Curriculum Briefing Primary 3 Science 17 Jan 2015
Primary Science Framework The Science Curriculum Framework aims to inculcate the spirit of scientific inquiry in our pupils The curriculum design seeks to enable students to view the pursuit of science as meaningful and useful. Inquiry is grounded in • knowledge and issues and questions that relate to the roles played by science in daily life, society and in the environment.
The Science Curriculum • Seeks to nurture pupils as an inquirer by - creating a learning environment that that will encourage and challenge the pupils to develop their sense of inquiry.
P3 Science ��������������������� ��������������������� ��������������������� ��������������������� 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
An Overview : Big Ideas in the Primary Science Syllabus Big Ideas ( Themes) Key Inquiry Questions Diversity (P3) • What is the environment made up of? • How can we classify the great variety of living and non- living things? • 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 (P3) • How does Man interact with the surroundings? • What are the consequences of Man’s interactions with his surroundings? Cycles (P3) • 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 Syllabus Themes 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 • Cycles in plants and animals (Reproduction) • Cycles in matter and water (Water) (Life Cycles) • Cycles in matter and water (Matter) Systems • Plant system (Plant parts and • Plant system (Respiratory and circulatory functions) systems) • Human system (Digestive system) • 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 forms and uses (light and • Energy forms and uses (photosynthesis) Energy heat) • Energy conversion
• The teaching of Science will go beyond presenting facts • Outcomes of scientific investigations: - provided opportunities to ask questions - be involved in the collection and use of evidence - formulate and communicate explanations based on scientific knowledge.
P3 Science Attitude Coverage 1) Curiosity 2) Creativity 3) Integrity 4) Objectivity 5) Open-mindedness 6) Perseverance 7) Responsibility
P3 Science Skills and Processes at P3 Level • Observing • Comparing • Classifying • Using apparatus and equipment • Inferring • Predicting • Analysing • Evaluating • Generating possibilities • Communicating
P3 Science Integrated Skills and Processes at P3 Level Processes • Creative Problem Solving • Decision Making • Investigation *At the level appropriate to P3
SKILL : OBSERVING • Using the 5 senses (sight, hearing, touch, smell, taste) to find out about objects and events: their characteristics, properties, differences, similarities, and changes. • Using instruments to extend the range of the senses and accuracy of the observation ( eg. the use of magnifying glass, magnets) • Identifying observations that are relevant to a particular investigation
SKILL : COMPARING • Identifying factors/criteria for the purpose of comparison, eg, when comparing a bus and a car, the factors could be function, capacity or cost. • Identifying the similarities and differences Similarities : recognise any commonality that exists between seemingly different object, events or outcome Differences : finding subtle differences between otherwise similar object, events or outcome • Draw a conclusion about the significance of similarities or differences
SKILL : CLASSIFYING • Grouping or ordering objects or events according to similarities or differences in properties : - Grouping a set of objects into two groups based on any one common property - Grouping a set of objects into two or more groups according to one or more common property - Identifying the basis of classification - Identifying a common pattern in events or a behaviour pattern in organisms - Generating criteria for grouping - Use simple classification schemes: (Lists, tables, or charts are generated)
ASSESSMENT MODES FORMATIVE 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
P3 Science Written Assignments 1) Science Activity book (Diversity, Interactions & Cycle) 2) Topical unit Supplementary Worksheets 3) Topical Reflection (on content page) NOTE : Worksheets and activity books To be filed will be returned for parents’ checking in the and signature upon completion Science File of each topic.
P3 Science Enrichment • Learning Journey @ Singapore Science Centre • Science Supplementary Reading Materials (subscription- optional) : Explorer Pioneer
ASSESSMENT MODES • FORMATIVE ASSESSMENT • SUMMATIVEASSESSMENT
ASSESSMENT MODES FORMATIVE ASSESSMENT • 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’ reflection of own learning after 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 SA2 Assessment (6 August 2014) Format Section A (MCQ): Section A (MCQ): 18 questions 3 questions on 24 questions 1) Life Science Section B (OE): 2) Physical Science Section B (OE) : 12 questions 14 questions Duration 1 h 15 min 30 min 1 h 30 min Marks 60 15 80 (100% of SA1) (20% of SA2) (80% of SA2) Overall 30% 70% Weightage
P3 Science 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 to develop acute sense of observation. 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.
P3 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.
P3 Science �������������� �������������� �������������� �������������� 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/
Recommend
More recommend
