(iv) Review the following outcomes and discuss the strengths and

weaknesses of the outcomes.

a. Predict whether various small objects will sink or float.
Strength:
1. Pupils know how to use their observation to differentiate big and small
objects.
2. Pupils know how to carry out the experiment to find out whether objects
sink or float.
3. Pupils know how to make prediction.
Weakness:
1. Pupils will have the misconception that big objects will sink and small
objects will float.
2. The objects used to carry out this experiment must be able to really prove
the concept float and sink.
3. The outcome statement is not explicit.
Solution:
Identify objects that can sink or float in the experiment given.

b. State examples of food from each food category.

Strength:
1. Pupils have knowledge on food category.
2. Pupils know that different types of food have different function.
3. Pupils can list out different types of food based on food category.
Weakness:
1. Pupils have difficulty in grouping the food given into correct category.
2. The learning outcomes statement did not state the specific food category.
Solution:
State the kinds of food that:- give energy
help you grow
help you stay healthy
c. Using a model, the children will observe the phases of the moon.
Strength:
1. Pupils understand that the moon does not emit light.
2. Pupils know that moon appears bright when it reflects sunlight.
Weakness:
1. Pupils unable to see the phases of the moon clearly by just looking at the
model.
2. The learning outcome given is not explicit.
Solution:
1. Describe the phases of the moon by carrying out a simulation.
2. Pupils carry out a project to observe and record the phrases of the moon
for a month and relate them to the dates of the lunar calendar.

d. The children will explain how the rainmaking model can be used to
illustrate the water cycle.
Strength:
1. Pupils understand that the state of water on earth is always changing.
2. Pupils understand and can explain how the formation of clouds and rain is.
3. Pupils can state the process of condensation and evaporation.
Weakness:
1. The rainmaking model does not show clearly the process of water cycle.
2. The rainmaking model is difficult to build.
Solution:
1. The rainmaking model can be replaced by using a water cycle diagram.
2. The children can state the process of evaporation and condensation based
on the water cycle diagram.

e. The children will design and conduct an experiment to test the effect of
light on the growth of grass.
Strength:
1. The pupils understand that plants need light to grow.
2. Pupils understand that plants need light to make food.
Weakness:
1. The learning outcome is of high level.
 2. The pupils cannot design the suitable experiment without the teacher’s
guidance.
3. There are no controlling variables in the learning outcome.
Solution:
The children will design and conduct an experiment with the teacher’s
guidance to compare the effect of light on the growth of grass.

f. The children will observe and describe the differences between living
and non-living things.
Strength:
1. Pupils know what are living things and non-living things.
2. Pupils can state the characteristic of the living and non-living things.
3. Pupils have skills to differentiate the living things and non-living things
based on their characteristics.
Weakness:
1. The word “describe” is of high level and not suitable for primary students
2. Some characteristics of living things cannot be observed immediately and
need a period of time.
Solution:
Teacher should give a list of living and non-living things for the pupils to
observe and state their differences.