Science Ms Ong Siew Choo Mrs Juliana Chia Overview of the Primary - - PowerPoint PPT Presentation

Parents’ Symposium 2017 (P3 and P4 Science) Inquiry-Based Learning in Science

Ms Ong Siew Choo Mrs Juliana Chia

Overview of the Primary Science Syllabus

Themes 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
• f

forces (Frictional, gravitational forces, force in springs)

• Interaction within the environment

Energy

• Energy forms and uses

(Light and Heat)

• Energy

forms and uses (Photosynthesis)

• Energy conversion

An Overview: Big Ideas in Science Syllabus

Big Ideas Key Inquiry Questions Diversity What can we find around us? How can we classify the great variety of living and non-living things? Why is it important to maintain diversity? Cycles What makes a cycle? Why are cycles important to life? Systems What is a system? How do parts / systems interact to perform function(s)? Interactions How does Man better understand the environment? What are the consequences of Man’s interactions with the environment? Energy Why is energy important? How is energy used in everyday life? Why is it important to conserve energy?

Curriculum Matters

At PSLE, pupils are expected to answer questions comprising :  knowledge (with understanding) and  application (of knowledge and skills) taught in P3, P4, P5 and P6.

Inquiry-based Learning

Inquiry-based learning starts by posing questions, problems or scenarios rather than simply presenting established facts

• r portraying a smooth path to knowledge.

The process is facilitated by the teacher.

Process Skills

 Engaging with an event, phenomenon or problem through:  Formulating hypothesis  Generating possibilities  Predicting  Collecting and presenting evidence through:  Observing  Using apparatus and equipment  Reasoning, making meaning of information and evidence through:  Comparing  Classifying  Inferring  Analysing  Evaluating  Communicating

What are concepts?

A scientific concept is a scientific theory

• r

law that explains why and how a natural event or process occurs.

P3 Concepts

P3 Concepts

P4 Concepts

P4 Concepts

Adapted from Diversity Workbook Activity 5.2

Adapted from Cycles Workbook Activity 3.4

Adapted from Energy Workbook Activity 1.4

Adapted from Energy Workbook Activity 2.4

Activity 1

Cut off the bottom of a plastic bottle. Tie a plastic bag over the mouth of the bottle. Push the bottle into a pail of water. Observe what happens. Give an explanation.

Activity 2

Wrap a piece of paper around a metal tin and heat it over a flame as shown below. Explain why the paper did not burn.

Activity 2 video

Activity 3

To put an egg into the bottle that has a neck smaller than the egg using the materials provided, without smashing the egg.

Materials: 1) a glass bottle 2) a peeled hard-boiled egg 3) some boiling water 4) a kitchen towel Procedure: 1) Pour the boiling water into the bottle, at least 3 quarters filled. 2) Hold the bottle with the kitchen towel, swirl the water in it and pour it out. 3) Quickly place the egg over the opening of the bottle.

Activity 3 video

Parents as Facilitators

Speaking: Scientific Language Doing: Simple hands on experiments Visiting: Zoo, Hort park, Museums Watching: Documentaries Reading: Books, Magazines, Newspapers

https://tinyurl.com/rmps2017

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