White Sands Primary School Science Curriculum Briefing for Parents 22 July 2015 P3 & P4 3.15 4.15 pm
Objectives To familiarise with the current Primary Science syllabus since 2014 To gain insights to the approaches in the teaching and learning of Science To be equipped with some strategies to help your child at home in the area of Science learning
What does my child learn in science? (Content) How is my child assessed in science? (Assessment) Why does my child learn science? (Aims of Science learning) How does my child learn science? (Pedagogy) How can I support my child in learning science?
Primary Science Framework Learn basic concepts to understand themselves and things around them Why does my child learn science? Develop skills Cultivate attitudes Have learning experiences which build on interest and stimulate curiosity
Why does my child learn Science? Aims of the Science Syllabus to provide experiences which build on their interest in and stimulate their curiosity about their environment basic scientific terms and concepts to help them understand themselves and the world around them opportunities to develop skills, habits of mind and attitudes necessary for scientific inquiry and to prepare students towards using scientific knowledge and methods in making personal decisions help students appreciate how science influences people and the environment
Number of Teaching Periods Allocated for Science per week in P3 and P4 Science English Mathematics Mother Tongue 5 13 11 7 1 teaching period 30 minutes
What does my child learn in Science? Themes * Lower Block (P3-P4) ** Upper Block (P5-P6) Diversity Diversity of living and non-living things (General characteristics and classification) Diversity of materials Cycles Cycles in plants and animals (Life cycles) Cycles in matter and water (Matter) Systems Plant System (Plant parts and functions) Human System (Digestive system) Cycles in plants and animals (Reproduction) Cycles in matter and water (Water) Plant System (Respiratory and transport systems) Human System (Respiratory and circulatory systems) Cell System Electrical System Interaction Energy Interaction of forces (Magnets) Energy Forms and Uses (Light and Heat) Note: *Lower Block (Primary 3 and 4); ** Upper Block (Primary 5 and 6). Topics which are underlined are not required for the Foundation Science. Interaction of forces (Frictional force, gravitational force, force in springs) Interaction within the environment Energy Forms and Uses (Photosynthesis) Energy Conversion
What does my child learn in Science? Besides Content, pupils will develop basic process skills and cultivate attitudes. Apply concepts and skills in different contexts Engaging with an event, phenomenon or problem through: Collecting and presenting evidence through: Reasoning: Making meaning of information and evidence through: Skills Formulating hypothesis Generating possibilities Predicting Observing Using apparatus and equipment Comparing Classifying Inferring Analysing Evaluating Communicating Processes Creative problem-solving, Investigation and Decision-making
Relating to Science In past & present How does my child learn Science? Introduction to concepts Exploring magnets through hands-on experiences Making links between concepts Applying concepts in various contexts
Inquiry-based teaching and learning following the 5E Learning Cycle Engage Evaluate Explore Extend Explain Main Pedagogy in Science
How does IBL look like in the school? Engage: Key Idea: Living things have young. Example: CYCLES IN PLANTS AND ANIMALS (LIFE CYCLES) Evaluate: Key Idea: There are changes in the plant and animal life cycles. Explore: Linking Question: What happens to the young over time? Key Idea: Living things grow and change over time. Explain I: Linking Question: What patterns do you see in these changes? Key Idea: All living things go through a pattern called a life cycle. OVERARCHING CONCEPT Life cycles are predictable patterns of change over time in plants and animals. Linking Question: What is the life cycle of a plant? Elaborate: Key Idea: Different animals have different life cycles. Linking Question: How is an animal life cycle different from a plant life cycle? Explain II: Linking Question: How can I show that I have learnt the life cycles of plants and animals? Key Idea: Most plants start from seeds and grow over time.
How is my child assessed in Science? Summative : CAs, SAs Our Marking Scheme : Conceptual understanding and application of concepts and skills Students can explain their understanding of concepts in their own words Concepts which are correct in the context of the questions will be carefully evaluated and awarded appropriate marks Formative : On going and is not weighted Through Checklists, Classroom observations, Milestone checks from workbook review exercises
How can I support my child? Note the features in the textbook & utilise them for pre & post reading Make concept maps, draw diagrams on the topics learnt Topics learnt in the previous year(s) have to be revisited as science learning & assessing is accumulative Do not cramp revision of previous topics just before the exams, start revising early
How can I support my child? Be curious, ask questions on the Science in everyday life How do I keep my drink hot for a longer time? Which materials should I use to make the curtain in my room? What characteristics does this animal have? How can I conserve energy at home? Why do I need to wear gloves when I hold a hot pot?
Main Process Skills for P3 to P4 Observing Comparing Classifying Communicating (diagrams/graphs/information) Inferring (Interpreting data)
Observing and Comparing The diagram below shows two animals. bee eagle Based on the diagram above, (Do not mention size or shape) how is the bee similar to the eagle? how are the above animals different?
Classifying Classify the following things into living and non-living things. stone snail pencil fire Living Things Non-living things
Living things Communicating Can it make its own food? No Question Y No Living thing Q Which of the following pair of questions is the most suitable? Question X Question Y Yes Sheep Yes (1) Can it produce flowers? Can it move freely by itself? Question X Living thing R Yes No Moss (2) Can it reproduce by spores? (3) Can it produce flowers? (4) Can it reproduce by spores? Can it reproduce by laying eggs? Can it reproduce by laying eggs? Can it move freely by itself?
Strategies to Answer Science Questions Strategies for Answering Multiple Choice Questions Read and understand the question. Study the information given : diagram/tables/graphs (if any) Highlight/underline/circle key words Identify the topic which is tested and recall the related concepts Eliminate the incorrect options and choose the best answer.
Strategies to Answer Science Questions Content Links- Recall and apply relevant concepts for the topic Information- Diagrams, Tables, Graphs Question type- Next Slide ** Answer with Language # in mind
Some **Question Types CER (Choice, Evidence, Reasoning) Understanding the relationship between variables in an experimental set up Application to daily lives
CER Choice Evidence Reasoning Eg. Jason carried out an experiment to investigate the amount of light passing through three different materials, P, Q and R, using a torch and a data logger as shown in the diagram below. torch P Q R Materials data logger He shone the torch on the three different materials one at a time and recorded the amount of light that passed through them using a data logger. The graph below shows the findings of the experiment. Amount of light recorded in the data logger (lux) 10 8 6 4 2 0 P Q R Material Evidence a) Which material, P, Q or R, would be most suitable for a curtain to be used in a dark room when Jason is watching movies? Material Q Choice b) Give a reason for your answer in (a). Material Q has the least amount of light recorded passing through it, thus the room would be the darkest. Reasoning
With # Language in Mind Do Remember to use Descriptive adjectives (few, high, long, fast, great, small) in the explanation when describing one Comparative adjectives (more, higher, longer, faster, greater, smaller) in the explanation when comparing two Superlative adjectives (most, highest, longest, fastest, greatest, smallest) in the explanation when comparing more than two
Glossary of Terms Term Description of Meaning 1. Classify To group things based on common characteristics 2. Compare To identify similarities and differences between objects, concepts or processes 3. Observe To obtain information through the use of the senses 4. Describe To state in words (diagrams when appropriate) the main points 5. Identify To select and/or name the object, event, concept or process 6. List To give a number of points or items without elaboration
Misconceptions in Science in Lower Block Diversity Topic Misconceptions Correct Living and Non- Living Things Spiders are insects. Spiders are not insects. They belong to a group of animals called arachnids. Whales and dolphins are fish. Whales and dolphins are mammals. All sharks lay eggs. All fish lay eggs. All anteaters lay eggs. Plants move on their own. Organisms refer to only plants and animals. Fungi are plants. All bacteria are bad. It depends on the species, some lay eggs while some give birth Not all fish lay eggs. The swordtail, black molly and the guppy give birth to young alive. Spiny Anteater is the only anteater that lay eggs, not other species of anteater. Plants respond to changes around them but do not move on their own. Organisms refer to all living things. Fungi are not plants. They cannot make their own food. Not all bacteria are bad; some will cause diseases but some are good bacteria which help to decompose matter, help in digestion and recycle important nutrients in the environment.
Misconceptions in Science in Lower Block Topic Misconceptions Correct Living and Non- Living Things All plants bear flowers. Mushrooms reproduce from spores which is similar to ferns. Hence, both are fungi. Confusion of materials and objects. Diversity Certain plants do not bear flowers. They are called non-flowering plants eg. ferns and mosses Mushroom is a fungus while bird s nest fern is a non-flowering plant. Materials are the substances objects are made of e.g. metal, plastic and glass. Objects are things made out of the materials e.g. gold ring, plastic cup and window pane.
Misconceptions in Science in Lower Block Interactions Topic Misconceptions Correct Magnets A magnet has a North Pole and a South Pole When a magnet is broken into two in the middle, it will become a north-seeking piece and a south-seeking piece The test of attraction can be used to differentiate a magnet from a magnetic object. All metals can be attracted to a magnet, which means all metals are magnetic. The stroking method can be done in all directions at any one time. The poles of a magnet are its N-pole or northseeking pole and S-pole or south-seeking pole. Two magnets will be formed, each has both N- Pole and S-pole. The test for repulsion should be used to test whether the object is a magnet or not. Only magnets repel. Only iron, steel, nickel and cobalt are attracted to magnets. They are magnetic materials. Stroking must be done in one direction.
Life Cycles Misconceptions in Science in Lower Block Cycles Misconceptions Correct There are 4 life cycles in the life cycle of a mosquito/ butterfly/beetle. Shoots appear first when a seed starts to grow or germinate. There are 4 stages in the life cycle of the mosquito. There is only one life cycle in the life of an organism. The roots appear first when the seed starts to grow or germinate. Matter Air is a single kind of gas. Air is a mixture of gases made of oxygen, nitrogen, carbon dioxide,water vapour etc Sand and rice are not solids Sand and rice should be taken as an because they take the shape of individual grain. Each individual grain has a the container definite shape, therefore they are solids. Mass and weight are the same Mass is the amount of matter an object has. Mass is constant. Mass is measured mainly in kg/g. Weight is a force. All objects on earth have weight because gravity acts on them. An object s weight depends on the force of gravity acting on it. Its weight is different at different places on Earth. The greater the gravitational force acting on the object, the greater the weight of the object. Weight is measure in Newtons (N)
Misconceptions in Science in Lower Block Energy Light Misconceptions Correct Shadows are only formed by Shadows are formed when path of light is opaque objects. blocked by opaque or translucent objects Heat Heat and temperature are the Heat is not temperature. same. Difference : Heat is a form of energy, cannot be measured using a thermometer. Temperature is a measurement of the degree of hotness or coldness of something and can be measured with a thermometer or data logger with temperature sensor.
Misconceptions in Science in Lower Block Energy Misconceptions Correct Poor conductors of heat refer to Materials which are non-metals objects that do not allow heat to such as plastics, glass and wood flow through them. are poor conductors of heat. Heat does flow through them but not easily, hence they take a longer time to get hot. In general, non-metals are poor conductors of heat. Certain liquids and gases are also poor Heat travels from a place of hot temperature to a place of cold temperature. conductors of heat eg. air. Heat travels from a place of higher temperature/hotter region to one of lower temperature/colder region until both reach the same temperature(at room temperature) or temperature of the surroundings.
Misconceptions in Science in Lower Block Systems Misconceptions Correct Digestive System Digestion begins in the stomach. Digestion begins in the mouth, with the saliva acting on the starch found in the food. Digestion ends at the anus. Digestion ends in the small intestine. Digestive juices can be found Digestive juices can be found in 3 only in the stomach places: mouth, stomach and Digestion is the breaking down of food into SMALLER pieces. small intestine. Digestion is the breaking down of food into simple substances so that they can be absorbed into the bloodstream and transported around to other parts of the body.
Misconceptions in Science in Lower Block Plant System Systems Misconceptions Correct Confused over the direction of the The stem carries water and water-carrying tubes and foodcarrying tubes. parts of the plant in water- minerals from the roots to all carrying tubes. The stem carries food from the leaves to other parts of the plant through another set of tubes called Roots transport water to all parts of the plant. the food-carrying tubes. Roots absorb water from the ground but it is the stem that carries it to all parts of the plant & mainly to the leaves to make food. Tiny roots called root hairs are found near the tip of the root. Root hairs help to increase the amount of water and mineral salts absorbed/taken in from the soil.
Vocabulary List for P3 Diversity Cycles Interactions Chap 1 Living & Non Living Things Chap 2 & 4 Plants, Fungi & Bacteria Chap 3 Animals Chap 5 Materials Chap 1 Life Cycles of Animals Chap 2 Life Cycles of Plants Chap 1 Magnets 1. diversity 2. non-living things 3. observe, classify 4. characteristics 5. similarities 6. differences 7. respond to changes 8. air, food, water 9. grow 10. reproduce 1. non-flowering plants 2. leaf, stem, root 3. flower, fruit 4. microorganism 5. microscope 6. bacteria 7. fungi 8. mould 9. yeast 10. mushroom, spores 1. amphibians 2. live on land and in water 3. moist skin 4. lungs 5. birds, beak 6. feathers, wings 7. pair of legs 8. fish, fins 9. scales, gills 10. insects, feelers 11. six legs, three body parts 12. hard outer covering 13. mammals, hair 14. produce milk 15. give birth 16. reptiles 17. dry skin 1. wood, glass 2. rubber, metal 3. ceramics 4. fabrics 5. plastics 6. strong, flexible 7. float, sink 8. stiff, waterproof 9. allow light to pass through 10. absorb water 11. properties 12. materials 1. life cycle 2. reproduce 3. stages 4. egg, young, adult 5. larva, pupa, nymph 6. moult 1. seed 2. young plant 3. adult plant 4. seed leaves 5. flowers, fruits 1. attract 2. repel 3. magnetic 4. non-magnetic 5. North-seeking pole 6. South-seeking pole 7. North-South direction 8. like poles 9. unlike poles 10. magnetised 11. stroke method 12. electrical method 13. electromagnet
Vocabulary List for P4 Cycles Systems Energy Chap 1 Life Cycles of Animals Chap 2 Life Cycles of Plants Chap 3 Matter Chap 1 Your Amazing Body as a System Chap 2 Plants & Their Parts Chap 1 Light & Shadows Chap 2 Heat & Temperature 1. life cycle 2. reproduce 3. stages 4. moult 5. egg 6. young 7. adult 8. larva 9. pupa 10. nymph 1. matter 2. mass 3. volume 4. occupies space 5. states 6. solid 7. liquid 8. gas 9. definite shape 10. definite volume 11. compressed 1. matter 2. mass 3. volume 4. occupies space 5. states 6. solid 7. liquid 8. gas 9. definite shape 10. definite volume 11. compressed 1. system 2. part 3. function 4. digestive system 5. circulatory system 6. respiratory system 7. skeletal system 8. muscular system 9. digestion 10. organ 11. mouth 12. gullet 13. stomach 14. small intestine 15. large intestine 16. anus 1. leaves 2. stem 3. roots 4. minerals 5. water 1. energy 2. sources 3. shadow 4. light 5. reflect 1. heat 2. temperatur e 3. energy 4. thermomet er 5. degree, Celsius 6. heat gain 7. heat loss 8. matter 9. states 10. expand 11. contract 12. good conductors of heat 13. poor conductors of heat
Please note that Briefing slides will be made available on school website at a later date. Jot down your queries on the paper provided and pass them to our department members. Answers to your queries will also be included in the briefing slides. Thank You!