p3 science: curriculum & assessment matters for parents... · energy forms & uses (p6)...
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P3 Science: Curriculum & Assessment Matters
Focus Areas General important information to get started with Science in P3.
Examples of Science Activities @ Home
Science Exam Questions
10 tips for parents & role of CPR
5 Themes – Lower Block (P3 & P4)
DIVERSITYEg. Living & non-living things (P3)
Materials (P3)
SYSTEMSEg. Plant system (P3)
Human systems (eg. digestive) (P4)
CYCLESEg. Life cycles of plants & animals (P3)
3 states of Matter (P4) Upper blk : Water (P4)
ENERGY Eg. Light energy (P4)
Heat & Temperature (P4)
INTERACTIONSEg. Magnets (P3)
LOWER
BLOCK
4 Themes – Upper Block (P5 & P6)
SYSTEMSCells system (P5)
Systems in living things (P5) Electrical system (P5)
CYCLESWater cycle, Human reproduction cycle (P5)
& Plant reproduction cycle (P5)
ENERGY Energy & Photosynthesis (P5)
Energy Forms & uses (P6)Energy conversion
INTERACTIONS (P6)Forces
Environment, Web of Life & AdaptationsMan’s impact on the Environment
UPPER
BLOCK
Science Assessment for P3 2016
Test / Exam Section Item Type No. of Items Marks
Term 1 : No Topical Tests : instead practice papers and milestone
checks as Formative Assessment - (Non-graded)
SA1
(1h 45 min)
A
B
MCQs
Open-ended
30 (2 mks)
14 (2, 3 or 4 mks)
60
40
(100 marks)
Term 3 :
Topical Test 1
A
B
MCQs
Open-ended
8
4
16
14
(30 marks)
Sc Practical
Test (50 min)
Hands-on
experiment
3 work stations 20 (Graded)
A, B or C
SA2
(1h 45 min)
A
B
MCQs
Open-ended
30 (2 mks)
14 (2, 3 or 4 mks)
60
40
(100 marks)
The skill of using our senses
to gather information about
objects or events.
Includes the use of
instruments to extend range
of senses.
Science Process Skill : Observing
Science process Skill: Comparing
The skill of identifying the
similarities and differences between
2 or more objects, concepts or
processes.
Science Process Skill: Classifying
The skill of grouping objects
or events based on common
characteristics.
Measuring & Using Apparatus
The skill of knowing the
functions and limitations of
various apparatus, and
developing the ability to select
and handle them appropriately
for various tasks.
Process Skills tested in Exams Qns
Analyzing
data & given
information.
Classification of
given organisms or
objects into 2
groups
Starting Right
Science Files &
“Biology” blue Ex. Bk
Science Textbooks &
Workbooks
Assessment Plan
(at the beginning of year)
11 Process Skills
6. Inferring
7. Formulating hypothesis
8. Predicting
9. Analysing
10. Generating possibilities
11. Evaluating
60%
1. Observing
2. Comparing
3. Classifying
4. Using apparatus and equipment
5. Communicating
Science Text Books : Take note of the summary page at the end of each topic
Must-Have & Good-to-Have Resources
Textbooks/
Workbooks
Past year
exam papers
(Practice papers)
School’s topical
worksheets
Reference books
eg. Science
Boosters A
Websites &
AsknLearn
e-Portal for
CoL & SDL
Others
eg. Note-taking
Journals (holiday hw)
Science magazines
Learning Science@Home Involve your children in the kitchen –wash the vegetables, debone/skin a chicken, de-shell prawns, de-scale a fish, as “fun-playtime” in the kitchen
Go for nature walks, pick leaves: examine its shape, texture, veins etc. watch an ant-trail, insects around plants, etc..
Watch plant and animal documentary shows on TV with your children and talk about them. A video/picture speaks a thousand words/explanation. It brings Science learning alive and authentic.
How to ask questions to promote thinking?
To sharpen your child’s thinking skills
Will the pencil roll down the book cover when I let it go?
What will happen to the pencil
when I let it go?
The pencil will roll down the book cover and then continue to roll away from the book until it stops.
Taken from ‘The Essentail Parents’ Guide to Primary Science’ by Teo-Gwan Wai Lan
OR
Will the pencil
roll further away
from the book?
What will happen
to the pencil when
I let it go
this time?
The pencil will roll down the book cover and roll further away from
the book than the first time.
OR
Now the book cover
is lifted higher
Investigative expt: Work through the steps of the experiment
Tabulating Data
Type of Paper
Indicate your prediction from the fastest to the slowest
Time taken to get the paper completely soaked
Indicate the actual ranking from the fastest to the slowest
Tissue paper
Cardboard
PROCESS SKILLS :
Observing, predicting, using
apparatus and equipment,
comparing, inferring,
analysing, communicating
10 SIMPLE TIPS for parents
1. Show positive attitude.
2. Secure enough to say ‘I am not sure’ or ‘I don’t know’.
3. Surface opportunities for informal science learning at your kitchen, bathrooms, playgrounds, watching a short film, video clip etc.
4. Show respect to children’s explanation.
5. Shower them with lots of praises to gain their confidence.
10 SIMPLE TIPS for parents
6. Show links/ relevance of Science to everyday activities.
7. Stimulate thinking. Don’t give them the answers, instead lead them to think further by asking open-ended questions.
8. Strongly encourage them to ask questions.
10 SIMPLE TIPS for parents
9. Strengthen partnership with your child’s Science / Form teacher.
by being a CPR : class parent representative
10. Safety first in all you do with your child / children at home & in school!
Our school environment for Science teaching
1) Our Worm station under
the stair-case
Worm station / Bin
Food wastes are placed at the topmost layer
Worms are at the 2nd tray
Liquid poo is collected at the bottom tray.
Liquid Poo is drained from tap outlet.
2) Landscape gdn at the Library courtyard
3) Outdoor Experiential Learning(OEL) area (@Sc Labs level 2)
4) Butterfly garden (@school porch front of car-park)
5) Eco-garden pond, native plants & common fruit trees.
6) Sungei Buloh Mangrove Swamp ceramic mural wall - use QR codes to learn the plants and animals shown.
An appeal for :
P3 Parent Class Reps (PCRs) to help/arouse interests in your chn to learn Science in practical ways in the sch Eco-gdn, OEL & Worm station areas.
PCRs to help and check on plants and animals living in these areas.
• Frequency: PCR to commit at least 1 time per Term around 7.15- 8.30am OR during 3 recess times (9.45-11.15)
• Minimum of 6-8 PCRs per class to a max of 10 CPRs are needed per class to assist in all areas (once per term – preferably on a Mon / Tues morning).
• One PCR i/c to register with FT/HOD per class – to garner /remind the other parents for duty.
PCRs in resp. areas : Term 1
OEL : Aquarium & & Plants
Eco-Gdn : Pond Butterfly Gdn
Worm station (under the stairs)
Jan : Week 3 Eg : P3/1
Jan : Week 4 P3/2
Feb : Week 5 P3/3
Feb : Week 6 P3/4
Feb : Week 7 P3/5
Feb : Week 8 P3/6
Mar : Week 9 Exam / Assessment week / No CPR
Mar : Week 10 P3/7
Class PCR’s Name i/c Tel /Hp Class PCR Name i/c Tel /Hp
P3/1 P3/2
P3/3 P3/4
P3/5 P3/6
P3/7
Eco-gdn/pond + Butterfly Gdn at porch
OEL (2nd level@Sc Labs) (Aquarium + plants)
Worm Station + Library Landscape Gdn
1) Gdn plants: Cut off leaves that are diseased/ unhealthy/yellow, Trim edges of whole plant – to control its growth & increase its foliage
Check if sufficient food-scraps are present on top tray.
2) Till/loosen/aerate soil near base of plants Check on 2nd tray
3) Pull weeds & check for butterfly/insect eggs if any. Do not disturb or remove them.
Loosen the worm home base soil (2nd tray)
4) Fertilize soil only on even weeks. Drain liquid waste from 3rd
tray
5) Use water from the pond to water the surrounding plants
Use water from Aquarium to water the surrounding plants
Dilute liquid waste w water and use it to water nearby plants.
6) Pond: floating plants-not too overcrowded pull out some for mulching / feed worms
Aquarium: check water quality, ensure water filter system is good, not blocked
Check on the conditions of the “Fairy Gdn” plants at the 7 planter boxes at Worm station (1 per class)
7) Look out & check on fishes / turtles inside. Feed them
Look out & check on fishes / sucker fish inside. Feed them.
Check & weed the plants at the Landscape gdn at Library courtyard
Specific tasks to be done : 3+ areas : Eco-gdn, OEL & Worm station
• P3 Parent Class Representatives :
• We need your help to create a “Miniature / Fairy Garden” on the given planter boxes left at the side of the Worm station.
“What is a Fairy or Miniature Garden”
Miniature gardens are a combination of
container, soil, planting, accessories and
imagination all rolled into one creative tiny
scene! You do not need to be a gardener to
create a miniature garden, all you need is a
little imagination and a little creativity!
Each P3 class will be given a planter box to create a “Miniature”
Garden for an Inter-class competition. Time frame is 1 month,
(end Feb) – in time for chn to learn about plant system.
Egs. of “Fairy” or Miniature Gardens
More examples of Miniature Gdn at S’pore’s Flower show 2014
• Those who are interested to become a class parent rep, please stay behind to register your name with me. I need on PCR i/c of each class
• I would like to give you more details on the creation of the “Miniature Garden”. Time frame is only about 1-3 weeks only.
• I have some books to show you on these miniature gardens for your reference.
• Please meet me if you have more queries.
Thank YouEmail :
pok_sat_yoong@
moe.edu.sg
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