Primary 3

Science Curriculum Briefing

Friday, 29th January 2016

Primary 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

Inquiry & the P3 Science Curriculum

Essential Features of Inquiry

Engages in scientific

questions

Collects data in response to questions

Formulates explanations from evidence

Connects explanations to

scientific knowledge

Communicates and justifies explanations

Learner

Inquiry-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

inquiry-based learning through various activities recommended

by CPDD.

Syllabus, Themes & Topics

Primary Science Syllabus: 5 Themes

Diversity, Cycles, Interactions, Energy & Systems

Block Level Themes

Upper P6 Energy, Interactions

P5 Cycles, Systems, Interactions

Lower P4 Systems, Cycles, Energy

P3 Diversity, Cycles, Interactions

The Overview of Topics Theme Lower Block (P3 & P4) Upper Block (P5 & P6)

Diversity Diversity of living and non-living things

Diversity of materials

Cycles Cycles of Plants and Animals (Life Cycles) Cycles in Matter and Water (Matter)

Cycles in Plants and Animals (Reproduction) Cycles in Matter and Water (Water)

Systems Plant System (Plant parts and functions) Human System (Digestive System)

Plant System (Respiratory and Circulatory Systems) 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 Heat)

Photosynthesis Energy Conversion

Overview of Topics in P3

Diversity Living & Non-Living

Animals, Plants, Fungi, Bacteria & Materials (Term 1 & 2)

Interactions Magnets (Term 3)

Fun with Variables (Term 3)

Cycles Animals & Plants (Term 4)

Revised Science Syllabus (2014)

P3 Themes/Topics Learning Outcomes Diversity of living &

non-living

Recognise some broad groups of animals -

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 &

Animals

Observe and compare the life cycles of

animals over a period of time - beetle,

butterfly, chicken, cockroach, frog,

grasshopper, mosquito

Essential Questions

Themes Key Inquiry Questions

Diversity How do we go about understanding the diverse range of living and non- living things?

Interactions How do people interact with the surroundings?

Cycles What are the cycles in our everyday lives?

A CLOSER look at P3 Science Curriculum

AN EXAMPLE

Key Concepts in

Diversity of Living & Non-living Things

Overview : How ideas are connected

Key Idea: There are living and non-living things.

Key Idea: Living things need water, food and

air.

Key Idea: Living-things grow, respond to changes and

reproduce.

Key Idea: Living things such as plants and animals can be classified based on

common observable characteristics.

Key Idea: Bacteria and fungi are also living

things.

Key Idea: The great variety of living things can be classified

based on common observable characteristics.

Linking question: How are living things different from non-

living things?

Skills & Processes in P3 Science

Overview: Skills & Processes

Skills & processes

Skills & processes

learned over the

next 4 years.

Skills & processes

will be introduced

in an age-

appropriate

manner.

Key Process Skills at P3 Level

Observing

Comparing

Classifying

Communicating Using apparatus & equipment

Inferring

Predicting

Analyzing

Evaluating

Key Process Skills 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

Skill : Using Apparatus & Equipment

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

Skill : Inferring

Providing explanation for an observation

When making inferences, it is helpful to make as many observations about the object as possible.

Skill : 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.

Skill : 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.

Skill : 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 Solving

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

1. Defining the problem

2. Think of many ideas

3. Choose a solution

Process: Decision 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: 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.

Living & Non-Living Things

Classification Activity

for Parents

You have been provided with…

Classify the biscuits into

2 Groups (in as many ways possible)

Grouped by size

Big

Small

Grouped by the type of edge

Smooth

Jagged

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

science for life@hpps

Applied Learning Programme

What is ALP?

ALP includes activities and events that provides opportunities for the following

Connects academic

knowledge and skills to the real world

Makes learning of

knowledge and skills purposeful and relevant

Motivates students to

learn Science

Infusion of ALP in P3 Science Curriculum

Zoo & Botanical Garden (SBG) LJs

Materials (Bicycle Lesson)

Fun with Variables

Planting

Outdoor Learning

Young Investigators Programme P4 & P5

Students at the preliminary stage of their projects, testing

out their hypothesis (ALP).

Young Investigators Programme P4 & P5

Students working with mentors from NUS High School for Math and Science.

Young Investigators Programme P4 & P5

Students representing their findings.

Young Investigators Programme P4 & P5

Students showcasing their projects through project presentations.

Components of Science Lessons

Theory : Teaching of Concept

Hands-on Sessions in the Science Laboratory/Classroom/Outdoors

Student Handouts - Topical Notes

Activity sheets for hands-on/Worksheets

Learning Journey to Zoo & SBG (Semester 1)

Enrich pupils’ learning experiences in a more authentic setting

Activities not easily done in schools

Topic of Animals and Plants

Appreciate parents’ support to volunteer for the various LJs

PVs from the Zoo LJ – good feedback & suggestions for improvement

Written Assignments / Workload

CPDD Activities – for Hands-on

School Worksheets – Supplementary Activities & Skills WS, Review WS

Vitamindz Booklets – Topical/Skills

Practice Papers – To prepare for exam

Books & Worksheets

Textbooks are to be used over 2 years – P3 & P4

Activities are based on CPDD Inquiry Science Package plus School WS

Please DO NOT discard materials at end of P3 as they are needed for P4 – P6 work

Evaluating Learning

Class Work - Activities and written work

Term 1 Term 2 Term 3 Term 4

Outdoor Learning (Rubrics)

Classification Activity

(Rubrics)

SA1

Term Review (25m)

Performance Task

(Fun with Variables) (Rubrics)

SA2

Format of Science Paper

Duration of the Exam - 1 hour 30 minutes Section A: 20 MCQs (40m) Section B: 8 Structured (16m) Section C: 6 – 8 Open-ended (24m) (2m, 3m, 4m questions)

Section A

Section B

Section B

Section C

Section C

Implications

Good Understanding of key concepts is important

Make Connections between concepts learnt

Apply concepts in new situations

Revision of concepts learnt

Important to keep all Science materials for revision in PSLE (2019)

Practice & Application of Process Skills to authentic tasks

active participant in activities

e.g. Fun with Variables, YI Project, etc.

Guide to Answering Questions

1. Use scientific terms for clarity e.g. “attract” vs “stick/attach” for magnets

2. Answer in context to question - Never memorize answers, without understanding

3. Be specific e.g. “Plants are different in their leaves” without stating specifically how – e.g. shape, colour, or texture

4. Tip: identify objective of question – asking about aim / procedure / pattern / conclusion?

Expectations & Support@Home

1. Review & Think through key concepts learnt

2. Link ideas across topics(For e.g. Materials & Magnets)

3. Learn concept words & link them

4. Worksheets are NOT tests

Expectations & Support@Home

5. Engage children at home with authentic tasks such as simple cooking, household chores, gardening, repairing a bike or other household objects, planning a trip & other everyday activities.

6. Actively engage with your children by talking about books they are reading or television programs about Science they have watched.

Expectations & Support@Home

7. Provide frequent opportunities for Science learning at home through outdoor play; trips to parks, museums, Zoo, markets/supermarkets and nature reserves.

8. Provide your children easy access to Science learning resources such as magazines, educational toys and games, videos/DVDs, and online or computer-based resources.

for queries, please email

mubaraq_ali_peer_mohamed@moe.edu.sg

tan_ying_hui@moe.edu.sg