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!