PRIMARY THREE SCIENCESHARING

22 MARCH 2018

AgendaPrimary Science Syllabus

Science Assessment

Study Strategies

Resources

Knowledge Building (KB)

Answering Strategies (MCQ & OEQ)

Q&A

Themes * Lower Block (P3-P4) ** Upper Block (P5-P6)

Diversity Diversity of living and non-living things

(General characteristics and classification)

Diversity of materials

Cycles Cycles in 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

Interaction 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

Note: •*Lower Block (Primary 3 and 4); ** Upper Block (Primary 5 and 6). •Topics which are underlined are not required for the Foundation Science .

Primary Science Syllabus

Learn basic conceptsto understand themselves and things around them

Develop skills Cultivate attitudes

Have learning experiences

which build on interest and stimulate curiosity

Using Inquiry-Based Learning Approach

How does my child learn science?

How is my child assessed in science?

• Conceptual understanding and application of concepts and skills

Students can explain their understanding of concepts in their own words

Concepts which are correct in the context of the questions will be carefully evaluated and awarded marks

2018 Holistic Assessment Overview Science (P3)AfL & non-weighted AoL

Term 1 Term 2 (SA1) Term 3 Term 4 (SA2)

Science Practice

• Science Journal• Workbook• Topical worksheets• Process Skills worksheets• Review worksheets

Performance task / Practical

• Practical work - Use of scientific skills / process skills & scientific instruments and apparatus to conduct simple tasks / experiments.

• Concept Mapping -Classification of concepts on the topic ‘Animals’.

• Concept Mapping -Classification of concepts on the topic ‘Plants’.

• Performance task –Learn@Zoo

Practical test - 4 stations (10 marks)

Review Exercise

Practice papers

Practice papers

Assessments SA1 (50 marks)

Science busking – Boat Making

(15 marks)

SA2 (70 marks)

Total Weighting - 30% 10% 60%

PSLE Science Examination FormatBooklet Item

TypeNo of

questionsNo of

marks per question

Marks(Weighting in %)

A Multiple choice

(4-Option)

28 2 56(56%)

B Open-ended 12-13 2,3,4,5 44(44%)

TOTAL 40-41 100(100%)

Duration of paper – 1h 45 min

P3 Science Examination Format

Exam Type

Item Type

No of questions

No of marks per question

Marks

SA1 Multiple choice

15 2 30

Open-ended

10 2 20

Duration of paper – 1h

Total marks: 50

Educate our pupils in time management. Good Time Management is important!For P3 Science (SA1): (1h )

SECTION A 15 MCQ Average Time spent for each Question

Total Time spent(approx. 30 min)

30 marks 2 marks each 15 qns x 2 min (avg) 30 min

SECTION B 10 OE Average Time spent for each Question

Total Time spent(approx. 25 min)

20 marks 2 marks each 10 qns x 2.5 min (avg) 25 min

(Extra time to be spent on revisiting difficult

qns/checking)

P3 Science Examination Format

Duration of paper – 1h 15 min

Exam Type

Item Type No of questions

No of marks per question

Marks

SA2 Multiple-choice

20 2 40

Open-ended

10 2,3 or 4 30

Total marks: 70

Educate our pupils in time management. Good Time Management is important!For P3 Science (SA2): (1h 15min)

SECTION A 15 MCQ Average Time spent for each Question

Total Time spent(approx. 40min)

40 marks 2 marks each 20 qns x 2 min (avg) 40 min

SECTION B 10 OE Average Time spent for each Question

Total Time spent(approx. 30 mins)

30 marks 2/3/4 marks each

10 qns x 3 min (avg) 30 min

(Extra time to be spent on revisiting difficult

qns/checking)

Study Strategies

• Draw a Concept map

• Draw labeled diagram & state the function

• Apply Science concepts in everyday context

Concept map

Labeled diagram

mouth – chew with teeth in the presence of saliva

gullet

stomach – digestion with more digestive juices

small intestine –digestion is completed & digested food is absorbed into blood

large intestine – water is removed from undigested food and absorbed into blood

anus – waste is removed as faeces

Apply Science concepts in everyday context – Ask questions

• Is a bird a living thing? Why?

• Why do you see fruits but not flowers on the tree?

• Why does the tree topple?

• Which materials should I use to make the curtain in my bedroom?

Resources• Textbook and Workbook• Topical Worksheets / Assessment books• TV channels – Okto, National Geographic,

Discovery Science• E-learning – mconline.sg• P.S.L.E. Revision Guide• Youtube videos (internet search)

What is Knowledge Building?

Idea-centred Science Classroom

• Students to think like scientists

• Questions asked by students

• Ideas created by students

Student’s Role

• Make and note down observations.

• Generate ideas or questions on the phenomena that they observed.

• Improvement of ideas.

• Synthesis of ideas.

KB ProcessIdea Creation

Pupil’s Questions

KB ProcessIdea Improvements and diversity of ideas

Answering StrategiesGlossary of Terms

• Classify – To group things based on common characteristics.

• Compare – To identify similarities and differences between objects.

• Describe – To state in words the main points of a topic.

• Explain – To give the reason (why) / cause and effect (what will happen).

Answering Strategies

Glossary of Terms

• Observe – To obtain information through the use of the senses.

• State – To give a short answer with little or no supporting reasoning.

Answering Strategies

• RHCTCRead everything, then

HightlightClues, then identify

Topic and

Concept

Answering Strategies

Multiple Choice Questions (MCQ):

• Elimination method- Cross the number / fact if it is not correct.

Answering Strategies

Open-ended Questions (OEQ):

• CERClaimEvidenceReasoning(evidence can be given in question, pictures, table or graph)

Sample Questions

1

P3 MCQ and OEQ 1 The diagram below shows a plant. If the ________ is removed, the plant can

still make food.

(1) leaf (2) stem (3) roots (4) flower ( )

Leaf stem

flower

roots

Topic : Plant parts and

functions.

Concept : Make food in

leaves

2

2 The graph below shows the changes in Celene’s weight over the years.

The graph shows that living things can ____________________________.

(1) grow (2) move (3) reproduce (4) respond to changes ( )

Topic :

Living things

Concept : Characteristics of living things

0

5

10

15

20

25

30

35

1 2 3 4 5 6

Year

Cele

ne's

Mas

s (k

g)

2004 2005

2006 2007 2008 2009

3

3 Study the flow chart below carefully.

Which one of the following represent A and B respectively?

A B

(1) Does it have fur? Does it reproduce by giving birth?

(2) Does it reproduce by giving birth? Does it have fur?

(3) Does it have feathers? Does it reproduce by giving birth?

(4) Does it reproduce by laying eggs? Does it have feathers?

( )

Does it have six legs? Does it fly? No

Yes

A

Yes

Insects

Yes

B

Yes

Birds

Topic : Animals

Concept:

Characteristics of

insects and birds

4

4 Daryl set up an experiment to find out some characteristics of plants. He watered Pot A every day but not Pot B. He placed both plants by the window to receive sunlight.

Pot A Pot B (Watered daily) (Not watered)

What is he trying to find out?

A : Plants need air to survive.

B : Plants need water to survive.

C : Plants need sunlight to survive. (1) A only (2) B only (3) A and C only (4) A, B and C ( )

Topic : Plants

Concept : Plants make

food in experimental

set-up (fair test)

5

5 Kevin carried out an experiment as shown in the diagram below. He kept three spiders separately in similar containers.

(a) In which container (X or Y) will the spider die first?

_______________________________________________________

(b) Explain your answer given in part (a). ________________________________________________________

________________________________________________________

________________________________________________________

Topic : Living

Things

Concept : Living

things need

air,food and water

to survive

6

6 Study the animals Q, R, S and T shown below.

(a) Based on the pictures, state one similarity between animals S and T.

________________________________________________________

(b) Using classification chart above, classify animals Q, R, S or T by writing

the letter that represents them in the boxes below.

Animals

Q R S T

3 pairs of legs

No wings Wings

More than 3 pairs of legs

1 pair of wings More than 1 pair of wings

Topic : Animals

Concept:

Characteristics of

insects

7

7 The table below gives information about four plants, P, Q, R and S, based on two characteristics.

Characteristics P Q R S

bears fruit √ √

grows on land √ √

Using the information above, write P, Q, R and S into the correct ovals in the

flow chart below.

No

Start

Does it grow on land?

Does it have flowers?

Yes Yes

Does it have flowers?

No

No

Yes

Topic : Plants

Concept :

Characteristics of

flowering and

non-flowering

plants

8

8 Tom carried out an experiment with two boards, A and B, of similar size and thickness as shown below.

He added 100 g weights one by one on each board until it broke and recorded the greatest number of weights the boards can hold.

The table below shows his results.

Board Greatest number of 100g weights the board can hold

A 5 B 9

(a) Which property of the materials was Tom testing?

______________________________________________________________ (b) Which board should he use to support an 800g object? Give a reason

for your answer.

________________________________________________________

________________________________________________________

100g 100g

100g 100g

Metal stand

Board

Topic : Materials

Concept :

Properties of

materials

9

Suggested answer key

1. 4 2. 1 3. 4 4. 2

5a. Container X

5b. There is not enough air in the container as there are no holes in the glass

cover to allow air to enter.

6a. They both have feelers/ antenna or they both have 3 pairs of legs /

3 body parts.

6b.

7.

8a. The strength of the material / how strong the material was.

8b. Board B because it can carry 900g and it did not break / it can carry above 800g and did not break.

Animals

T

No wing

s

Wings

3 pairs of legs More than 3 pairs of legs

1 pair of wings

More than 1 pair of wings

R Q S

No

Start

Does it grow on land?

Does it have flowers?

S

R yes yes

Does it have flowers?

No

yes P

Q

Thank you for your attention