Parents Seminar Springdale Primary School 1 Overview 1. Primary - - PowerPoint PPT Presentation

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Parents Seminar Springdale Primary School 1 Overview 1. Primary - - PowerPoint PPT Presentation

Nov 14, 2022 471 likes •946 views

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

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Parents’ Seminar

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  • 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

Overview

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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

  • pportunities to develop skills, habits of mind &

attitudes necessary for scientific enquiry

Aims of Primary Science

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www.moe.gov.sg/education/syllabuses/ sciences/.../science-primary-2014

Science Curriculum Framework

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Thematic & Spiral

Theme Lower Block (P3 & 4) Upper Block (P5 & P6) Diversity

  • Diversity of living &

Non-living things

  • Diversity of materials

Cycles

  • Cycles of Plants &

Animals (Life Cycles)

  • Cycles in Matter
  • Cycles in Plants &

Animals (Reproduction)

  • Cycles in Water

Primary Science Curriculum

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Thematic & Spiral

Themes Lower Block (P3 & 4) Upper Block (P5 & P6) Systems

  • Plant System (Plant

parts & functions)

  • Human System

(Digestive System)

  • Plant System

(Respiratory & Circulatory systems)

  • Human System

(Respiratory & Circulatory systems)

  • Cell System
  • Electrical System

Primary Science Curriculum

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Thematic & Spiral

Themes Lower Block (P3 & 4) Upper Block (P5 & P6) Interactions

  • Interaction of

Forces (Magnets)

  • Interaction of Forces

(Frictional, Gravitational forces, forces in spring)

  • Interaction within the

Environment Energy

  • Energy Forms &

Uses (Light & Heat)

  • Energy Forms & Uses

(Photosynthesis)

  • Energy Conversion

Primary Science Curriculum

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P3 Themes/Topics Learning Outcomes Diversity of Living & Non-Living Things Recognise some broad groups of 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 & Animals Observe & compare life cycles of animals over a period of time – beetle, butterfly, chicken, cockroach, frog, grasshopper, mosquito

Revised Science Syllabus 2014

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Term 1 Term 2 Term 3 Term 4 Diversity

  • Classification
  • Living & Non-

living Things

  • Plants
  • Animals
  • Fungi &

Bacteria Diversity

  • Materials

Systems

  • What is a

system

  • Plants
  • Human body

Systems

  • Human

Digestive Cycles

  • Animal life

cycle Cycles

  • Plant life cycle

P3 Science Topics

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Term 1 Term 2 Term 3 Term 4 Cycles

  • Matter

Energy

  • Light &

Shadows Energy

  • Heat &

Temperature Interactions

  • Magnets

Revision

  • P3 & P4

Topics

P4 Science Topics

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  • 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

Components of Science Curriculum

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  • 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)

Outdoor Science Activities

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In “A Handbook for Science Teachers in Primary Schools” (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.”

Importance of Process Skills

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  • 1. Observing
  • 2. Comparing
  • 3. Classifying
  • 4. Using apparatus & equipment
  • 5. Inferring
  • 6. Predicting
  • 7. Analysing
  • 8. Evaluating
  • 9. Generating Possibilities
  • 10. Communicating

Types of Process Skills

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Process Skills for P3 & P4

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SMART SDPS:

A strategy to answering Science Questions

SMART SDPS

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Process Skill: Comparing

P3 Process Skill: Comparing & SMART SDPS Sharing

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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
  • r 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.

Comparing

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Comparing of diagrams

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Study the flowchart below.

Comparing using a flowchart

Question: An ostrich is a bird that cannot fly. Explain why animal C cannot be an ostrich.

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Steps Study the problem / question What do I know? The characteristics of different animals. 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.

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Steps Decide on a plan / concept Have I solved similar questions before? Yes / No What concept should I use?  Comparing

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Present 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. Study my answer ฀ Does my answer make sense?

  • 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.

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Process Skills: Aim of Experiment

P4 Process Skill : Aim of Experiment & SMART SDPS Sharing

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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.

Aim of experiment

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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

Aim of experiment

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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).

Aim of experiment

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Writing an Aim Statement: To find out _____________________(change variable) affects the ______________(result). Concept: Identify the change variable in the experiment to determine the aim.

Aim of experiment

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P4 SMART SDPS Template

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Aim of experiment

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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.

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Aim of experiment

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Question: What was Amanda trying to find out?

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Plant system

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Strategies for excelling in Science & Support from Parents

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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 leaves” 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

Excelling in Science

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  • 1. Encourage your child to observe, ask questions,

experiment & seek their own understanding of the natural environment around them.

  • 2. Actively engage your child by talking about the books

they are reading or television programmes on Science they have watched.

  • 3. Provide frequent opportunities for Science learning at

home, during outdoor play, trips to parks, zoos, markets, supermarkets, nature reserves, etc. Build on your child’s interest

Support from Parents

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  • 4. Foster children’s creative & critical thinking, problem

solving & resourcefulness through authentic tasks such as cooking, doing household chores & other everyday activities so that they see Science as part of their daily lives. Help your children see Science around them

Support from Parents

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Science in our Everyday…

Why are metal spoons placed inside hot drinks?

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Science in our Everyday…

What characteristics should we consider when we select materials to make a raincoat?

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  • Science Magazines Subscription –

National Geographic Explorer, Wildlife Wonder, The Singapore Scientist, Young Scientist

  • Science Guide Books - Mini Guide

Books by Science Centre, Mini Science Encyclopaedia

  • SCV Discovery Channel, National

Geographic, Animal Planet

Go Beyond The Classroom Learning Resources

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Online Resources

Go Beyond The Classroom

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Go Beyond The Classroom

Online Resources

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Book List - http://www.goodreads.com/shelf/show/childrens-science National Geographic Kids – http://kids.nationalgeographic.com Discovery Kids – http://discoverykids.com/

Online Resources

Go Beyond The Classroom

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Thank you for your attention