Objectives
Parents to be familiar with
1. Process skills
2. Updated Syllabus since 2014
3. Practical Test
4. Techniques in answering questions
5. Inquiry-based learning (Hands-on
activity)
Process Skills
• Symbolic Representation (SR)
• Planning Investigation (PI)
• Observation and Classification (O&C)
• Application of Concepts (AOC)
• Interpretation of Information (IOI)
Symbolic Representation (SR)
• Read off information from a table
of figures or symbols, bar charts,
line graph, etc.
• Read off information from a
schematic representation of a
process or a series of linked
events.
Symbolic Representation (SR)
Identify F,G and H.
Frangipani : ____________
Staghorn Fern : ___________
Hibiscus : ____________
G
H
F
Observation and Classification (O&C)
• Identify differences between similar objects or events
• Identify similarities between similar objects or events
• Sequence events in the order they take place
• Match a description to an object or a drawing
• Make a drawing of a given object
• Classify objects according to a stated criterion
• Identify criteria used in making classification
Planning Investigation (PI)
• State or identify variables, give a problem to be
investigated
• State or identify the variables to be changed and
controlled, given a problem to be investigated
• State or identify the variables to be measured in a
given investigation
• Describe how the results of an investigation will be
used in answering the problem posed
• Identify what problem is investigated by a given set
of actions
Interpretation of Information (IOI)• Describe a pattern (regularity) or make a
generalization, given data in the form of a table,
diagram, graph, etc
• Make a prediction based on a pattern or regularity,
given the data as above
• Identify a statement, about an event, that makes the
least degree of inference, or keeps closely to the
information given
• Draw a conclusion from data given
• Decide whether a conclusion is supported by given
data
Application of Concepts (AOC)
• Give an explanation in terms of science concepts,
given a set of observations or a description of
events.
• Make a prediction based on given data and science
concepts.
• Propose more than one possible explanation of an
event or situation.
• Decide whether a given hypothesis fits the given
data, or which of several hypotheses fits the data
best.
Updated Science Syllabus
Since 20141) Diversity of Living and Non-living things
Classification and characteristics of animals:
- Insects
- Mammals
- Fish
- Birds
- Reptiles (NEW)
- Amphibians (NEW)
Updated Science Syllabus 2014
2) Materials
Properties of materials
- Strength
- Flexibility
- Transparency
- Ability to float or sink in water
- Waterproof
- Hardness (Taken out of syllabus)
Examination Format
No. of questions
MCQ
(Section A)
24 questions
(48 marks)
Open-ended
(Section B)
16 questions
(32 marks)
Total marks 80 marks
Practical Test and Overall Weightage
• Total 20 marks
• Two questions (10 marks each) where pupils will carry out the procedures in the question card
• Answer the questions with concepts learnt
Overall Weightage
Weighting
SA1 100%
SA2 + Practical Test 90% + 10%
Types of Practical questions
• Observation Work
Describe, classify & generate
• Illustrative Practical
Follow instructions, collect and analyse data &
conclude
How to help your child?
• Pay attention to key concepts when
reading the questions
• Comparison is very important, when
more than one variable is used in the
set-up (words such as greater,
smaller, biggest should be used)
How to help your child?
• Do not answer with general statements, be
specific.
General statement:
Living things need air, food and water.
Specific statement:
Living things need air and air was not provided
in set-up A.
How to help your child?
• Apply concepts and use the
variables/things used in the questions to
answer
Technique in answering open-ended
questions
I• Identify topics
R• Recall key concepts
Q• Question tag
Recall Key
concepts:
Microorganisms
Fungi
Bacteria
Spores
Mould
Yeast
Dead/ alive
Topic:
Fungi and
Bacteria
Recall Key
concepts :
Microorganisms
Fungi
Bacteria
Spores
Mould
Yeast
Dead/ alive
Topic:
Fungi and
Bacteria
Question tag:
Question tag:
Let’s try!
Both are flowering plants.
Plant A has leaves that have jagged edges but Plant B has
leaves that are entire-edged.
Let’s try!2 Jacinta carried out an experiment using two set-ups, A and B,
shown below. She observed the two set-ups after 1 week.
(a) What was she trying to find out?
She was trying to find out whether living things need air to survive.
Let’s try!
(b) What is the changed variable?
(c) What are the variables that must remain the same?
(d) What can she conclude from the experiment?
The presence/absence of air
The amount of food/amount of water/the number of mouse/the type of mouse
Living things need air to survive.
P3 Lesson on Magnets
• Students go through different learning
centres to learn about Magnets.
Teaching strategies used:
• Differentiated Instruction Strategy
• Multiple Intelligences
• Learn through songs, videos, experiments
1. Introduction : discrepant event (video)
2. Predict what the tiny black specks found in
the cereals are
3. Four different learning centers: • Learning Center 1(videos)
• Learning Center 2 (Slow Lane)
• Learning Center 3 (Magnetic Pick-up)
• Learning Center 4 (Magnet Song)
P3 Lesson on Magnets
4. Teacher discuss the answer to the
discrepant event
5. Students given a choice board to
present their learning.
P3 Lesson on Magnets
Choice BoardCreate a concept map
to show what
materials a magnet is
attracted to and what
is not.
Imagine that you are
a magnet. Write a
story to share why
you were attracted to
one type of cereal.
Create a skit to show
why you were
attracted to some
materials and not the
other.
Create a game that
makes use of
magnetic properties
that you have learnt.
Write a song about
why you (a magnet)
were attracted to
some materials and
not others.
Research on the uses
of magnets in our
everyday life and
write a journal entry
on it.
Present to your
classmates what you
have learnt about
magnets and
magnetic materials.
Research on the
effect of magnetism
on plant growth.
Learning centre 3
(Magnetic Pickup) • In your groups, first predict which
materials will be attracted/not attracted to
the magnet.
• Carry out the activity by bringing the
magnet near to one material.
• Record your observation.
• Repeat for the other materials.
• What conclusion can you make?