Post on 01-Oct-2020
2017 P5 SCIENCE CURRICULUM BRIEFING
What does my
child learn in
Science?
How does my
child learn
Science?
How is my child
assessed in
Science?
How can I
support my child
in learning
Science?
Why does
my child
learn
Science?
VALUES OF SCIENCE EDUCATION
Economic Values and Career Opportunities
Transferable ‘Way of Thinking’ – A Habit
Scientific Literacy as an important life skill as
a 21st Century citizen
Why does
my child
learn
Science?
SCIENTIFIC LITERACY
In Programme for International Student Assessment (PISA) study, Scientific Literacy is defined as:
An individual’s scientific knowledge and use of that knowledge to identify questions, to acquire new knowledge, to explain scientific phenomena, and to draw evidence based conclusions about science-related issues, understanding of the characteristic features of science as a form of human knowledge and enquiry, awareness of how science and technology shape our material, intellectual, and cultural environments, and willingness to engage in science-related issues, and with the ideas of science, as a reflective citizen.
Why does
my child
learn
Science?
WHAT SCIENCE IS AND IS NOTWhy does
my child
learn
Science?SCIENCE IS NOT… SCIENCE IS…
Just about learning facts A way of thinking
Dry and abstract Relevant to everyday life
Works in theory only Hands-on
Giving the correct answers that
examiners want
Exploratory
Experiments that always work Experimentation through
trial and error
Individual pursuit Communicative
Collaborative
The Science Curriculum
Framework is derived
from the Policy
Framework for the
Teaching and Learning
of Science. It
encapsulates the thrust
of science education in
Singapore to prepare
our students to be
sufficiently adept as
effective citizens, be
able to function in and
contribute to an
increasingly
technologically-driven
society.
Central to the curriculum
framework is the
planned inculcation of
the spirit of scientific
inquiry. The conduct of
inquiry is founded on
three integral domains
of Knowledge,
Understanding and
Application, (b) Skills
and Processes and (c)
Ethics and Attitudes.
These domains are
essential to the practice
of science. The curriculum
design seeks to enable
students to view the
pursuit of science as
meaningful and useful.
Inquiry is thus
grounded in
knowledge, issues and
questions that relate to
the roles played by
science in daily life,
society and the
environment.
What does my
child learn in
Science?
P5 THEMES & TOPICSP5 Upper Block Science
Themes Topics Term
Cycles Reproduction in Plants
Reproduction in Humans
Water and Changes of State
The Water Cycle
Term 1
Cycles Water and Changes of State (Cont’d)
The Water Cycle
Term 2
Systems The Plant Transport System
Air and the Respiratory System
The Circulatory System
Term 2
Systems The Unit of Life
Electrical Systems
Using Electricity
Term 3
Energy Energy in Food
Forms and Uses of Energy
Sources of Energy
Term 4
What does my
child learn in
Science?
LEARNING SCIENCE THROUGH…
CLASSROOM TEACHING
HANDS-ON ACTIVITIES
PERFORMANCE TASKS
TEACHER DEMONSTRATION
CONCEPT/MIND MAPPING
MCONLINE
How does my
child learn
Science?
SCIENCE PROCESS SKILLSObserving Using our senses to gather information about objects and events. Use of instruments to extend the range
of our senses.
Comparing Identifying the similarities and differences between two or more objects, concepts or processes.
Classifying Grouping objects or events based on common characteristics.
Using apparatus and equipment Knowing the functions and limitations of various apparatus, and developing the ability to select and
handle them appropriately for various tasks.
Communicating Transmitting and receiving information presented in various forms – verbal, pictorial, tabular or
graphical.
Inferring Interpreting or explaining observations or pieces of data or information.
Analysing Identifying the parts of objects, information or processes, and the patterns and relationships between
these parts.
Generating possibilities Exploring all the alternatives, possibilities and choices beyond the obvious or preferred one.
Evaluating Assessing the reasonableness, accuracy and quality of information, processes or ideas. Assessing the
quality and feasibility of objects.
Formulating hypothesis Making a general explanation for a related set of observations or events. An extension of inferring.
Creative Problem Solving Analysing a problem and choosing an innovative and relevant solution in order to remedy or alter a
problem situation.
Decision-Making Establishing and applying criteria to select from among seemingly equal alternatives. The process of
establishing criteria involves consideration of the consequences and values.
Investigation Formulating questions or hypotheses, devising fair methods and carrying out those methods to find out
answers to the questions or to verify the hypotheses.
How does
my child
learn
Science?
LEARNING SUPPORT & ENRICHMENT
PARALLEL CLASSES FOR LOW PROGRESS LEARNERS
INTEGRATED LEARNING JOURNEYS FOR ALL STUDENTS
(ENGLISH, MATHEMATICS, SCIENCE, CCE)
SCIENCE OLYMPIAD BY NUS HIGH SCHOOL
SCIENCE COMPETITIONS
How does my
child learn
Science?
P5 ASSESSMENT PLANHow is my
child
assessed
in Science?P5 Upper Block Science
Term 1 Term 2 Term 3 Term 4
Theme Cycles Cycles & Systems Systems Energy
Hands-On Activities Activity 1: Task 1.1 to 1.4
Types of seeds/fruits/flowers and
plant parts
Activity 2: Task 1.5 & 1.6
Seed Dispersal & Germination
Activity 1: Task 2.1 to 2.3
Changes in the State of Matter
Activity 2: (7 Tasks)
Plant and Human Transport System
Activity 1: Part 1
Using a Microscope
Activity 2: Part 2
Electric Circuits
Activity 1:
Energy Conversion
Science Performance
Tasks
Task 1 : Model-making (Systems) Task 2 : Poster-Making (Water
Conservation)
Termly Reviews Topical Review
Thematic Worksheets
Process Skill Worksheets
Scientist’s Journal
Practice Paper (2 sets)
Topical Review
Thematic Worksheets
Process Skill Worksheets
Scientist’s Journal
Practice Paper (2 sets)
Topical Review
Thematic Worksheets
Process Skill Worksheets
Scientist’s Journal
Practice Paper (2 sets)
Topical Review
Thematic Worksheets
Process Skill Worksheets
Scientist’s Journal
Practice Paper (2 sets)
Summative
Assessment
SA 1 (40%)
Lower Block Science
Reproduction in Plants
Reproduction in Humans
Water and Changes of State
The Water Cycle
The Plant Transport System
Air and the Respiratory
System
The Circulatory System
SA 2 (60%)
Lower Block Science
Reproduction in Plants
Reproduction in Humans
Water and Changes of State
The Water Cycle
The Plant Transport System
Air and the Respiratory
System
The Circulatory System
The Unit of Life
Electrical System
Using Electricity
Energy in Food
Forms and Uses of Energy
Sources of Energy
P5 HANDS ON ACTIVITIES & PERFORMANCE TASKS
Hands-on Activities Science Performance Tasks
• Types of seeds/fruits/flowers
and plant parts
• Seed Dispersal & Germination
• Changes in the State of Matter
• Plant and Human Transport
System
• Using a Microscope
• Electric Circuits
• Energy Conversion
• Model-making (Systems)
• Poster-Making (Water
Conservation)
How is my
child
assessed in
Science?
P5 HANDS ON ACTIVITIES & PERFORMANCE TASKS
Hands-on Activities Science Performance Tasks
Conducted in class or Science room Conducted in class or as home-based
activity
Teacher demonstration or group activity Individual or group activity
Hands on activity worksheets from
Primary Science Inquiry Package (PSIP)
Creation of a product eg: poster, boat
Sharing or showcasing of product in
class eg: show and tell, posters put up on
class board/wall
How is my
child
assessed in
Science?
LEARNING REVIEW
TOPICAL REVIEW
THEMATIC WORKSHEETS
PROCESS SKILLS WORKSHEETS
SCIENCE JOURNAL
PRACTICE PAPERS
How is my
child assessed
in Science?
TERM 1 & TERM 3 REVIEW EXERCISE
ASSESS KNOWLEDGE AND UNDERSTANDING OF TOPICS TAUGHT IN TERM 1 AND TERM 3
PROVIDE FEEDBACK TO TEACHERS, STUDENTS AND PARENTS ON AREAS FOR
IMPROVEMENT AND REMEDIATION
* NO PROGRESS REPORT FOR SCIENCE
- 6 PERIODS PER WEEK ONLY
- TERM 1 AND TERM 3 REVIEW PAPERS TO BE SIGNED AND ACKNOWLEDGED BY PARENTS
How is my
child assessed
in Science?
SEMESTRAL ASSESSMENT (SA1 & SA2)LEVEL ITEM TYPE NUMBER OF
QUESTIONS
WEIGHTING
(MARKS)
DURATION
P5 BOOKLET A
MULTIPLE CHOICE
28 56 1 HOUR 45
MINUTES
BOOKLET B
OPEN-ENDED
12 TO 13 44
TOTAL 100
How is my
child
assessed in
Science?
LEVEL ITEM TYPE NUMBER OF
QUESTIONS
WEIGHTING
(MARKS)
DURATION
P5 FDN BOOKLET A
MULTIPLE CHOICE
18 36 1 HOUR 15
MINUTES
BOOKLET B
STRUCTURED
6 TO 7 14
BOOKLET B
OPEN-ENDED
5 TO 6 20
TOTAL 70
SAMPLE OF BOOKLET A (STANDARD SCIENCE)
SAMPLE OF BOOKLET B (STANDARD SCIENCE)
SAMPLE OF BOOKLET A (FOUNDATION SCIENCE)
SAMPLE OF BOOKLET B (FOUNDATION SCIENCE)
SAMPLE OF
OPTICAL
ANSWER
SHEET (OAS)
MULTIPLE
CHOICE
STANDARD &
FOUNDATION
SCIENCE
MARKING FOR CONCEPTUAL UNDERSTANDING
Considerations during marking:
Completeness - Addresses expectations of question completely eg: number of points required should be appropriate to the number of marks awarded
Accuracy – Shows evidence of understanding the concept assessed in the question
Relevance - Applies appropriate ideas (concept and/or skills) with reference to the given context
Interpretation – Shows another possible alternative interpretation of the question
How is my
child assessed
in Science?
MARKING FOR CONCEPTUAL UNDERSTANDING
Considerations during marking:
Understand basic concepts and apply what they have learnt in different contexts
Demonstrate their understanding by using their own words in explaining concepts
A certain level of clarity in the way concepts are explained, given the context of the question
We do not encourage students to reproduce “standard answers” as different application contexts would require different answers.
We do not want to reward students for misconceptions or ambiguous answers.
How is my
child assessed
in Science?
MISCONCEPTIONS
Misconception: Temperature must increase whenever heat is gained.
Actual Fact: When ice is still melting, temperature remains at 0°C.
Misconception: Respiration occurs only when there is no photosynthesis.
Actual Fact: Both processes can occur at the same time.
How is my
child assessed
in Science?
INCORRECT USE AND UNDERSTANDING OF SCIENCE CONCEPTS
Water vapour evaporated…
Fungi and bacteria are the same…
Confusion between open and closed circuit vs switch is open and closed
Difference between “not light up” and ‘fused’
Conductor/insulator of electricity vs conductor/insulator of heat
How is my
child assessed
in Science?
INCORRECT USE AND UNDERSTANDING OF SCIENCE CONCEPTS
Strength vs flexibility vs stretchable
Strength Strong or not strong, adding
weights, breaking, tearing
Flexibility Can be bent without breaking
Stretchable Can be pulled longer eg:
plastic ruler is flexible but not
stretchable.
How is my
child assessed
in Science?
Boiling and evaporation as the same process.
Same material can be both a good and poor conductor of heat at the same time.
Confusion between elastic potential energy and chemical potential energy.
INCORRECT USE AND UNDERSTANDING OF SCIENCE CONCEPTS
How is my
child assessed
in Science?
INTERCONNECTEDNESS
Link between impact of global warming and the loss of beaches.
Need to make connections between the given information and context.
How is my
child assessed
in Science?
Identify the concept.
One of the strategies used in class…
T - State the topic.
I
CK - Underline the keywords.
Schoolbag.sgHow can I
support my
child in
learning
Science?
Articles for
parents to
support their
children in
the learning
of Science
PARENTAL SUPPORT
SCIENCE IN DAILY LIFE
SCIENCE IN SOCIETY
SCIENCE AND THE ENVIRONMENT
Make connections between what is in the textbook to real world application.
Use concept to apply to everyday life.
Suggested Activities for Science Journal (Termly)
Revision of Lower Block Science Topics (P3 & P4)
How can I
support my
child in learning
Science?