the hea"ier one float?A

Base# on the a%o"e acti"ity* what type of teaching an# learning strategy is the teacher using? (A) 2;periment to test a hypothesis (B) In"estigation to sol"e a pro%lem (C) !emonstration to illustrate a concept (!) !iscrepant e"ent for stu#ents to e;plore

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,he correct sequence in testing a hypothesis #uring an e;periment is to I. II. III. I(. (. (A) (B) (C) (!) collect #ata interpret #ata i#entify "aria%les make conclusion propose work proce#ure

I* II* III* I(* (. III* II* I(* (* I. (* III* I* II* I(. III* (* I* II* I(.

1$.

Which of the following statement refers to pro4ect)%ase# learning? (A) (B) (C) (!) upils working alone. upils competing with one another. ,he scope is %roa# an# inter#isciplinary focus. ,he scope procee#s %lock %y %lock an# unit %y unit.

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What are the appropriate steps to %e taken to prepare for a science fair? I. II. III. I(. (. (A) (B) (C) (!) .elect a topic. resent to 4u#ges or au#ience. Construct an e;hi%it or #isplay. Bather %ackgroun# information. Write a plan on how to carry out the pro4ect.

III* II* I(* I* ( III* II* I* I(* ( I* l(* II* lll* ( I(* III* II* I* (

11.

Before a science fiel# trip stu#y teacher has to clarify the aim of the "isit. Why must this action %e #one? (A) (B) (C) (!) ,o ensure the safety. ,o e"aluate the stu#y. ,o familiarise the stu#ent. ,o #raw pupils to the focus of stu#y.

16.

A year 1 pupils shows an awareness of colours* line* shapes an# space* an# the a%ility to #iscipline oneself. Which of the following intelligences are shown? (A) (B) (C) (!) (isual)spatial intelligence an# Interpersonal intelligence. (isual)spatial intelligence an# Intrapersonal intelligence. 8ogical) mathematical intelligence an# Catural intelligence. 8ogical) mathematical intelligence an# Interpersonal intelligence

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,here are cultural #iscrimination for female to pursue careers in science fiel#. Which of the following statements reflect this current pro%lem? (A) (B) (C) (!) -eport shows females are more positi"e towar#s science. :emales are not encourage# to #e"elop their practical skills. :emales ten# to place the %lame on others rather than themsel"es. arents an# teachers always encourage female stu#ents to pursue careers in science.

1<.

In a teaching session* a teacher i#entifie# a stu#ent with the following learning style. .ensiti"e to other5s opinions -ecepti"e to e;trinsic moti"ation !epen#s on moti"ation %y teacher for learning ercei"es a situation in an o"erall manner

What type of learning style is shown %y this stu#ent? (A) (B) (C) (!) ,heorist -eflecti"e :iel# #epen#ent :iel# in#epen#ent

1=.

upils with learning #isa%ilities often fin# learning is a #ifficult an# painful process. Which is the most important skill they nee# to learn to o"ercome the #ifficulties? (A) (B) (C) (!) 8earn how to learn ,o communicate effecti"ely ,o link pre"ious lesson to instructional o%4ecti"es ,o un#erline key wor#s or #irections on acti"ity sheets

1>.

'ow woul# you create the teaching an# learning en"ironment for the pupils with Drthope#ic Impairments? I. II. III. I(. (. (A) (B) (C) (!) &o#elling "arious %ir#s an# ha%itat with clay. .it near the stu#ent for safety. -emo"ing physical an# psychological %arrier in the classroom. ,ransfer the soun# wa"e to water or san# in comparing what happens. Buil#ing %ri#ges or other structures using #rinking straw.

I an# II only II an# III only I( an# ( only I * III an# I( only

$/.

.pen#ing long perio#s of time with other gifte# pupils may arouse an e;citing learning atmosphere.

Base on the a%o"e statement* which is the best learning en"ironment for gifte# pupils? (A) (B) (C) (!) Cature Camps. Community Internships. Dpen)2n#e# 2;perimentation. Dpen)2n#e# ro%lem .ol"ing.

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SECTION B (40 marks) Answer all the questions 1. .ince in#epen#ence* the &alaysian rimary .cience Curriculum has un#ergone a series of changes. Among the curricula that emerge# are &an an# 'is 2n"ironment an# the present EB.- .cience Curriculum. (a) Compare three #ifferences %etween the two curricula a%o"e. FFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFF FFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFF FFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFF FFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFF FFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFF FFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFF (6 marks)

(%)

(i)

Bi"e t o weaknesses in the implementation of the &an an# 'is 2n"ironment Curriculum. FFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFF FFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFF FFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFF

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FFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFF (2 marks) (ii) 2;plain how the EB.- .cience Curriculum meets the aspirations of the Cational hilosophy of 2#ucation. FFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFF FFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFF FFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFF FFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFF (2 marks)

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In the &alaysian rimary .cience Curriculum* constructi"ism approach* scientific an# thinking skills are gi"en much emphasis compare# to pre"ious curriculum. (a) 2;plain t o ways how constructi"ism approach help pupils un#erstan# science %etter? FFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFF FFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFF FFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFF FFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFF (4 marks) 12

(%)

Briefly e;plain three a#"antages of putting so much emphasis on scientific an# thinking skills in the curriculum. FFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFF FFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFF FFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFF FFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFF FFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFF FFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFF (6 marks)

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,he me#ium of instruction for the EB.- rimary .cience Curriculum is the 2nglish 8anguage. ,he lack of familiarity with this language may pose pro%lems for many pupils in mastering scientific concepts an# principles.

(a)

(i)

8ist t o ways you can help pupils to help themsel"es in

o"ercoming language pro%lems in your science classroom.

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FFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFF (4 marks) (ii) !escri%e t o techniques you can use for teaching science to non)2nglish speaking stu#ents.

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(%)

What can you #o to ensure gen#er equality in your science classroom? FFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFF

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1.

upils come to our school with #i"erse %ackgroun#s an# genetics. It causes #ifferences in the ways pupils learn. (a) .uggest t o acti"ities that teacher can carry out to teach the topic on e;ternal features of plants to "isual learners. FFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFF FFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFF FFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFF FFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFF (4 marks) (%) .uggest an# e;plain three strategies to help teachers in teaching pupils with a "ariety of learning styles. FFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFF FFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFF FFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFF FFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFF FFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFF FFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFF (6 marks)

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SECTION C (40 marks) Answer any t o questions only. 1. (a) Inquiry #isco"ery an# cooperati"e learning approaches for teaching science in schools. are popular

2;plain why this approach continue to %e use# among science teachers. (!0 marks) (%)

upils in groups of four are gi"en an en"elope containing = car#s. 2ach car# has a picture of a #ifferent animal on it. ,he groups5 task is to #eci#e which ha%itat each animal %elongs to an# write #own their in#i"i#ual answers. :irst* a rea#er took out a picture of one animal from the en"elope an# the group mem%ers #iscuss* share their i#eas an# then come to a consensus on the ha%itat of the animal. When the pupils finishe# recor#ing their first answer the checker make sure that all the group mem%ers un#erstan# an# agree with the answer. ,he steps are repeate# with pupils taking turns to %e the rea#er an# the checker until all the animals ha%itats ha"e %een i#entifie#. 'owe"er* #ue to lack of time* the teacher en#s the lesson in a hurry.

,he a%o"e e;tract is an o%ser"ation of part of a lesson con#ucte# %y a science teacher who is trying to use the cooperati"e learning approach. Base# on the lesson a%o"e* #iscuss if the "#$e characteristics of cooperati"e learning are incorporate# in the lesson. ?ustify your answer %y pro"i#ing examples from the a%o"e lesson. . ( !0 marks)

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:iel# trip an# .cience fair offer real worl# e;perience which class)room lessons cannot pro"i#e. 'owe"er these metho#s can %e %eneficial only if it is well planne# an# carefully con#ucte#. What factors must teachers consi#er to ensure the effecti"eness of the following metho#s for primary pupils? (a) (%) :iel# trip (!0 marks) .cience fair (!0 marks)

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Dne of the ma4or goals of science e#ucation is the achie"ement of scientific literacy %y all citi3ens. A%% chil#ren ha"e the capa%ility of learning science an# all chil#ren can participate successfully in #oing acti"ities. In your opinion* #iscuss if the statement a%o"e is possi%le for chil#ren with the following impairment. (a) (%) (isual impaire#. (!0 marks) 'earing impaire#. (!0 marks)

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