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!