Transcript Cycles - Northview Primary School

PRIMARY SCIENCE
CONTENT
OF
SYLLABUS
(PRIMARY 5)
Organisation of Syllabus
- (Themes)
Themes
Diversity
Core Lower Block *
(P3-P4)
Core Upper Block **
(P5-P6)
 Diversity of living and non-living things
(General characteristics & classification)
 Diversity of materials
Cycles
Systems
 Cycle in plants and animals (Life cycles)
 Cycle in plants and animals (Reproduction)
 Cycle in matter and water (Matter)
 Cycle in matter and water (Water)
 Plant System (Plant parts and functions)
 Plant System (Respiratory & circulatory systems)
 Human System (Digestive system)
 Human System (Respiratory & 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: Underlined topics are excluded in the Foundation syllabus
Contents of Syllabus
- Deletions and Shifts
Lower Block (P3 & P4)
Upper Block (P5 & P6)
Removed
Lower Block (P3 and P4)
Materials
Diversity
Variety &
Characteristics
of Living Things
Matter
Cycles
Life Cycles of
Plants &
Animals
Plant Parts &
Functions
Digestive &
Skeletal
Muscular
System
Systems
Interaction Magnets
Energy
Light
Water
Upper Block (P5 and P6)
Classification
of Organisms &
Materials
Shift to
Upper Block
Reproduction
in plants &
animals
Cells
Respiratory &
to
Circulatory Shift
Upper Block
System
Environmental
Impact
Heat
Day & Night
Cycles
Electrical System
Simple
Machines
Ecology
Photosynthesis & Respiration
Forces
Forms of
Energy &
conversions
Skills which Pupils
need for Science
Contents of Syllabus
- Skill Coverage
Lower Block
(P3 and P4)
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Upper Block
(P5 and P6)
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Creative problem solving
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Decision-making
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Investigation
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Skills
Observation
Comparing
Classifying
Using apparatus and equipment
Communicating (verbal, pictorial)
Communicating (tabular)
Communicating (graphical)
Inferring
Predicting
Analysing
Generating possibilities
Evaluating
Formulating Hypothesis
Processes
(Refined)
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Contents of the Syllabus
- Attitude Coverage
Lower Block
(P3 and P4)
Upper Block
(P5 and P6)
Curiosity
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Creativity
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Integrity
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Objectivity
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Open-mindedness
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Perseverance
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Responsibility
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Assessment component of Science
 Section A (MCQ) - 60%
 30 questions 2 marks each
 Section B –( Open ended question)-40%
 14 questions
 Duration of paper: 1h 45min
Example 1
Four identical plants are put at four different locations
where the temperatures are different. The rate of water
loss at each location for each plant is given in the table
below.
Temperature of place (C)
Amount of water loss per
min (g)
30
5
24
1
35
6
28
3
What relationship do you see between the amount of
water loss and the temperature of the places where the
plants are placed?
Temperature of place (C)
Amount of water loss per
min (g)
30
5
24
1
35
6
28
3
Study the data
provided and look for
a pattern to describe
the relationship.
Example 2
One day, Connie conducted an experiment to find out
the period of the day when the air contained the most
dust.
She asked her father to park his car in the car park.
The car was left in the car park without being moved or
cleaned for twenty-four hours.
Connie recorded the appearance of the windscreen of
the car at different periods of the day.
She concluded that the air contained the most
dust between 12 midnight and 8 am. Her
father told her that her experiment was not a
fair one.
(a) What should Connie do to make her
experiment a fair one?
(b) Give a reason for your answer in (a).
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[1]
How can we develop these
skills in our pupils
Organisation of Syllabus
Learning
Journeys
- Overview
CCAs
Current
(2001)
Syllabus
Revised
(2008)
Syllabus
Designed for 80%
of the curriculum time
This 80% includes the knowledge, skills and attitudes
that all students should acquire.
Teaching by Inquiry
Hands On Tasks
Eco-trail
Examinable at PSLE
Non-examinable at PSLE
20% freed up time
White Space
The 20% freed up
curriculum time,
known as the white
space, is to enable
teachers to use more
engaging teaching
and learning
approaches, and/or to
implement customised
school-based
programmes as long
as the aims of the
syllabus are met.
Learning activities and teaching strategies that promote inquiry
Demo
Concept
Mapping
Cooperative
Learning
Demo
Field Trip
?
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Investigation Problem
Solving
Projects
Questioning
NE
IT
Ethics &
Attitudes
NE
Experiential
Learning
In-House Eco-trail
Experiential
Learning in the
school
Trails will start
from Term 2,
across all levels
(p1-6).
Out-of-school LJs
Learning journeys
are also planned
outside school
when the
opportunity arises
for rich learning to
take place.
CCAs that promote
Science and process skills
Einstein Club
Guide pupils to become good
scientists
Hands on Learning
Process
Hands on Tasks (T2) + Practical
Test (T3)
Green Club
Pupils learn about the
environment and their
roles in the world
Robotics Club Develop logical
thinking skills through
programming
How can YOU help your
Child in Science?
Some ideas
 Encourage your child to join school organised science
activities
 Science related CCAs
 Encourage them to question about daily phenomena at
home and getting answers from reliable sources.
Some ideas
 Encourage them to watch science programmes
(Discovery, Animal Planet)
 Bring them to the Science Centre
 Bring them to parks and the zoo