Science C Curriculum Briefing riday, 29 th th Fri January ry - - PowerPoint PPT Presentation

Primary 3

Science C Curriculum

Briefing

Fri riday, 29th

th

January ry 2016

Primary ry Science Curriculum

• is the foundation for Science at higher levels.
• balance between the acquisition of Science

knowledge, skills, process & attitudes.

• learning of Science is useful and meaningful;

as it is relevant & applicable to everyday life

In Inquiry ry & the P3 Science Curriculum

Essential Features of In Inquiry ry

Engages in scientific questions Collects data in response to questions Formulates explanations from evidence Connects explanations to scientific knowledge Communicates and justifies explanations

Learner

In Inquiry ry-based Science

• Inquiry encourages students to question,

conduct experiment to find answers and make discoveries on their own.

• Inquiry begins with gathering information

through applying the human senses — seeing, hearing, touching, tasting, and smelling.

The P3 Science Curriculum has been designed to facilitate in inquiry ry-based le learning through various activities recommended by CPDD.

Syll llabus, Themes & Topics

Prim imary ry Scie ience Syll llabus: 5 Themes

Diversity, Cycles, Interactions, Energy & Systems Block Level Themes Upper P6 Energy, Interactions P5 Cycles, Systems, Interactions Lower P4 Systems, Cycles, Energy P3 Diversity, Cycles, Interactions

The Overvie iew of Topics

Theme Lower Block (P3 & P4) Upper Block (P5 & P6)

Diversity

 Diversity of living and non-living things  Diversity of materials

Cycles

 Cycles of Plants and Animals (Life Cycles)  Cycles in Matter and Water (Matter)

 Cycles in Plants and Animals (Reproduction)  Cycles in Matter and Water (Water) Systems

 Plant System (Plant parts and functions)  Human System (Digestive System)

 Plant System (Respiratory and Circulatory Systems)  Human System (Respiratory and Circulatory Systems)  Cell System  Electrical System Interactions 

Interaction of Forces (Magnets)

 Interaction of Forces (Frictional, Gravitational Forces, Force in Springs)  Interaction within the Environment Energy

 Energy Forms and Uses (Light and Heat)

 Photosynthesis  Energy Conversion

Overview of Topics in in P3

Diversity

Living & Non-Living Animals, Plants, Fungi, Bacteria & Materials (Term 1 & 2)

Interactions Magnets (Term 3)

Fun with Variables (Term 3)

Cycles

Animals & Plants (Term 4)

Revis ised Science Syll llabus (2014)

P3 Themes/Topics Learning Outcomes

Diversity of living & non-living Recognise some broad groups of animals - birds, fish, insects, mammals, reptiles & amphibians Diversity of materials Compare physical properties of materials based on: strength, flexibility, ability to float/sink in water, waterproof & transparency (to light) Cycle of Plants & Animals Observe and compare the life cycles of animals over a period of time - beetle, butterfly, chicken, cockroach, frog, grasshopper, mosquito

Essential Questions

Themes Key Inquiry Questions

Diversity

How do we go about understanding the diverse range of living and non- living things?

Interactions How do people interact with the

surroundings?

Cycles

What are the cycles in our everyday lives?

A A CLOSER lo look at P3 Scie ience Curriculum

AN EXAMPLE

Key Concepts in Diversity of Living & Non-living Things

Overview : How id ideas are connected

Key Idea: There are living and non-living things. Key Idea: Living things need water, food and air. Key Idea: Living-things grow, respond to changes and reproduce. Key Idea: Living things such as plants and animals can be classified based on common observable characteristics. Key Idea: Bacteria and fungi are also living things. Key Idea: The great variety of living things can be classified based on common observable characteristics.

Linking question: How are living things different from non- living things?

Skil ills & Processes in in P3 Science

Overview: Skil ills & Processes

Skills & processes

• Skills & processes

learned over the next 4 years.

• Skills & processes

will be introduced in an age- appropriate manner.

Key Process Skil ills at P3 Level

• Observing
• Comparing
• Classifying
• Communicating
• Using apparatus & equipment
• Inferring
• Predicting
• Analyzing
• Evaluating

Key Process Skil ills at P3 Level

Observing

• Using our 5 senses to gather information from our

surrounding Comparing

• Recognise what is similar/different between 2 things

Classifying

• Putting things into groups based on common

characteristics Communicating

• Reading Writing Speaking & Listening in order to

collect/share information

Skil ill : : Usin ing Apparatus & Equip ipment

• Observations are quantified using proper

measuring instruments

• Using measuring devices (e.g. ruler, weighing

scale, electronic balance, thermometer & data logger etc.) correctly

• Using the correct units of measurements

Skil ill : : In Inferring

• Providing explanation for an observation
• When making inferences, it is helpful to make

as many observations about the object as possible.

Skil ill : : Predicting

• Skill of forecasting future events or condition based on

prior knowledge of how things usually turn out.

• Hypothesis is a special type of prediction.

In an experiment, a hypothesis, predicts the relationship between the independent variable and the dependent variable.

• Example: “If I do this, this will happen…How will we

find out what will happen?”

• P3 Students will not learn about hypothesis yet. It will

be covered only in P4.

Skil ill : : Analysing

• Skill of identifying the parts of objects, information or

processes, and the relationships between these parts.

• Pupils should be able to

 identify parts of a system  identify patterns in information given in a table/graph, etc.  specify variables to be kept the same

• This will be covered during Fun with Variables/Magnets

Units.

Skil ill : : Evaluating

• This is the skill of assessing the reasonableness,

accuracy and quality of data.

• Pupils should be able to

 construct an idea to explain observations and then test it  decide on the accuracy of data obtained in an investigation

Processes at P3 Level

• Creative Problem Solving
• Decision Making
• Investigation

Process: Creative Problem Solv lving

• This is a process of analyzing a problem or choosing a

novel but relevant solution in order to remedy or alter a problem situation

• The steps can include

1. Defining the problem

2. Think of many ideas 3. Choose a solution

Process: Decis

ision Making

• This is the process of establishing and applying criteria to

select from among seemingly equal alternatives.

• Pupils should be able to

 Analyse  Generate  Evaluate

Process: In

Investigation

• This involves formulating hypothesis, planning and

carrying out fair experiments to test the hypothesis.

• Pupils should be able to

 Control variables, select appropriate apparatus and measure accurately, generate, analyse and evaluate results, communicate and justify explanations with evidence, connect explanation to scientific knowledge

Attitude Coverage

• Curiosity - Desire to explore the environment and question

what they find.

• Creativity - Suggest innovative and relevant ways to solve

problems.

• Integrity - Handle and communicate data and information

with integrity.

• Objectivity - Seek data and information to validate
• bservations and explanations objectively.

Liv iving & Non-Living Thin ings Cla lassification Activ ivity for Parents

You have been provided with…

Classify the biscuits into 2 Groups

(in as many ways possible)

Grouped by size

Big Small

Grouped by the type of edge

Smooth Jagged

Grouped by number of corners

4 corners No corners

Grouped by number of layers

2 layers 1 layer

Grouped by the presence of holes

With holes

Classify the biscuits into 3 Groups

Grouped by shape

Circle Rectangle Square

scie ience for li life@hpps

Appli lied Learning Programme

What is is ALP?

ALP includes activities and events that provides

• pportunities for the following

Connects academic knowledge and skills to the real world Makes learning of knowledge and skills purposeful and relevant Motivates students to learn Science

In Infusion of f ALP in in P3 Science Curriculum

• Zoo & Botanical Garden (SBG) LJs
• Materials (Bicycle Lesson)
• Fun with Variables
• Planting
• Outdoor Learning

Young In Investigators Programme P4 & P5

Students at the preliminary stage of their projects, testing

• ut their hypothesis (ALP).

Young In Investigators Programme P4 & P5

Students working with mentors from NUS High School for Math and Science.

Young In Investigators Programme P4 & P5

Students representing their findings.

Young In Investigators Programme P4 & P5

Students showcasing their projects through project presentations.

Components of Science Lessons

• Theory : Teaching of Concept
• Hands-on Sessions in the Science

Laboratory/Classroom/Outdoors

• Student Handouts - Topical Notes
• Activity sheets for hands-on/Worksheets

Learning Jo Journey to Zoo & SBG (S (Semester 1)

• Enrich pupils’ learning experiences in a more authentic

setting

• Activities not easily done in schools
• Topic of Animals and Plants
• Appreciate parents’ support to volunteer for the various LJs
• PVs from the Zoo LJ – good feedback & suggestions for

improvement

Wri ritten Assig ignments / / Workload

• CPDD Activities – for Hands-on
• School Worksheets – Supplementary

Activities & Skills WS, Review WS

• Vitamindz Booklets – Topical/Skills
• Practice Papers – To prepare for exam

Books & Worksheets

• Textbooks are to be used over 2 years

– P3 & P4

• Activities are based on CPDD Inquiry

Science Package plus School WS

• Please DO NOT discard materials at end of

P3 as they are needed for P4 – P6 work

Evaluating Learning

Class Work - Activities and written work

Term 1 Term 2 Term 3 Term 4 Outdoor Learning (Rubrics) Classification Activity (Rubrics) SA1 Term Review (25m) Performance Task (Fun with Variables) (Rubrics) SA2

Form rmat of f Science Paper

Duration of the Exam - 1 hour 30 minutes Section A: 20 MCQs (40m) Section B: 8 Structured (16m) Section C: 6 – 8 Open-ended (24m) (2m, 3m, 4m questions)

Section A

Section B

Section B

Section C

Section C

Im Implications

• Good Understanding of key concepts is important

 Make Connections between concepts learnt  Apply concepts in new situations

• Revision of concepts learnt

 Important to keep all Science materials for revision in PSLE (2019)

• Practice & Application of Process Skills to authentic tasks

 active participant in activities  e.g. Fun with Variables, YI Project, etc.

Guide to Answering Questions

• 1. Use scientific terms for clarity e.g. “attract” vs

“stick/attach” for magnets

• 2. Answer in context to question - Never memorize

answers, without understanding

• 3. Be specific e.g. “Plants are different in their leaves”

without stating specifically how – e.g. shape, colour,

• r texture
• 4. Tip: identify objective of question – asking about

aim / procedure / pattern / conclusion?

Expectations & Support@Home

• 1. Review & Think through key concepts learnt
• 2. Link ideas across topics(For e.g. Materials &

Magnets)

• 3. Learn concept words & link them
• 4. Worksheets are NOT tests

Expectations & Support@Home

• 5. Engage children at home with authentic tasks

such as simple cooking, household chores, gardening, repairing a bike or other household

• bjects, planning a trip & other everyday

activities.

• 6. Actively engage with your children by talking

about books they are reading or television programs about Science they have watched.

Expectations & Support@Home

• 7. Provide frequent opportunities for Science

learning at home through outdoor play; trips to parks, museums, Zoo, markets/supermarkets and nature reserves.

• 8. Provide your children easy access to Science

learning resources such as magazines, educational toys and games, videos/DVDs, and

• nline or

computer-based resources.

for queries, please email

mubaraq_ali_peer_mohamed@moe.edu.sg tan_ying_hui@moe.edu.sg