Curriculum Briefing Primary 4 Science 17 Jan 2015 The description - PowerPoint PPT Presentation

Curriculum Briefing Primary 4 Science 17 Jan 2015

The description of each domain which frames the practice of Science is illustrated as follows:

P4 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 Key Inquiry Questions ( Themes) • What is the environment made up of? Diversity • Why is it important to maintain diversity? • How do we go about understanding the diverse range of living and non-living things? • What are different parts of a system? Systems • How do parts of a system or different systems interact together to perform a function? • How does Man interact with the surroundings? Interactions • What are the consequences of Man’s interactions with his surroundings? • What are the cycles in our everyday life? Cycles • How are cycles important to life? • How does energy affect Man and his surroundings? Energy • 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 (Life • Cycles in plants and animals (Reproduction) Cycles) • Cycles in matter and water (Water) • 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 • Energy forms and uses (light and • Energy forms and uses (photosynthesis) heat) • Energy conversion

Themes and Units taught at P4 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 (Life • Cycles in plants and animals (Reproduction) Cycles) • Cycles in matter and water (Water) • 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 • Energy forms and uses (light and • Energy forms and uses (photosynthesis) heat) • Energy conversion

P4 Science 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 To be filed for parents’ checking and signature in the Science File upon completion of each topic.

ASSESSMENT MODES • FORMATIVE ASSESSMENT • SUMMATIVEASSESSMENT

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

• 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 (30 July 2015) Format Section A (MCQ): Section A (MCQ): 30 questions 3 questions on 25 questions 1) Life Science Section B (OE): 2) Physical Science Section B (OE) : 14 questions 14 questions Duration 1 h 45 min 30 min 1 h 30 min Marks 100 15 90 (100% of SA1) (20% of SA2) (80% of SA2) Overall 30% 70% Weightage

P4 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. 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 �������������� �������������� �������������� �������������� 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 Teachers: 4A : Mr Ronald Lee 4B : Ms May Teng 4C : Mdm Shaheena Kandoth 4D : Mr Cheng Kim Hong 4E : Ms Lim Li Shan 4F : Ms May Teng 4G : Mrs Lee Poh Choo