Curriculum Briefing Primary 3 Science
18 Jan 2014
Primary Science Framework The curriculum design seeks to enable students to view the pursuit of science as meaningful and useful.
Inquiry is grounded in
• knowledge and issues and questions that relate to the roles played by science in
daily life, society and in the environment.
Science as an Inquiry
1. Question - Learner engages in scientific questions
2. Evidence - Learner collects data in response to questions
3. Explanation - Learner formulates explanations from
evidence
4. Connection - Learner connects explanations to scientific
knowledge
5. Communication - Learner communicates and justifies
explanations
P3 Science
An Overview : Big Ideas in the Primary Science Syllabus
Big Ideas (Themes) Key Inquiry Questions
Diversity (P3) • What is the environment made up of?
•How can we classify the great variety of living and non-
living things?
• Why is it important to maintain diversity?
• How do we go about understanding the diverse range
of living and non-living things?
Systems • What are different parts of a system?
• How do parts of a system or different systems interact
together to perform a function?
Interactions (P3) • How does Man interact with the surroundings?
• What are the consequences of Man’s interactions with his surroundings?
Cycles (P3)
• What are the cycles in our everyday life?
• How are cycles important to life?
Energy • How does energy affect Man and his surroundings?
• Why is it important to conserve energy?
Themes Lower Block (P3 & 4) Upper Block (P5 & 6)
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
Overview of the Primary Science Syllabus
Attitude Coverage
1) Curiosity
2) Creativity
3) Integrity
4) Objectivity
5) Open-mindedness
6) Perseverance
7) Responsibility
P3 Science
Skills and Processes at P3 Level
• Observing
• Comparing
• Classifying
• Using apparatus and equipment
• Inferring
• Predicting
• Analysing
• Evaluating
• Generating possibilities
• Communicating
P3 Science
Integrated Skills and Processes
at P3 Level
Processes
• Creative Problem Solving
• Decision Making
• Investigation
*At the level appropriate to P3
P3 Science
SKILL : OBSERVING •Using the 5 senses (sight, hearing, touch, smell, taste) to find out about objects and events: their characteristics,
properties,
differences,
similarities, and changes.
•Using instruments to extend the range of the senses
and accuracy of the observation (eg. the use of magnifying
glass)
•Identifying observations that are relevant to a particular investigation
SKILL :COMPARING •Identifying factors/criteria for the purpose of comparison, eg, when comparing a bus and a car, the factors could
be function, capacity or cost.
•Identifying the similarities and differences
Similarities : recognise any commonality that exists
between seemingly different object, events or
outcome
Differences : finding subtle differences between otherwise
similar object, events or outcome
•Draw a conclusion about the significance of similarities or differences
SKILL : CLASSIFYING
•Grouping or ordering objects or events according to similarities or differences in properties :
- Grouping a set of objects into two groups based on any one common
property
- Grouping a set of objects into two or more groups according to one or
more common property
- Identifying the basis of classification
- Identifying a common pattern in events or a behaviour pattern in organisms
- Generating criteria for grouping
- Use simple classification schemes: (Lists, tables, or charts are generated)
Components of Lessons
1) Theory – Concept teaching
2) Hands-on : Practical Sessions in the science laboratory
3) Topical notes
4) Topical Supplementary Worksheets : Worksheet 1 : Misconception Worksheet 2 : MCQ Worksheet 3 : Open-ended
5) Topical reflection by pupil for each unit
P3 Science
Written Assignments
1) Science Activity book (Diversity, Interactions & Cycle)
2) Topical unit Supplementary Worksheets
3) Topical Reflection (on content page)
NOTE : Worksheets and activity books
will be returned for parents’ checking and signature upon completion
of each topic.
To be filed in the Science File
P3 Science
Enrichment
• Learning Journey @ Singapore Science Centre
• Science Supplementary Reading Materials (subscription- optional) :
• Explorer Pioneer
P3 Science
ASSESSMENT MODES
•FORMATIVE ASSESSMENT •SUMMATIVE ASSESSMENT
ASSESSMENT MODES FORMATIVE ASSESSMENT
•Provides pupils continual feedback during the instructional and learning process to help pupils actively manage and adjust their own learning. •Non-graded. •Helps the pupils to answer these questions: “Where am I going?” “Where am I now? “How can I close the gap?”
Through: • Teacher/ Self and peer assessment on identified performance tasks using rubric indicators • Teacher’s feedback on identified qualities of pupil’s learning on topical unit content page •Pupils’ reflection of own learning after each topic
• Feedback on the pupil’s performance
• Opportunity for the pupil to
take charge of her own
learning
Rubrics related to the activity
Assessment Modes (Summative) Type SA1 Practical
Assessment
(7 August 2014)
SA2
Format Section A (MCQ):
18 questions
Section B (OE):
12 questions
3 questions on
1) Life Science
2) Physical Science
Section A (MCQ):
24 questions
Section B (OE) :
14 questions
Duration 1 h 15 min 30 min 1 h 30 min
Marks 60
(100% of SA1)
15
(20% of SA2)
80
(80% of SA2)
Overall
Weightage
30% 70%
How can you help to bridge the gap between home and school to motivate your child in the learning of Science
1) Stimulate your child to make use of all senses in discovering the surrounding world.
2) Train your child to look carefully and to see beyond the surface appearance of the environment.
3) Encourage them to find answers to questions by patient observation and through the uses of references and making scientific connection between concepts and observations.
4) Ask them to manipulate and learn about familiar objects eg discarded appliances, old doorbells, dripping faucet etc.
P3 Science
How can you help to bridge the gap between home and school to motivate your child in the learning of Science
5) Include your child as observer when making household repairs or domestic equipment
6) Consider subscription to a scientific magazine, a general science kit, aquarium or terrarium, a biography of an inventor
7) Help to reinforce your child’s formal science training by working with your child on simple family projects eg caring for pet , preparing a potted garden etc.
8) Listen with interest, encourage and ask questions, be generous with praise, enthusiasm and sympathy.
P3 Science
Useful Website
http://www.sciberdiver.edu.sg
• Sciberdiver is a web portal containing a repository of the best
science websites, specially selected to closely match the learning
objectives in the Primary and Lower Secondary science syllabuses in
Singapore schools. The range of e-resources includes simulations,
text, images, videos, games, quizzes
• You can also find the website useful to learn more about the science
your children are studying in school.
P3 Science
Thank you
[teacher’s email address]