Curriculum Briefing Primary 3 Science

18 Jan 2014

Primary Science Framework The curriculum design seeks to enable students to view the pursuit of science as meaningful and useful.

Inquiry is grounded in

• knowledge and issues and questions that relate to the roles played by science in

daily life, society and in the environment.

Science as an Inquiry

1. Question - Learner engages in scientific questions

2. Evidence - Learner collects data in response to questions

3. Explanation - Learner formulates explanations from

evidence

4. Connection - Learner connects explanations to scientific

knowledge

5. Communication - Learner communicates and justifies

explanations

P3 Science

An Overview : Big Ideas in the Primary Science Syllabus

Big Ideas (Themes) Key Inquiry Questions

Diversity (P3) • What is the environment made up of?

•How can we classify the great variety of living and non-

living things?

• Why is it important to maintain diversity?

• How do we go about understanding the diverse range

of living and non-living things?

Systems • What are different parts of a system?

• How do parts of a system or different systems interact

together to perform a function?

Interactions (P3) • How does Man interact with the surroundings?

• What are the consequences of Man’s interactions with his surroundings?

Cycles (P3)

• What are the cycles in our everyday life?

• How are cycles important to life?

Energy • How does energy affect Man and his surroundings?

• Why is it important to conserve energy?

Themes Lower Block (P3 & 4) Upper Block (P5 & 6)

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)

• Energy forms and uses (photosynthesis)

• Energy conversion

Overview of the Primary Science Syllabus

Attitude Coverage

1) Curiosity

2) Creativity

3) Integrity

4) Objectivity

5) Open-mindedness

6) Perseverance

7) Responsibility

P3 Science

Skills and Processes at P3 Level

• Observing

• Comparing

• Classifying

• Using apparatus and equipment

• Inferring

• Predicting

• Analysing

• Evaluating

• Generating possibilities

• Communicating

P3 Science

Integrated Skills and Processes

at P3 Level

Processes

• Creative Problem Solving

• Decision Making

• Investigation

*At the level appropriate to P3

P3 Science

SKILL : OBSERVING •Using the 5 senses (sight, hearing, touch, smell, taste) to find out about objects and events: their characteristics,

properties,

differences,

similarities, and changes.

•Using instruments to extend the range of the senses

and accuracy of the observation (eg. the use of magnifying

glass)

•Identifying observations that are relevant to a particular investigation

SKILL :COMPARING •Identifying factors/criteria for the purpose of comparison, eg, when comparing a bus and a car, the factors could

be function, capacity or cost.

•Identifying the similarities and differences

Similarities : recognise any commonality that exists

between seemingly different object, events or

outcome

Differences : finding subtle differences between otherwise

similar object, events or outcome

•Draw a conclusion about the significance of similarities or differences

SKILL : CLASSIFYING

•Grouping or ordering objects or events according to similarities or differences in properties :

- Grouping a set of objects into two groups based on any one common

property

- Grouping a set of objects into two or more groups according to one or

more common property

- Identifying the basis of classification

- Identifying a common pattern in events or a behaviour pattern in organisms

- Generating criteria for grouping

- Use simple classification schemes: (Lists, tables, or charts are generated)

Components of Lessons

1) Theory – Concept teaching

2) Hands-on : Practical Sessions in the science laboratory

3) Topical notes

4) Topical Supplementary Worksheets : Worksheet 1 : Misconception Worksheet 2 : MCQ Worksheet 3 : Open-ended

5) Topical reflection by pupil for each unit

P3 Science

Written Assignments

1) Science Activity book (Diversity, Interactions & Cycle)

2) Topical unit Supplementary Worksheets

3) Topical Reflection (on content page)

NOTE : Worksheets and activity books

will be returned for parents’ checking and signature upon completion

of each topic.

To be filed in the Science File

P3 Science

Enrichment

• Learning Journey @ Singapore Science Centre

• Science Supplementary Reading Materials (subscription- optional) :

• Explorer Pioneer

P3 Science

ASSESSMENT MODES

•FORMATIVE ASSESSMENT •SUMMATIVE ASSESSMENT

ASSESSMENT MODES FORMATIVE ASSESSMENT

•Provides pupils continual feedback during the instructional and learning process to help pupils actively manage and adjust their own learning. •Non-graded. •Helps the pupils to answer these questions: “Where am I going?” “Where am I now? “How can I close the gap?”

Through: • Teacher/ Self and peer assessment on identified performance tasks using rubric indicators • Teacher’s feedback on identified qualities of pupil’s learning on topical unit content page •Pupils’ reflection of own learning after each topic

• Feedback on the pupil’s performance

• Opportunity for the pupil to

take charge of her own

learning

Rubrics related to the activity

Assessment Modes (Summative) Type SA1 Practical

Assessment

(7 August 2014)

SA2

Format Section A (MCQ):

18 questions

Section B (OE):

12 questions

3 questions on

1) Life Science

2) Physical Science

Section A (MCQ):

24 questions

Section B (OE) :

14 questions

Duration 1 h 15 min 30 min 1 h 30 min

Marks 60

(100% of SA1)

15

(20% of SA2)

80

(80% of SA2)

Overall

Weightage

30% 70%

How can you help to bridge the gap between home and school to motivate your child in the learning of Science

1) Stimulate your child to make use of all senses in discovering the surrounding world.

2) Train your child to look carefully and to see beyond the surface appearance of the environment.

3) Encourage them to find answers to questions by patient observation and through the uses of references and making scientific connection between concepts and observations.

4) Ask them to manipulate and learn about familiar objects eg discarded appliances, old doorbells, dripping faucet etc.

P3 Science

How can you help to bridge the gap between home and school to motivate your child in the learning of Science

5) Include your child as observer when making household repairs or domestic equipment

6) Consider subscription to a scientific magazine, a general science kit, aquarium or terrarium, a biography of an inventor

7) Help to reinforce your child’s formal science training by working with your child on simple family projects eg caring for pet , preparing a potted garden etc.

8) Listen with interest, encourage and ask questions, be generous with praise, enthusiasm and sympathy.

P3 Science

Useful Website

http://www.sciberdiver.edu.sg

• Sciberdiver is a web portal containing a repository of the best

science websites, specially selected to closely match the learning

objectives in the Primary and Lower Secondary science syllabuses in

Singapore schools. The range of e-resources includes simulations,

text, images, videos, games, quizzes

• You can also find the website useful to learn more about the science

your children are studying in school.

P3 Science

Thank you

[teacher’s email address]