Morning with Teachers

Science

Primary 6

Scope of Presentation

• Introduction by Teacher

• Qualities of an Inquirer

• Primary Aim of Science Programme

• How will your child be taught

• Topics

• Assessment Plan

• Helping your Child

2

3© CPDD, MOE

• Nurture students as scientific inquirers

• Build strong foundation in science

Primary Aim of the Science Programme

Qualities of an Inquirer

• Able to nurture curiosity and develop skills for inquiry

and research

• Know how to learn independently and with others

• Lean with enthusiasm and sustain the love of

learning through life

Mission of the ALPS Science Programme

• Teaching and Learning to incorporate

Scientific Inquiry, Knowledge and

Reasoning

• To foster collaborative teamwork in the

learning of Science

• Nurturing the ALPS pupil to be a global

citizen who is knowledgeable and inspired

to take responsibility for the environment.

Empowered

3e

ApproachEnabled

Engage

• Stimulating activities

and experiences

• Use senses to learn

and explore

• Demonstrates values

and attitudes Learn & Explore

• Use senses

• Use knowledge

• Use prior

experience

• Environment advocacy

and stewardship

• Differentiated Instruction

How will your child be taught…

Design Thinking -Building of

Models e.g. Sailboat

Read@

Science

2019

Learning Centres

Experiential learning

Learning Environment as the Third

Teacher

Environment Education

Science

Journal

Formative Assessment

– Science Investigation in

Action

Learning Journeys

Unlock blocks to learning and be happy at school

Topics in Primary 3 Science

Diversity Cycles

Living and Non-Living Things

Diversity of Plants

Diversity of Animals

Diversity of Bacteria and Fungi

Diversity of Materials

Life Cycles of some Animals

Life Cycles of Plants

Matter

Topics in Primary 4 Science

System Interactions

Chapter 1 – Human Digestive

System

Chapter 2 – Plants and their Parts

Chapter 1 – Magnets and their

Characteristics

Chapter 2 – Making Magnets

Energy

Chapter 1 – Light and Shadows

Chapter 2 – Heat and Temperature

Topics in Primary 5 Science

Cycles Systems

Chapter 1 – Reproduction in Plants

Chapter 2 – Reproduction in

Humans

Chapter 3 – Water and Changes of

State

Chapter 4 – The Water Cycle

Chapter 1 – The Plant Transport

System

Chapter 2 – Air and the Respiratory

System

Chapter 3 – The Circulatory System

Chapter 4 – The Unit of Life

Chapter 5 – Electrical System

Chapter 6 – Using Electricity

Topics in Primary 5 Science

Energy

Chapter 1 – Energy in Food

Chapter 2 – Forms and Uses of Energy

Chapter 3 – Sources of Energy

Topics in Primary 6 Science

Interaction

Chapter 1 – Forces

Chapter 2 – Living Together

Chapter 3 – Food Chains and Food Web

Chapter 4 – Adaptation

Chapter 5 – Man’s Impact on the Environment

Term 1 Term 2

Topical Reviews (Non-weighted)

(To check for understanding and

application of concepts)

SA1 100 marks)

Topical Reviews

Science Investigation in Action (SIA)*(Process Skills Assessment)(Non-weighted)

Term 3 Term 4

Preliminary Examination

(100 marks)

Primary 6 Science Assessment Plan

* Bite-sized

Format of P6 Standard Science Paper

Booklet Item Type Number of

Questions

Marks per

question

Marks

AMultiple-Choice

(4 Options)28 2 56

B Open-Ended 12-13 2 – 5 44

Duration : 1 hour 45 minutes

Total : 100 marks

Format of P6 Foundation Science Paper

Booklet Item Type Number of

Questions

Marks per

question

Marks

AMultiple-Choice

(4 Options)18 2 36

B

Structured

‘Fill in the blanks’,

‘Matching’ etc

6 - 7 2 – 3 14

Open-Ended 5 - 6 2 – 4 20

Duration : 1 h 15 min

Total : 70 marks

(Provision of Word List)

Learning Journeys

• Primary 3 – Animals (Science Centre)

• Primary 4 – Wetlands Biodiversity

(Sungei Buloh Wetlands)(P4 Camp)

• Primary 5 – Seed dispersal (Science Centre)

• Primary 6 – Aquatic animals (Science Centre)

How to help your child to do well in Science?

• Use Mindmaps or Concept Maps to link up the facts learned

• Keep notes

• Be serious about science experiments

• Carry out assigned tasks

• Ask questions to clarify doubts

•Do Corrections

•Revise Corrections, Reviews and SAs

•Understand how process skills are assessed in the question

• Follow lessons

• Acquire

• Revise

• Clarify Misconceptions Content

Knowledge

Answering Techniques

Mapping Knowledge

Process Skills

ENCOURAGE YOUR CHILD TO…..

Content Knowledge : Misconceptions

Topic : Man’s Impact on the Environment (P6)

Misconception:

Greenhouse effect and Global Warming refers to the same

thing.

Scientific Fact :

Global Warming is INCREASED greenhouse effect which

by itself is a natural occurrence.

Content Knowledge : Misconceptions

Topic : Water Cycle (P5)

Misconception:

Clouds are formed by gases.

Scientific Fact :

Clouds are formed by tiny water droplets due to the

condensation of water vapour.

Understand How Process Skills are Assessed

in the Question

Topic : States of Matter

Concept : Understand the

Process, Energy Change

and End Result of

Evaporation

When water

becomes water

vapour, there is less

water left due to

change of state.

The water gained heat from the

surrounding (Energy Change) and

Evaporated (Process)

Process Skill :

Predicting

Process Skills

Your child should be able to :

• Combine the relevant process skills and apply them

• Find connections between concepts learnt

• Apply concepts in new situations.

Process Skills

Observing Communicating Analysing

Comparing Inferring Evaluating

Classifying Predicting

Using apparatus

and equipment

Generating

possibilities

Formulating

Hypothesis

Understanding a Science Question

Know your terms used in the question

Classify Name

Conditions Observe / Observation

Conclusion Pattern / Relationship

Describe Properties / Characteristics

Explain Purpose

Factors Similarity / Difference

State

Understanding a Science Question

• Read any instructions carefully. Answer exactly what the

question requires. Be specific and detailed in your

answers.

• Spend time to understand the scenario shown, especially

if it is a scenario you have not encountered before.

Ask yourself the following questions :

What topic? What concept?

Is there more than one topic or concept in the question?

Applying Concepts in a New Situation

Topic : Matter and Electricity

Concepts : Properties of Matter – Ability to Float

Electrical System – A closed circuit

rainwater enters

water level rises

Wooden block

rises as it can float

on water

Metal sheet comes into

touch the contact points

Circuit is closed and

electricity flows through

The water pump works to

pump water out.

Answering a Science Question

Multiple Choice Question

• Read the Question and Options carefully. Use a

highlighter or underline parts of the question to assist

your understanding

• Do not skip any question. Choose the best option even if

you are unsure.

• Shade the OAS Sheet immediately after each question.

Check that the shade oval corresponds to the correct

question.

Answering a Science Question

Open-Ended Question

• When the question uses any of these words or phrases :

Name, Give an example, State a difference/similarity,

Identify, List, Write down

[Answer using a short phrase or sentence]

• When the question uses any of these words or phrases :

Explain, Why, Give a reason, How can you tell

[Longer answers with reasoning expected]

[The extent of the answers should be governed by the number of marks given for the question]

Answering a Science Question

Open-Ended Question

• Diagrams and drawings must be clear and simple. Parts

must be clearly labelled using a ruler to draw straight

lines.

• Drawing graphs to represent data – using pencil and

ruler. Remember to label.

How to help your child to learn Science

• Opportunities to explore Science in daily life

- See Science everywhere

• Assist in the consolidation of Science knowledge

- Do Science Together

- Family discussion on science-related topics

- Obtain Science resources

• Know the Science curriculum and what your child is

learning

Thank you!