curriculum briefing primary 4 science 17 jan 2015
TRANSCRIPT
Curriculum Briefing
Primary 4 Science
17 Jan 2015
The description of each domain which frames the practice of Science is illustrated asfollows:
Science as an Inquiry Science as an Inquiry Science as an Inquiry Science as an Inquiry
(The 5 important elements in Science Inquiry)(The 5 important elements in Science Inquiry)(The 5 important elements in Science Inquiry)(The 5 important elements in Science 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
P4 Science
An Overview : Big Ideas in the Primary Science Syllabus
Big Ideas
(Themes)
Key Inquiry Questions
Diversity • What is the environment made up of?
• 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 • How does Man interact with the surroundings?
• What are the consequences of Man’s interactions with his
surroundings?
Cycles • 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?
Overview of the Primary Science SyllabusThemes 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
Themes and Units taught at P4Themes 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
Attitude Coverage
1) Curiosity
2) Creativity
3) Integrity
4) Objectivity
5) Open-mindedness
6) Perseverance
7) Responsibility
P4 Science
Skills and Processes at P4 level
Skills
• Observing
• Comparing
• Classifying
• Using apparatus and equipment
• Communicating
• Inferring
• Predicting
• Analysing
• Generating possibilities
• Formulating hypothesis
P4 Science
Skills and Processes
Processes
• Creative Problem Solving
• Decision Making
• Investigation
*At the level appropriate to P4
P4 Science
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
6) Pupil’s self-evaluation of their own learning(checklist)
P4 Science
Written Assignments
1) Science Activity book (Cycles, System, Energy)
2) Topical unit Supplementary Worksheets
3) Topical Reflection (on content page)
NOTE : Worksheets will be returned
for parents’ checking and signature
upon completion of each topic.
To be filed
in the Science File
P4 Science
ASSESSMENT MODES
•FORMATIVE ASSESSMENT
•SUMMATIVEASSESSMENT
ASSESSMENT MODESFORMATIVE ASSESSMENT Purpose:�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’ self evaluation of own learning for each topic�Pupils’ reflection of own learning for 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
(30 July 2015)
SA2
Format Section A (MCQ):
30 questions
Section B (OE):
14 questions
3 questions on
1) Life Science
2) Physical Science
Section A (MCQ):
25 questions
Section B (OE) :
14 questions
Duration 1 h 45 min 30 min 1 h 30 min
Marks 100
(100% of SA1)
15
(20% of SA2)
90
(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.
P4 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.
P4 Science
Available Supplementary Reading Materials
Science Supplementary Reading Materials (Optional) :
• Explorer Pioneer
• Explorer Pathfinder
• Extreme Explorer
P4 Science
Useful WebsiteUseful WebsiteUseful WebsiteUseful Website
http://sciberdiver.wikispaces.com/
• 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.
https://www.brainpop.com/
P4 Science
P4 Science Teachers:
4A : Mr Ronald Lee
4B : Ms May Teng4C : Mdm Shaheena Kandoth
4D : Mr Cheng Kim Hong
4E : Ms Lim Li Shan
4F : Ms May Teng
4G : Mrs Lee Poh Choo