primary science content of syllabus (primary 5). themescore lower block * (p3-p4) core upper block...
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PRIMARY SCIENCE
CONTENTOF
SYLLABUS
(PRIMARY 5)
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Themes Core Lower Block *(P3-P4)
Core Upper Block **(P5-P6)
Diversity Diversity of living and non-living things (General characteristics & classification)
Diversity of materials
Cycles Cycle in plants and animals (Life cycles)
Cycle in matter and water (Matter)
Cycle in plants and animals (Reproduction)
Cycle in matter and water (Water)
Systems Plant System (Plant parts and functions)
Human System (Digestive system)
Plant System (Respiratory & circulatory systems)
Human System (Respiratory & 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
Organisation of Syllabus Organisation of Syllabus - (- (Themes)Themes)
Note: Underlined topics are excluded in the Foundation syllabus
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Materials
Lower Block (P3 and P4)
Variety & Characteristics of Living Things
Matter
Magnets
Life Cycles of Plants & Animals
Light Heat
Plant Parts & Functions
Respiratory & Circulatory System
Reproduction in plants & animals
Electrical System
Forms of Energy & conversions
ForcesEnvironmentalImpact
Ecology
Cells
Upper Block (P5 and P6)
Contents of Syllabus Contents of Syllabus - - Deletions and ShiftsDeletions and Shifts
Simple Machines
Classification of Organisms & Materials
Day & Night Cycles
Lower Block (P3 & P4)Upper Block (P5 & P6)
Removed
Digestive & SkeletalMuscularSystem
SkeletalMuscular
WaterShift to Upper Block
Shift to Upper Block
Diversity
Cycles
Systems
Interaction
Energy Photosynthesis & Respiration
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Skills which Pupils need for Science
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Skills
Processes
ObservationComparingClassifyingUsing apparatus and equipment (Refined)Communicating (verbal, pictorial)Communicating (tabular)Communicating (graphical)
AnalysingGenerating possibilities (Refined)Evaluating
Creative problem solving
Decision-making
Investigation
Lower Block (P3 and P4)
Upper Block (P5 and P6)
Contents of Syllabus Contents of Syllabus - - Skill CoverageSkill Coverage
Inferring (Refined)
Formulating Hypothesis (Refined)
Predicting (Refined)
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Curiosity
Creativity
Integrity
Objectivity
Open-mindedness
Perseverance
Responsibility
Lower Block (P3 and P4)
Upper Block (P5 and P6)
Contents of the Syllabus Contents of the Syllabus - - Attitude CoverageAttitude Coverage
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Assessment component of Science
Section A (MCQ) - 60% 30 questions 2 marks each
Section B –( Open ended question)-40%14 questions
Duration of paper: 1h 45min
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Example 1Example 1Four identical plants are put at four different locations where the temperatures are different. The rate of water loss at each location for each plant is given in the table below.
Temperature of place (C) Amount of water loss per min (g)
30 5
24 1
35 6
28 3
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What relationship do you see between the amount of water loss and the temperature of the places where the plants are placed?
Temperature of place (C) Amount of water loss per min (g)
30 5
24 1
35 6
28 3
Study the data provided and look fora pattern to describe the relationship.
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Example 2Example 2One day, Connie conducted an experiment to find out the period of the day when the air contained the most dust.
She asked her father to park his car in the car park.The car was left in the car park without being moved or cleaned for twenty-four hours.
Connie recorded the appearance of the windscreen of the car at different periods of the day.
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She concluded that the air contained the most dust between 12 midnight and 8 am. Her father told her that her experiment was not a fair one.
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(a) What should Connie do to make her experiment a fair one? [1]
(b) Give a reason for your answer in (a). [1]
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How can we develop theseskills in our pupils
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Organisation of Syllabus Organisation of Syllabus - - OverviewOverview
Current (2001) Syllabus
Revised (2008) Syllabus
Designed for 80% of the curriculum time
20% freed up time White Space
Examinable at PSLE
Non-examinable at PSLE
This 80% includes the knowledge, skills and attitudes that all students should acquire.
The 20% freed up curriculum time, known as the white space, is to enable teachers to use more engaging teaching and learning approaches, and/or to implement customised school-based programmes as long as the aims of the syllabus are met.
Hands On Tasks
Teaching by Inquiry
Eco-trail
Learning Journeys
CCAs
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Learning activities and teaching strategies that promote inquiry
Concept Mapping
Cooperative Learning
Field Trip
i
Investigation Projects
Ethics & Attitudes
I T
Demo
Demo
Problem Solving
?
Questioning
NE
NE
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Experiential Learning
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In-House Eco-trailExperiential Learning in the school
Trails will start from Term 2, across all levels (p1-6).
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Out-of-school LJsLearning journeys are also planned outside school when the opportunity arises for rich learning to take place.
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CCAs that promoteScience and process skills
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Hands on LearningProcess
Einstein ClubGuide pupils to become good scientists
Green ClubPupils learn about the environment and their roles in the world
Hands on Tasks (T2) + Practical Test (T3)
Robotics Club Develop logical thinking skills through programming
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How can YOU help your Child in Science?
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Some ideasEncourage your child to join school organised
science activitiesScience related CCAsEncourage them to question about daily
phenomena at home and getting answers from reliable sources.
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Some ideasEncourage them to watch science
programmes (Discovery, Animal Planet)Bring them to the Science CentreBring them to parks and the zoo
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