Parents Seminar Springdale Primary School 1 Overview 1. Primary - PowerPoint PPT Presentation

Parents’ Seminar Springdale Primary School 1

Overview 1. Primary Science Education 2. Science Curriculum & Syllabus 3. Components of Science Curriculum 4. Classification in P3 5. Fair test in P4 6. Excelling in Science 7. Support from Parents Springdale Primary School 2

Aims of Primary Science To provide primary students with:  experiences which build on their interest 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 enquiry Springdale Primary School 3

Science Curriculum Framework www.moe.gov.sg/education/syllabuses/ sciences/.../science-primary-2014 Springdale Primary School 4

Science as an Inquiry Essential Features Question - Learner engages in scientific questions Evidence - Learner collects data in response to questions Explanation - Learner formulates explanations from evidence Connection - Learner connects explanations to scientific knowledge Communication - Learner communicates and justifies explanations Springdale Primary School 5

Primary Science Curriculum Thematic & Spiral Theme Lower Block (P3 & 4) Upper Block (P5 & P6) • Diversity of living & Diversity Non-living things • Diversity of materials • Cycles of Plants & • Cycles in Plants & Cycles Animals (Life Cycles) Animals (Reproduction) • Cycles in Matter • Cycles in Water Springdale Primary School 6

Primary Science Curriculum Thematic & Spiral Themes Lower Block (P3 & 4) Upper Block (P5 & P6) • Plant System (Plant • Plant System Systems parts & functions) (Respiratory & • Human System Circulatory systems) • Human System (Digestive System) (Respiratory & Circulatory systems) • Cell System • Electrical System Springdale Primary School 7

Primary Science Curriculum Thematic & Spiral Themes Lower Block (P3 & 4) Upper Block (P5 & P6) • Interaction of • Interaction of Forces Interactions Forces (Magnets) (Frictional, Gravitational forces, forces in spring) • Interaction within the Environment • Energy Forms & • Energy Forms & Uses Energy Uses (Light & Heat) (Photosynthesis) • Energy Conversion Springdale Primary School 8

P3 Science Topics Term 1 Term 2 Term 3 Term 4 • Classification • Fungi & • Life Cycles of • Human • Living & Non- Bacteria Plants & System living Things • Materials Animals • Digestive • Plants • Plant parts & System • Animals their functions Springdale Primary School 9

P4 Science Topics Term 1 Term 2 Term 3 Term 4 Interactions Energy Energy Cycle • Magnets • Light • Heat • Matter Springdale Primary School 10

Components of Science Curriculum 1. Theory – Concept teaching 2. Practical Sessions in the Science laboratory 3. Process Skills Worksheets 4. Performance Tasks 5. Practical Test 6. Topical Revision Papers 7. MConline Springdale Primary School 11

Importance of Process Skills In “A Handbook for Science Teachers in Primary S chools” (Teo, Nora., 2003) states that process skills help students to … “deal with expectations that are relevant in all parts of life and find out things for themselves. The acquisition of such skills contributes to our students’ general mental development and helping them to learn how to learn.” Springdale Primary School 12

Process Skills 1. Observing 2. Comparing 3. Classifying 4. Using apparatus & equipment 5. Inferring 6. Predicting 7. Analysing 8. Evaluating 9. Generating Possibilities 10. Communicating Springdale Primary School 13

Process Skills • Process Skills are assessed through – Pen & Paper assessment – Science Practical Test: check student's understanding of science concepts and mastery of basic process skills and integrated processes through practical work. Springdale Primary School 14

Practical Practices Springdale Primary School 15

Classifying Classifying is the skill of sorting things into groups based on common characteristics or properties. 1. make sense of things based on recognisable patterns 2. observed similarities or differences in properties/characteristics . Springdale Primary School 16

Classifying 1. We classify things around us so that they are more organized and can be located more easily  Supermarket  Library 2. To appreciate the diversity around us  Similarities  Differences Springdale Primary School 17

Activity Time • Arrange the sweets into 2 groups based on a common characteristic or property. • Use the printed paper on your table to help you group the items. • Write a suitable heading for your groupings in the box marked as “Sub heading”. Springdale Primary School 18

Activity Time • Share your classification. Springdale Primary School 19

How are they presented? • Classification Chart • Classification Table Springdale Primary School 20

Classification Chart Where Animals Live main In Water On Land sub-headings headings Pond Sea Cow Horse Guppy Dolphin Water snail Shark Springdale Primary School 21

Classification Table  Classification table and chart to show main groups and sub-groups . Table Main groups Sub-groups In Water On Land Sea Pond Cow Dolphin Pond skater Horse Shark Snail Springdale Primary School 22

Some ways to classify materials Springdale Primary School 23

Some ways to classify materials Allows light to Does not allow light pass through to pass through Clear plastic Wood Clear glass Paper Springdale Primary School 24

Comparing Comparing is the skill of identifying similarities and differences between two or more things that you observe. 1. The similarities and differences observed will help you draw conclusions about the significance of the comparison. 2. You can compare things by observing them in real life or by observing diagrams , charts or tables . 3. You need to know the characteristics of the things that can be compared, e.g. body covering or breathing method. Springdale Primary School 25

What pupils need to know? 1. For questions on classification, students may be asked to:  Generate group headings based on given items  State the characteristics of a given item  State the similarities/differences between two items by comparing Springdale Primary School 26

Generate group headings A group of pupils placed some things found in a garden into two different groups as shown in the table below. Group X Group Y Ant Stone Caterpillar Sand Grass Bench Give a suitable heading for Groups X and Y. Living things Group X: _______________________________________ Non-living things Group Y: _______________________________________ Springdale Primary School 27

State the characteristics Which one of the following statements describes Animal A correctly? 1) It eats insects and can fly. 2) It eats insects and cannot fly.  3) It does not eat insects and can fly. 4) It does not eat insects and cannot fly. Springdale Primary School 28

State the characteristics State the characteristics of Animal C. Animal C does not eat insects and cannot fly. ____________________________________________________________ Springdale Primary School 29

State the characteristics Kerry has a pet that feeds on ants only and is able to walk and fly. Which of the following animals can her pet be? 1) Animal A  2) Animal B 3) Animal C 4) Animal D Springdale Primary School 30

State the characteristics Study the flowchart below. Explain why Animal C cannot be a rabbit. It cannot fly. If C is a rabbit, it should fly. ____________________________________________________________ Springdale Primary School 31

State the characteristics Study the flowchart below. Explain why Animal C cannot be a rabbit. Animal C cannot be a rabbit because a rabbit cannot fly but ________________________________________________ Animal C can. ________________________________________________ Springdale Primary School 32

State the similarities Observe the butterfly and bird carefully. Based on the diagram, state 2 similarities between the butterfly and bird. Both can fly a) _______________________________________ X b) _______________________________________ Both lay eggs X Springdale Primary School 33

State the similarities Observe the butterfly and bird carefully. Based on the diagram, state 2 similarities between the butterfly and bird. Both have wings. a) _______________________________________ Both have legs. b) _______________________________________ Springdale Primary School 34

State the differences Observe the butterfly and bird carefully. Based on the diagram, state the difference between the butterfly and bird with regard to the number of wings. Butterfly has 4 wings X _______________________________________ Springdale Primary School Updated for clarity 35

State the differences Observe the butterfly and bird carefully. Based on the diagram, state the difference between the butterfly and bird with regard to the number of wings. Butterfly has 4 wings but bird has 2 wings. ____________________________________________ Springdale Primary School Updated for clarity 36