Primary 3 Science C Curriculum Briefing riday, 29 th th Fri January ry 2016
Primary ry Science Curriculum is the foundation for Science at higher levels. balance between the acquisition of Science knowledge, skills, process & attitudes. learning of Science is useful and meaningful; as it is relevant & applicable to everyday life
In Inquiry ry & the P3 Science Curriculum
Essential Features of In Inquiry ry Collects data in response to questions Engages in scientific Formulates questions explanations Learner from evidence Communicates and justifies Connects explanations explanations to scientific knowledge
In Inquiry ry-based Science Inquiry encourages students to question , conduct experiment to find answers and make discoveries on their own. Inquiry begins with gathering information through applying the human senses — seeing, hearing, touching, tasting, and smelling.
The P3 Science Curriculum has been designed to facilitate in inquiry ry-based le learning through various activities recommended by CPDD.
Syll llabus, Themes & Topics
Prim imary ry Scie ience Syll llabus: 5 Themes Diversity, Cycles, Interactions, Energy & Systems Block Level Themes P6 Energy, Interactions Upper P5 Cycles, Systems, Interactions P4 Systems, Cycles, Energy Lower P3 Diversity, Cycles, Interactions
The Overvie iew of Topics Theme Lower Block (P3 & P4) Upper Block (P5 & P6) Diversity of living and Diversity non-living things Diversity of materials Cycles of Plants and Animals Cycles in Plants and Animals Cycles (Reproduction) (Life Cycles) Cycles in Matter and Water (Water) Cycles in Matter and Water (Matter) Plant System Systems Plant System (Respiratory and Circulatory Systems) (Plant parts and functions) Human System Human System (Respiratory and Circulatory Systems) (Digestive System) Cell System Electrical System Interactions Interaction of Forces Interaction of Forces (Frictional, Gravitational Forces, Force in Springs) (Magnets) Interaction within the Environment Energy Forms and Uses Energy Photosynthesis Energy Conversion (Light and Heat)
Overview of Topics in in P3 Living & Non-Living Diversity Animals, Plants, Fungi, Bacteria & Materials (Term 1 & 2) Interactions Magnets (Term 3) Fun with Variables (Term 3) Animals & Plants (Term 4) Cycles
Revis ised Science Syll llabus (2014) P3 Themes/Topics Learning Outcomes Diversity of living & Recognise some broad groups of animals - non-living birds, fish, insects, mammals, reptiles & amphibians Diversity of materials Compare physical properties of materials based on: strength, flexibility, ability to float/sink in water, waterproof & transparency (to light) Cycle of Plants & Observe and compare the life cycles of Animals animals over a period of time - beetle, butterfly, chicken, cockroach, frog, grasshopper, mosquito
Essential Questions Themes Key Inquiry Questions How do we go about understanding Diversity the diverse range of living and non- living things? Interactions How do people interact with the surroundings? What are the cycles in our everyday Cycles lives?
A CLOSER lo A look at P3 Scie ience Curriculum AN EXAMPLE Key Concepts in Diversity of Living & Non-living Things
Overview : How id ideas are connected Key Idea: There are living and Key Idea: The great variety of non-living things. living things can be classified based on common observable characteristics. Linking question: Key Idea: Living things How are living things need water, food and Key Idea: Bacteria and different from non- air. fungi are also living living things? things. Key Idea: Living-things grow, respond to changes and Key Idea: Living things such as plants reproduce. and animals can be classified based on common observable characteristics.
Skil ills & Processes in in P3 Science
Overview: Skil ills & Processes Skills & processes learned over the next 4 years. Skills & processes Skills & processes will be introduced in an age- appropriate manner.
Key Process Skil ills at P3 Level Observing Comparing Classifying Communicating Using apparatus & equipment Inferring Predicting Analyzing Evaluating
Key Process Skil ills at P3 Level Observing Using our 5 senses to gather information from our surrounding Comparing Recognise what is similar/different between 2 things Classifying Putting things into groups based on common characteristics Communicating Reading Writing Speaking & Listening in order to collect/share information
Skil ill : : Usin ing Apparatus & Equip ipment Observations are quantified using proper measuring instruments Using measuring devices (e.g. ruler, weighing scale, electronic balance, thermometer & data logger etc.) correctly Using the correct units of measurements
Skil ill : : In Inferring Providing explanation for an observation When making inferences, it is helpful to make as many observations about the object as possible.
Skil ill : : Predicting Skill of forecasting future events or condition based on prior knowledge of how things usually turn out. Hypothesis is a special type of prediction. In an experiment, a hypothesis, predicts the relationship between the independent variable and the dependent variable. Example: “If I do this, this will happen…How will we find out what will happen?” P3 Students will not learn about hypothesis yet. It will be covered only in P4.
Skil ill : : Analysing Skill of identifying the parts of objects, information or processes, and the relationships between these parts. Pupils should be able to identify parts of a system identify patterns in information given in a table/graph, etc. specify variables to be kept the same This will be covered during Fun with Variables/Magnets Units.
Skil ill : : Evaluating This is the skill of assessing the reasonableness, accuracy and quality of data. Pupils should be able to construct an idea to explain observations and then test it decide on the accuracy of data obtained in an investigation
Processes at P3 Level Creative Problem Solving Decision Making Investigation
Process: Creative Problem Solv lving This is a process of analyzing a problem or choosing a novel but relevant solution in order to remedy or alter a problem situation The steps can include Defining the problem 1. 2. Think of many ideas 3. Choose a solution
Process: Decis ision Making This is the process of establishing and applying criteria to select from among seemingly equal alternatives. Pupils should be able to Analyse Generate Evaluate
Process: In Investigation This involves formulating hypothesis, planning and carrying out fair experiments to test the hypothesis. Pupils should be able to Control variables, select appropriate apparatus and measure accurately, generate, analyse and evaluate results, communicate and justify explanations with evidence, connect explanation to scientific knowledge
Attitude Coverage Curiosity - Desire to explore the environment and question what they find. Creativity - Suggest innovative and relevant ways to solve problems. Integrity - Handle and communicate data and information with integrity. Objectivity - Seek data and information to validate observations and explanations objectively.
Liv iving & Non-Living Thin ings Cla lassification Activ ivity for Parents
You have been provided with…
Classify the biscuits into 2 Groups (in as many ways possible)
Grouped by size Small Big
Grouped by the type of edge Jagged Smooth
Grouped by number of corners 4 corners No corners
Grouped by number of layers 2 layers 1 layer
Grouped by the presence of holes With holes
Classify the biscuits into 3 Groups
Grouped by shape Circle Rectangle Square
scie ience for li life@hpps Appli lied Learning Programme
What is is ALP? ALP includes activities and events that provides opportunities for the following Makes learning of Connects academic knowledge and skills knowledge and purposeful and relevant skills to the real world Motivates students to learn Science
In Infusion of f ALP in in P3 Science Curriculum Zoo & Botanical Garden (SBG) LJs Materials (Bicycle Lesson) Fun with Variables Planting Outdoor Learning
Young In Investigators Programme P4 & P5 Students at the preliminary stage of their projects, testing out their hypothesis (ALP).
Young In Investigators Programme P4 & P5 Students working with mentors from NUS High School for Math and Science.
Young In Investigators Programme P4 & P5 Students representing their findings.
Young In Investigators Programme P4 & P5 Students showcasing their projects through project presentations.
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