Parents’ Symposium 2017
(P3 and P4 Science)
Inquiry-Based Learning in
Science
Ms Ong Siew Choo
Mrs Juliana Chia
Overview of the Primary Science Syllabus
Themes 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)
• Energy forms and uses
(Photosynthesis)
• Energy conversion
An Overview:
Big Ideas in Science Syllabus Big Ideas Key Inquiry Questions
Diversity What can we find around us?
How can we classify the great variety of living and non-living
things?
Why is it important to maintain diversity?
Cycles What makes a cycle?
Why are cycles important to life?
Systems What is a system?
How do parts / systems interact to perform function(s)?
Interactions How does Man better understand the environment?
What are the consequences of Man’s interactions with the
environment?
Energy Why is energy important?
How is energy used in everyday life?
Why is it important to conserve energy?
Curriculum Matters
At PSLE, pupils are expected to
answer questions comprising :
knowledge (with understanding)
and
application (of knowledge and
skills)
taught in P3, P4, P5 and P6.
Inquiry-based Learning
Inquiry-based learning starts by posing
questions, problems or scenarios rather
than simply presenting established facts
or portraying a smooth path to knowledge.
The process is facilitated by the teacher.
Process Skills
Engaging with an event, phenomenon or problem through:
Formulating hypothesis
Generating possibilities
Predicting
Collecting and presenting evidence through:
Observing
Using apparatus and equipment
Reasoning, making meaning of information and evidence
through:
Comparing
Classifying
Inferring
Analysing
Evaluating
Communicating
What are concepts?
A scientific concept is a
scientific theory or law that
explains why and how a natural
event or process occurs.
Activity 1
Cut off the bottom of a plastic bottle. Tie a
plastic bag over the mouth of the bottle.
Push the bottle into a pail of water. Observe
what happens. Give an explanation.
Activity 2
Wrap a piece of paper around a metal tin
and heat it over a flame as shown below.
Explain why the paper did not burn.
Activity 3To put an egg into the bottle that has a neck smaller
than the egg using the materials provided, without
smashing the egg.
Materials:
1) a glass bottle
2) a peeled hard-boiled egg
3) some boiling water
4) a kitchen towel
Procedure:
1) Pour the boiling water into the bottle, at least 3 quarters filled.
2) Hold the bottle with the kitchen towel, swirl the water in it and
pour it out.
3) Quickly place the egg over the opening of the bottle.
Parents as Facilitators
Speaking: Scientific Language
Doing: Simple hands on experiments
Visiting: Zoo, Hort park, Museums
Watching: Documentaries
Reading: Books, Magazines, Newspapers