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Objectives of Workshop Science Curriculum in HGS
Familiarisation of:
5E Instructional Model
Examples using Light datalogger
Assessment and Strategies to help your child in Learning of Science
Strategies on Answering Science Questions
Resources Available
Q & A
Objectives of Workshop Science Curriculum in HGS
Familiarisation of:
5E Instructional Model
Examples using Light datalogger
Assessment and Strategies to help your child in Learning of Science
Strategies on Answering Science Questions
Resources Available
Q & A
Science Curriculum Framework @ HGS
THINK, LEARN, ACHIEVE & EXCEL
ACADEMIC
EXCELLENCE
MAXIMISING
CREATIVITY &
POTENTIAL
THINKING SCIENCE CURRICULUM
• Supportive academic
structures &
programmes.
• Holistic Assessment-
RADICAL @ HGS
•Innovative &
Challenging Teaching
& Learning
Environment.
•Social consciousness
& social responsbility
THINKING SCIENCE CURRICULUM
PHILOSOPHY Encourage students to think and articulate their thinking in an
environment that provides both challenge and support.
REAL-LIFE
• Draws on learners’ understanding and experiences of the real world.
• Focuses on acquisition of 21st Century skills and competencies.
LEARNER-CENTRED
• Draws on pupil’s interest to engage pupils in learning.
• Providing a wide range of differentiated content and products so as to meet the
learning needs and experiences of pupils.
PROCESS FOCUSSED
• Mastery of basic process skills and integrated skills.
• Multi layered with development of processes at every level.
Provide with experiences that build on their interest
Cultivate an interest in and love for the
subject
Engaged and experiential
learning
Equipping pupils with
knowledge of Science
concepts
Focus of learning will be on the
mastering basic process skills and
integrated skills to acquire and
manage information. Ability to apply the
knowledge and skills
acquired
Positive
attitude
towards Science
learning
Learning activities and teaching strategies
that promote inquiry
Concept
Mapping Cooperative
Learning
Field Trip Games
i
Investigation Projects
Ethics & Attitudes I T
C C Concept
Cartoon Demo
Demo
Problem
Solving
? R D
D M
Questioning Role Play
Drama
Dance &
Movement
/Puppet
SAIL
NE
NE
Process Skills
Skills Lower Block (P3 & 4) Upper Block
(P5 & 6)
Observing
Comparing
Classifying
Using apparatus and equipment
Communicating (Verbal, Pictorial)
Communicating (Tabular)
Communicating (Graphical)
Inferring
Predicting
Analysing
Generating Possibilities
Evaluating
Formulating hypothesis
Processes Lower Block (P3 & 4) Upper Block
(P5 & 6)
Creative Problem Solving
Decision-Making
Investigation
Theme Lower Block (P3 & 4) Upper Block (P5 & 6)
DIVERSITY • Diversity of living and non-
living things
• Diversity of materials
CYCLES •Cycles in plants and
animals (Life cycles)
•Cycles in matter
•Cycles in plants and
animals (Reproduction)
•Cycles in 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 force, gravitational
force, force in springs)
•Interaction within the
environment
ENERGY •Energy forms and uses
(Light and heat)
•Energy forms and uses
(Photosynthesis)
• Energy conversion Topics which are underlined are not required for students taking Foundation Science.
Organisation of Syllabus
Syllabus
Year of Implementation
2008 2009 2010
Standard
Science
P3 & P4
P5
P6
Foundation
Science
- P5 P6
Schedule of Implementation
Revised Science Syllabus
P3&4
Booklet Item
Type
No of
questions
No of
marks per
question
Weighting
A Multiple
choice
30 2 60%
B Open-
ended
14 2,3,4 40%
Duration of paper – 1h 45 min
PSLE Science Examination Format
PSLE Foundation Science
Examination Format
Booklet Item Type No of
Qns
No of
Marks per
qn
Marks
A Multiple-
choice
16 2 32
B Structured
Open-ended
6-7
6-8
2-3
2-4
14
24
Duration of paper 1h 15 min
Objectives of Workshop Science Curriculum in HGS
Familiarisation of:
5E Instructional Model
Examples using Light datalogger
Assessment and Strategies to help your child in Learning of Science
Strategies on Answering Science Questions
Resources Available
Q & A
DIVERSITY OF LIVING AND NON-LIVING THINGS (P3)
ENGAGE:
Key Idea: There are living and non-
living things.
Act 1: Things Around Us (2 periods)
EXPLORE I:
Key Idea: Living things need water,
food and air.
Act 2: What do Living Things Need?
(1 period)
EXPLORE II:
Key Idea: Living-things grow,
respond to changes and
reproduce.
Act 3: What do Living Things
Need and Do? (2 periods)
Linking question: How are
living things different from
non-living things?
Linking question: What can
living things do?
Linking question:
What are the
differences and
similarities between
plants and animals?
EXPLAIN I:
Key Idea: Living things
such as plants and animals
can be classified based on
common observable
characteristics.
Act 4: Plants and Animals
(1 period)
EXPLAIN II:
Key Idea: There are different
types of plants and animals.
Act 5: Different Types of
Plants and Animals (1 period)
Linking question: Can
plants and animals be
classified into more
groups?
ELABORATE:
Key Idea: Bacteria and fungi
are also living things.
Act 6: What are These?
(2 periods)
Linking question:
What other groups of
living things are
there?
OVERARCHING CONCEPT
There is a great variety of
living things in this world that
can be classified.
EVALUATE:
Key Idea: The great variety of
living things can be classified
based on common observable
characteristics.
Act 7: Sort It Out (2 periods)
Linking question:
How can I use the
information learnt to
classify the great
variety of living
things?
Energy : Light and Shadows (P4)
OVERARCHING CONCEPT:
What we see is determined by the
interaction of light with objects and
materials.
ENGAGE: Key Idea: There are different sources
of light.
Activity 1: Blackout! (1 period)
Linking Question: Why can we see objects?
EXPLORE: Key Idea: We can see objects
because they reflect light or are
sources of light.
Activity 2: Peek-A-Boo (2 periods)
Linking Question: Do all objects reflect light?
ELABORATE:
Key Idea:
A shadow is formed when light is
completely or partially blocked by an
object.
Activity 4: Play with Shadows (3 periods)
EXPLAIN: Key idea: The amount of light passing
through an object depends on the
transparency of the material of that object.
Activity 3: Passing Through or Not (2 periods)
EVALUATE: Key Idea:
It is possible to describe what we will
see when light interacts with objects
and materials.
Activity 5: My Lantern (3 periods)
Linking Question: What will we see when light
shines on an object?
Linking Question: What happens when light
cannot pass through an object?
Objectives of Workshop Science Curriculum in HGS
Familiarisation of:
5E Instructional Model
Examples using Light datalogger
Assessment and Strategies to help your child in Learning of Science
Strategies on Answering Science Questions
Resources Available
Q & A
• Concept Maps
• Classroom Questioning
• APRICOT (use of whiteboard)
• Teacher’s Observation
• Reflection
• Science Journal
• Topical Worksheet
• Mastery Test
• Online on lead.com.sg
• Science Practical / Hands-on Experiments
• Continual / Semestral Assessment
• Preliminary Examination
Assessments- Formative and Summative
Good Time Management is Important
For P3 Science : (1h 15 min)
Section A (SA1) (SA2)
15 MCQ 30 MCQ
Average Time spent for each Question
Total Time spent (45mn)
30 marks 2m each 1m each
15 x 3 min 30x1.5min
45 min
Section B (SA1 / SA2)
10 OE Average Time spent for each Question
Total Time spent (45 mins)
20 marks 2m each 10 x 3 min 30 min
Good Time Management is Important
For P4 Science : (1h 45 min)
BOOKLET A
30 MCQ Average Time spent for each Question
Total Time spent (1 hr)
60 marks 2 marks each 30 x 2 min 60 min
BOOKLET B 14 OE Average Time spent for each Question
Total Time spent (45 mins)
40 marks 2/3/4 m 14 x 3 min 42 min (3 mins left to be spent on more difficult qns)
Objectives of Workshop Science Curriculum in HGS
Familiarisation of:
5E Instructional Model
Examples using Electricity & Virtual Experiment on Energy
Assessment and Strategies to help your child in Learning of Science
Strategies on Answering Science Questions
Resources Available
Q & A
Strategies which would help:
• Answering techniques
• Comprehension skills
• Key concepts and application
• Use of scientific words
• Real life situations
• Elimination (MCQ)
Strategies to help your child to
write their answers accurately
1. Generally, short answers are required when
questions have these words:
• Name…
• Give…
• State….
• Identify…
• List…
• Write down…
2. Give details when questions have these
words:
• Explain…
• Why…?
• How can you tell?
Strategies to help your child to
write their answers accurately
3. Use the marks awarded for each part of
the question as a guide to know how much
explanation is expected.
• The marks are a guide to how many
important facts or concepts are required in
the answer.
Strategies to help your child to
write their answers accurately
Strategies to help your child to
write their answers accurately
4. Follow instructions given in the question.
• Draw?
• Label?
• Describe?
• Use an arrow to label the part….?
• Circle….?
Strategies to help your child to
write their answers accurately
5. Answer exactly what the question asks of you.
• Be specific to the question.
• Do not write anything you know pertaining to the topic of question being asked because you will not get any extra marks if it is not related to the question.
• Read and consider every question.
Questions that look complicated at first
glance may not actually be so difficult
once you have read them carefully.
• *DO NOT LEAVE Blanks* Make an
educated guess
TERMS USED IN QUESTIONS
Describe Give relevant details about the object or event. You
are not required to explain your answer.
Explain Give reasons. Make it clear and simple to understand.
Not enough to give only key words as the answer.
State You are simply required to write the answer. No
explanations are required.
What does
this
experiment
tell you?
Need to interpret results of the experiment and state
what the results mean. No need to describe the
results.
Purpose/
Aim of
experiment
State the aim of the experiment. No need to interpret
the results or describe them.
What would
happen?
Required to make a logical prediction. No
explanations are required.
Compare the two leaves shown in the diagram below. Write down one similarity and one difference between the two leaves. [1] Similarity: _____________________________________________________ ______________________________________________________ Difference: ____________________________________________________ ____________________________________________________
Leaf B Leaf A
They are leaves / living things / part of a plant.
(They have the same vein pattern.)
Leaf A is bigger than leaf B./ Leaf A is more colourful than leaf B.
(Leaf A has jagged edge while leaf B has round/smooth edge./
Leaf A has pointed shape while leaf B has round shape.)
Compare the two leaves shown in the diagram below based on your
observations.
Which of the following is not an example of a
system?
1) Telephone
2) Computer
3) A piece of paper
4) Mechanical pencil ( )
System
1. Narti wanted to investigate whether plants need light to survive.
Which two set-ups should she choose in order to draw a correct
conclusion?
(1) Set-up A and Set-up B
(2) Set-up A and Set-up C
(3) Set-up B and Set-up C
(4) Set-up B and Set-up D (
)
Set-up A Set-up B
wet soil
plant
clear glass tank
Set-up C Set-up D
wet soil
plant
glass tank
covered with black
paper
plants
Incorrect answer: (1)
Correct answer: (2)
The water will become hotter.
Water will take a shorter time to boil.
Not responding to the question.
The water will boil faster/ at a shorter time.
There is more heat supplied to the water. It will take
a shorter time for water to gain heat and boil.
Correct response:
Simran’s friend, Amy, made the following statement:
“The piece of plasticine can be compressed because John
can press it.”
Is Amy’s statement correct? Explain your answers clearly.
Answers:
No. The plasticine cannot be compressed. (0m)
No. The plasticine takes up the same amount of space. (2m)
No. The plasticine has a definite volume. (2m)
No. The plasticine cannot occupy a smaller space. (2m)
Matter
Q3 Sally used a torch to cast a shadow of
an object on a wall.
What will happen to the
shadow if she moves
the torch further away
from the object?
The shadow will be
smaller.
Objectives of Workshop Science Curriculum in HGS
Familiarisation of:
5E Instructional Model
Examples using
Assessment and Strategies to help your child in Learning of Science
Strategies on Answering Science Questions
Resources Available
Q & A
• Media Technology can be used effectively to add value to pupils’ learning
in a variety of ways:
-Research work using internet, CD Roms
-Datalogging & analysis
-Modelling & Simulations
-Presenting Information through web page, video.
Thank You for
Your Attention
Objectives of Workshop Science Curriculum in HGS
Familiarisation of:
5E Instructional Model
Examples using Electricity & Virtual Experiment on Energy
Assessment and Strategies to help your child in Learning of Science
Strategies on Answering Science Questions
Resources Available
Q & A
• Engage
• Explore
• Explain
• Elaborate
• Evaluate
Can you see anything in the black box?
Can we see the objects?
What happens when light shines on the different materials?
What happens when light cannot
pass through an object?
Lantern Making
My Pals are Here! Science 4B
© 2003 Times Media Private
Limited You are reminded that under the Copyright Act, it is an offence to reproduce or copy any part of this presentation without permission from Times Media Private Limited.
Light
The Night Sky
• Light sources like the Sun and stars give off their own light.
• The Moon does not give
off its own light.
• Sunlight that falls on the
Moon’s surface
bounces off.
• Some of this light is
reflected to Earth.
My Pals are Here! Science 4B © 2003 Times Media Private Limited
You are reminded that under the Copyright Act, it is an offence to reproduce or copy any part of this presentation without permission from Times Media Private Limited.
Reflection of Light
• Many objects are
not sources of light.
• You are able to see
them because they
reflect light.
My Pals are Here! Science 4B © 2003 Times Media Private Limited
You are reminded that under the Copyright Act, it is an offence to reproduce or copy any part of this presentation without permission from Times Media Private Limited.
Does light pass through materials?
• These containers are
made of materials that
allow light to pass
through.
• We can see through
these materials.
These objects are
known as transparent
objects.
My Pals are Here! Science 4B © 2003 Times Media Private Limited
You are reminded that under the Copyright Act, it is an offence to reproduce or copy any part of this presentation without permission from Times Media Private Limited.
My Pals are Here! Science 4B
© 2003 Times Media Private
Limited
• These things are made of materials that do not allow light to pass through.
• We cannot see objects that are placed behind these materials. These objects are known as opaque objects.
You are reminded that under the Copyright Act, it is an offence to reproduce or copy any part of this presentation without permission from Times Media Private Limited.
My Pals are Here! Science 4B
© 2003 Times Media Private
Limited
• These things are made of materials that allow some light to pass through.
• We cannot see objects clearly through these materials. These objects are known as translucent objects.
You are reminded that under the Copyright Act, it is an offence to reproduce or copy any part of this presentation without permission from Times Media Private Limited.
Transparent, translucent and opaque Objects can be described as transparent, translucent or opaque.
Objects Features Examples
Opaque Do not allow light to
pass through (cannot
see through them)
Book, door, wall
Translucent allow some light to
pass through (cannot
see what is clearly
behind them)
Plastic objects,
Transparent Allow nearly all light to
pass through (can see
clearly through them)
Glass objects
Materials required
• Red plastic
• Green plastic
• Blue plastic
• Clear plastic
• Vanguard sheet
• White paper
• White cloth
My Pals are Here!
Science 4B © 2003
Times Media Private
Limited
The Circulatory System
of Humans
You are reminded that under the Copyright Act, it is an offence to reproduce or copy any part of this presentation without permission from Times Media Private Limited.
My Pals are Here!
Science 4B © 2003
Times Media Private
Limited
What is that ‘lub
dub, lub, dub’
noise in my chest?
The noise is the
sound of your
heart as it pumps
blood.
You are reminded that under the Copyright Act, it is an offence to reproduce or copy any part of this presentation without permission from Times Media Private Limited.
How fast does your heart beat?
• After every heartbeat, a pressure wave passes along your blood vessels.
• This is known as your pulse.
• Your pulse rate shows the number of times your heart beats in a minute.
My Pals are Here! Science 4B © 2003 Times Media Private Limited You are reminded that under the Copyright Act, it is an offence to reproduce or copy any part of this presentation without permission from Times Media Private Limited.
My Pals are Here!
Science 4B © 2003
Times Media Private
Limited
The rate of your heartbeat
changes with:
BABY About 120 times
per minute
ADULT About 70 - 90 times
per minute
ª age
ª health
You are reminded that under the Copyright Act, it is an offence to reproduce or copy any part of this presentation without permission from Times Media Private Limited.
My Pals are Here!
Science 4B © 2003
Times Media Private
Limited
Slow Fast
The rate of your heartbeat changes
with the type of activity you are doing
ª When you exercise, your heart rate increases.
The heart needs to supply more food and oxygen to various parts of the body to produce more energy.
You are reminded that under the Copyright Act, it is an offence to reproduce or copy any part of this presentation without permission from Times Media Private Limited.
Courtesy of Shawn Chow, Addest
You may want to know…
Heart Sound A
Heart Sound B
Heart Sound C
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Animals Average Heart
Rate
Normal Range of
Heart Rate
More about Heartbeat…
Horse 44 23 - 70
Cow 65 60 - 70
Dog 115 100 - 130
Cat 120 110 - 140
Guinea Pig 280 260 - 400
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Human 70 60 - 100
Elephant 32 30 - 35
Rabbit 205 123 - 304
Hamster 450 300 – 600
Take note of human’s average heart rate
and the normal range.
Larger animals generally have slower
heart rates while smaller animals have faster heart rates.
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Turn on the switch found on the right side of the aMixer
MGA.
Switch ON
Experiment : Determine Heart Rate using Datalogger
Equipment and Setup
Stylus
Pull out the stylus from the side of the aMixer MGA.
Stylus
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MGA battery power indication
Notes:
• The LCD screen will go off automatically once MGA is not in use for 2 minutes;
• To wake MGA up, press its left/right buttons.
The following screen will appear.
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Flipper
White line
Stethoscope
Connect the Stethoscope with power
amplifier to Channel 1 (CH 1) of the
MGA, with the flipper on the sensor
next to the white line on it.
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About the Stethoscope
This part of the Stethoscope is able to sense the sounds of our heartbeat.
Stethoscope
The stem of the Stethoscope can be rotated. Rotate it to close the hole at the back of the Stethoscope if it is in open position.
Hole
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The following screen will appear once the Stethoscope is inserted into CH 1.
Tap on .
Select “Stethoscope”.
Tap “Done”.
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The wordings as shown will appear, indicating that Stethoscope is connected to CH 1.
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• Your heart can be found near the middle of your chest, tilted slightly to the left.
• The size of your heart is about the same size as your fist !
Placement of Stethoscope Place the Stethoscope
gently on your chest over the heart.
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• Do not talk as the Stethoscope can pick up your voice in addition to your heart’s sounds.
• If there is no signal on the display, ensure that the hole at the back of the Stethoscope be closed.
Note: Instead of pressing , you may tap on the icon on the MGA to start data collection.
The word Capturing will appear.
Press the button to start.
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If the signals is not regular enough, you should:
• relax and take your time;
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Your heart sound signals should appear quite regular as shown.
• adjust slightly the position
at which the Stethoscope is placed, and/or the pressure you exert on chest.
Press the button to stop.
You may tap to enlarge the graph.
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Note: Instead of pressing , you may tap on the icon on the MGA to stop.
Tap to playback the sounds that your heart made.
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Note: Generator will be switched on automatically.
The following screen will appear.
Tap “Playback Mode”.
Tap .
Tap Done”.
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Preliminary - Measure Heart Rate
You will notice that there are several similar patterns side by side, each consisting of a larger and one smaller peaks.
Pattern 1
Pattern 2
Pattern 3
Pattern 4
“lub” sound often gives rise to a larger peak
“dub” sound often gives rise to a smaller peak
You may tap to move to some desired positions and obtain the readings.
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To obtain the heart rate per minute:
After tapping , tap on the large peak of a pattern and a cross will appear.
Use the arrow keys on MGA to move it to the exact position.
x=1.30s y=1.774V
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Tap on the large peak of the subsequent pattern and another cross will appear.
Then use the arrow keys on MGA to move the exact position.
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x=2.22s y=1.774V