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 does my child learn science?
(Pedagogy)
How is my child assessed in science?
(Assessment)
How can I support my child in learning science?
Why does my child
learn science? (Aims of Science
learning)
Primary Science Framework
Why does my child learn science?
Learn basic concepts to understand themselves and things around them
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
Science English Mathematics Mother Tongue
5 13 11 7
Number of Teaching Periods Allocated for Science per week in P3 and P4
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)
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 transport systems)
Human System
(Respiratory and circulatory systems)
Cell System
Electrical System
Interaction Interaction of forces
(Magnets)
Interaction of forces
(Frictional force, gravitational force, force in
springs)
Interaction within the environment
Energy Energy Forms and Uses
(Light and Heat)
Energy Forms and Uses (Photosynthesis)
Energy Conversion
Note:
•*Lower Block (Primary 3 and 4); ** Upper Block (Primary 5 and 6).
•Topics which are underlined are not required for the Foundation Science .
• Besides Content, pupils will develop basic process skills and cultivate attitudes .
• Apply concepts and skills in different contexts
What does my child learn in Science?
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
How does my child learn Science?
Introduction to concepts
Exploring magnets through
hands-on experiences
Applying concepts in various contexts
Relating to Science
In past & present
Making links
between concepts
Main Pedagogy in Science
Inquiry-based teaching and learning following the
5E Learning Cycle
Engage
Explore
Explain Extend
Evaluate
How does IBL look like in the school? Example:
CYCLES IN PLANTS AND ANIMALS
(LIFE CYCLES)
OVERARCHING CONCEPT
Life cycles are predictable patterns of
change over time in plants and
animals.
Engage:
Key Idea: Living things have
young.
Linking Question: What
happens to the young over
time?
Explore:
Key Idea: Living things grow
and change over time.
Linking Question: What
patterns do you see in
these changes?
Explain I:
Key Idea: All living things go
through a pattern called a life
cycle.
Linking Question: What is
the life cycle of a plant?
Explain II:
Key Idea: Most plants start
from seeds and grow over
time.
Linking Question: How is
an animal life cycle different
from a plant life cycle?
Elaborate:
Key Idea: Different animals
have different life cycles.
Linking Question: How
can I show that I have
learnt the life cycles of
plants and animals?
Evaluate:
Key Idea: There are changes
in the plant and animal life
cycles.
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 is my child assessed in Science?
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
• Be curious, ask questions on the Science in everyday life
How can I support my child?
What characteristics does this animal have?
Why do I need to wear gloves when I hold a hot pot?
How can I conserve energy at home?
Which materials should I use to make the curtain in my room?
How do I keep my drink hot for a longer time?
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
Living Things Non-living things
Classify the following things into living and non-living things.
stone snail pencil fire
Communicating
Living things
Yes
Sheep
Yes
Yes
Living thing
R
No Living thing
Q
No
Moss No
Can it make its own food?
Question Y
Question X
Which of the following pair of questions is the most suitable?
Question X Question Y
(1) Can it
produce
flowers?
Can it move
freely by
itself?
(2) Can it
reproduce by
spores?
Can it
reproduce by
laying eggs? (3) Can it
produce
flowers?
Can it
reproduce by
laying eggs? (4) Can it
reproduce by
spores?
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.
0
2
4
6
8
10
P Q R
Material
Amount of
light
recorded
in the
data
logger
(lux)
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
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.
Choice
Evidence 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. It depends on the species, some lay eggs while
some give birth
All fish lay eggs. Not all fish lay eggs. The swordtail, black molly
and the guppy give birth to young alive.
All anteaters lay eggs. Spiny Anteater is the only anteater that lay eggs,
not other species of anteater.
Plants move on their own. Plants respond to changes around them but do not
move on their own.
Organisms refer to only
plants and animals.
Organisms refer to all living things.
Fungi are plants. Fungi are not plants. They cannot make their own
food.
All bacteria are bad. 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.
Topic Misconceptions Correct √√√ Living and
Non-
Living
Things
All plants bear flowers. Certain plants do not bear flowers. They are called
non-flowering plants eg. ferns and mosses
Mushrooms reproduce from
spores which is similar to
ferns. Hence, both are fungi.
Mushroom is a fungus while bird’s nest fern is a
non-flowering plant.
Confusion of materials and
objects.
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 Diversity
Topic Misconceptions Correct √√√
Magnets A magnet has a North Pole
and a South Pole
The poles of a magnet are its N-pole or north-
seeking pole and S-pole or south-seeking pole.
When a magnet is broken
into two in the middle, it will
become a north-seeking
piece and a south-seeking
piece
Two magnets will be formed, each has both N-
Pole and S-pole.
The test of attraction can be
used to differentiate a
magnet from a magnetic
object.
The test for repulsion should be used to test
whether the object is a magnet or not.
Only magnets repel.
All metals can be attracted to
a magnet, which means all
metals are magnetic.
Only iron, steel, nickel and cobalt are attracted to
magnets. They are magnetic materials.
The stroking method can be
done in all directions at any
one time.
Stroking must be done in one direction .
Misconceptions in Science in Lower Block Interactions
Misconceptions in Science in Lower Block Cycles
Misconceptions Correct √√√
Life
Cycles
There are 4 life cycles in the life
cycle of a mosquito/
butterfly/beetle.
There are 4 stages in the life cycle of the
mosquito. There is only one life cycle in the
life of an organism.
Shoots appear first when a seed
starts to grow or germinate.
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
because they take the shape of
the container
Sand and rice should be taken as an
individual grain. Each individual grain has a
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
Misconceptions Correct √√√
Light Shadows are only formed by
opaque objects .
Shadows are formed when path of light is
blocked by opaque or translucent objects
Heat Heat and temperature are the
same.
Heat is not temperature.
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 Correct √√√
Poor conductors of heat refer to
objects that do not allow heat to
flow through them.
Materials which are non-metals
such as plastics, glass and wood
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
conductors of heat eg. air.
Heat travels from a place of hot
temperature to a place of cold
temperature.
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 Energy
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
only in the stomach
Digestive juices can be found in 3
places: mouth, stomach and
small intestine.
Digestion is the breaking down of
food into SMALLER pieces.
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 Correct √√√
Plant System Confused over the direction of the
water-carrying tubes and food-
carrying tubes.
The stem carries water and
minerals from the roots to all
parts of the plant in water-
carrying tubes.
The stem carries food from the
leaves to other parts of the plant
through another set of tubes called
the food-carrying tubes.
Roots transport water to all parts of
the plant.
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.
Misconceptions in Science in Lower Block Systems
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!
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