Parents’ Seminar Springdale Primary School 1
Overview 1. Primary Science Education 2. Science Curriculum & Syllabus 3. Components of Science Curriculum 4. Process skills in Science & SMART SDPS 1. Comparing in P3 2. Writing aim statements in P4 5. Excelling in Science 6. Support from Parents Springdale Primary School 2
Aims of Primary Science To provide primary students with experiences which build on their interest & stimulate their curiosity about their environment basic scientific terms & concepts to help them understand themselves & the world around them opportunities to develop skills, habits of mind & attitudes necessary for scientific enquiry Springdale Primary School 3
Science Curriculum Framework www.moe.gov.sg/education/syllabuses/ sciences/.../science-primary-2014 Springdale Primary School 4
Primary Science Curriculum Thematic & Spiral Theme Lower Block (P3 & 4) Upper Block (P5 & P6) • Diversity of living & Diversity Non-living things • Diversity of materials • Cycles of Plants & • Cycles in Plants & Cycles Animals (Life Cycles) Animals (Reproduction) • Cycles in Matter • Cycles in Water Springdale Primary School 5
Primary Science Curriculum Thematic & Spiral Themes Lower Block (P3 & 4) Upper Block (P5 & P6) • Plant System (Plant • Plant System Systems parts & functions) (Respiratory & • Human System Circulatory systems) • Human System (Digestive System) (Respiratory & Circulatory systems) • Cell System • Electrical System Springdale Primary School 6
Primary Science Curriculum Thematic & Spiral Themes Lower Block (P3 & 4) Upper Block (P5 & P6) • Interaction of • Interaction of Forces Interactions Forces (Magnets) (Frictional, Gravitational forces, forces in spring) • Interaction within the Environment • Energy Forms & • Energy Forms & Uses Energy Uses (Light & Heat) (Photosynthesis) • Energy Conversion Springdale Primary School 7
Revised Science Syllabus 2014 P3 Themes/Topics Learning Outcomes Diversity of Living & Recognise some broad groups of Non-Living Things animals – amphibians, birds, fish, insects, mammals, reptiles Diversity of Materials Compare physical properties of materials based on: strength, flexibility, ability to float/sink in water, waterproof, transparency Cycle of Plants & Observe & compare life cycles of Animals animals over a period of time – beetle, butterfly, chicken, cockroach, frog, grasshopper, mosquito Springdale Primary School 8
P3 Science Topics Term 1 Term 2 Term 3 Term 4 Diversity Diversity Systems Cycles • Classification • Materials • Human • Plant life cycle • Living & Non- Digestive living Things Systems • Plants • What is a Cycles • Animals system • Animal life • Fungi & • Plants cycle Bacteria • Human body Springdale Primary School 9
P4 Science Topics Term 1 Term 2 Term 3 Term 4 Cycles Energy Interactions Revision • Matter • Heat & • Magnets • P3 & P4 Temperature Topics Energy • Light & Shadows Springdale Primary School 10
Components of Science Curriculum 1. Practical Sessions in the laboratory 2. Process Skills Worksheets 3. Progress Check Worksheets* 4. Science Journals* 5. Performance Tasks 6. Topical Revision Papers 7. MC Online 8. Eco-trails Springdale Primary School 11
Outdoor Science Activities 1. Learning Journeys (LJ) Inquiry-based LJ provide students with outdoor experiential learning P1 Lorong Halus P2 Pasir Ris Park P3 Singapore Zoo 2. Eco-Trail @ SDPS P3 (Term1: Diversity of Plants) P4 (Term 3: Plant Life Cycle) Springdale Primary School 12
Importance of Process Skills In “A Handbook for Science Teachers in Primary S chools” (Teo, Nora., 2003) states that process skills help students to … “deal with expectations that are relevant in all parts of life and find out things for themselves. The acquisition of such skills contributes to our students’ general mental development and helping them to learn how to learn.” Springdale Primary School 13
Types of Process Skills 1. Observing 2. Comparing 3. Classifying 4. Using apparatus & equipment 5. Inferring 6. Predicting 7. Analysing 8. Evaluating 9. Generating Possibilities 10. Communicating Springdale Primary School 14
Process Skills for P3 & P4 Springdale Primary School 15
SMART SDPS SMART SDPS: A strategy to answering Science Questions Springdale Primary School 16
Process Skill: Comparing P3 Process Skill: Comparing & SMART SDPS Sharing Springdale Primary School 17
Comparing Comparing is the skill of identifying similarities & differences between two or more things that you observe 1. The similarities & differences observed will help you draw conclusions about the significance of the comparison. 2. You can compare things by observing them in real life or by observing diagrams , charts or tables . 3. You need to know the characteristics of the things that can be compared, e.g. body covering or breathing method. Springdale Primary School 18
Comparing of diagrams Springdale Primary School 19
Comparing using a flowchart Study the flowchart below. Question: An ostrich is a bird that cannot fly. Explain why animal C cannot be an ostrich. Springdale Primary School 20
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Steps S tudy the problem / What do I know? The characteristics of different animals. question Based on the flowchart, for animal C, the word No is stated for the question: Does it have feathers? But the word Yes is given for the questions: Can it fly? What topic(s) is this question on? Animal Diversity. What am I asked to find? Explain why a particular animal cannot be the choice given based on the flowchart. Hence, for animal C, it is an animal that has no feathers but can / able to fly. Springdale Primary School 22
Steps D ecide on a Have I solved similar questions plan / concept before? Yes / No What concept should I use? Comparing Springdale Primary School 23
P resent my answer I will apply the concept by referring to the question stem. Concept: Characteristics of birds. Some birds are flightless for example an ostrich or a kiwi. I will write out the answer. Animal C cannot be an ostrich because it can fly and does not have feathers. Have I answered the question? Yes. Does my answer make sense? S tudy my answer Yes. I have avoid using the pronoun ‘It’ as it not clear if I am referring to the ostrich or to Animal C. Are concepts applied in my answer? Yes. Springdale Primary School 24
Process Skills: Aim of Experiment P4 Process Skill : Aim of Experiment & SMART SDPS Sharing Springdale Primary School 25
Aim of experiment What is an aim? • The objective of the experiment/the reason why we wish to carry out the experiment. • Use phrases like “To find out how …./ To find out if… /To investigate how…/ To investigate if…..” as a starter. Example: To find out how the number of batteries used affects the strength of the iron nail when it becomes a temporary magnet. Springdale Primary School 26
Aim of experiment What is a Variable? A variable is anything that you can change that can affect the results in an experiment, e.g. • The size of the container • The type of material • The temperature • Duration of the experiment Springdale Primary School 27
Aim of experiment Changed variable in experiments • You should change only the variable that you are testing (can be determined from the aim of the experiment). • All the other variables should be kept the same . • Only one variable should be changed (changed variable). Springdale Primary School 28
Aim of experiment Writing an Aim Statement: To find out _____________________(change variable) affects the ______________(result). Concept: Identify the change variable in the experiment to determine the aim. Springdale Primary School 29
P4 SMART SDPS Template Springdale Primary School 30
Aim of experiment Amanda planted three balsam plants of similar heights in three pots, A, B and C containing similar amount of soil. The three pots were placed at a same location in the garden for ten days and watered with the same amount of water daily. She recorded the heights of the plants at the start of the experiment and after ten days. Springdale Primary School 31
Aim of experiment Question: What was Amanda trying to find out? Springdale Primary School 32
Plant system Springdale Primary School 33
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Strategies for excelling in Science & Support from Parents Springdale Primary School 35
Excelling in Science Answering techniques during exams Phrase answers using scientific concepts Highlighting the key words in the Questions Answer to the context of the question Be specific, e.g. “Plants are different in their l eaves” without stating specially how are they different Interpret the data in tables and graphs Using all labelled information in the diagram Identify the topic of the question MCQ -Analyse the distractors – elimination technique Springdale Primary School 36
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