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PRIMARY SCIENCE CONTENT OF SYLLABUS (PRIMARY 5). ThemesCore Lower Block * (P3-P4) Core Upper Block ** (P5-P6) Diversity  Diversity of living and non-living.

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Presentation on theme: "PRIMARY SCIENCE CONTENT OF SYLLABUS (PRIMARY 5). ThemesCore Lower Block * (P3-P4) Core Upper Block ** (P5-P6) Diversity  Diversity of living and non-living."— Presentation transcript:

1 PRIMARY SCIENCE CONTENT OF SYLLABUS (PRIMARY 5)

2 ThemesCore Lower Block * (P3-P4) Core Upper Block ** (P5-P6) Diversity  Diversity of living and non-living things (General characteristics & classification)  Diversity of materials Cycles  Cycle in plants and animals (Life cycles)  Cycle in matter and water (Matter)  Cycle in plants and animals (Reproduction)  Cycle in matter and water (Water) Systems  Plant System (Plant parts and functions)  Human System (Digestive system)  Plant System (Respiratory & circulatory systems)  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 Organisation of Syllabus - (Themes) Note: Underlined topics are excluded in the Foundation syllabus

3 Materials Lower Block (P3 and P4) Variety & Characteristics of Living Things Matter Magnets Life Cycles of Plants & Animals LightHeat Plant Parts & Functions Respiratory & Circulatory System Reproduction in plants & animals Electrical System Forms of Energy & conversions Forces Environmental Impact Ecology Cells Upper Block (P5 and P6) Contents of Syllabus - Deletions and Shifts Simple Machines Classification of Organisms & Materials Day & Night Cycles Lower Block (P3 & P4) Upper Block (P5 & P6) Removed Digestive & Skeletal Muscular System Skeletal Muscular Water Shift to Upper Block Shift to Upper Block Diversity Cycles Systems Interaction Energy Photosynthesis &Respiration

4 Skills which Pupils need for Science

5 Skills Processes Observation Comparing Classifying Using apparatus and equipment (Refined) Communicating (verbal, pictorial) Communicating (tabular) Communicating (graphical) Analysing Generating possibilities (Refined) Evaluating Creative problem solving Decision-making Investigation Lower Block (P3 and P4) Upper Block (P5 and P6) Contents of Syllabus - Skill Coverage Inferring (Refined) Formulating Hypothesis (Refined) Predicting (Refined)

6 Curiosity Creativity Integrity Objectivity Open-mindedness Perseverance Responsibility Lower Block (P3 and P4) Upper Block (P5 and P6) Contents of the Syllabus - Attitude Coverage

7 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

8 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)

9 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) Study the data provided and look for a pattern to describe the relationship.

10 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.

11 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.

12 (a) What should Connie do to make her experiment a fair one? [1] (b) Give a reason for your answer in (a). [1]

13 How can we develop these skills in our pupils

14 Organisation of Syllabus - Overview Current (2001) Syllabus Revised (2008) Syllabus Designed for 80% of the curriculum time 20% freed up time White Space Examinable at PSLE Non-examinable at PSLE This 80% includes the knowledge, skills and attitudes that all students should acquire. 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. Hands On Tasks Teaching by Inquiry Eco-trail Learning Journeys CCAs

15 Learning activities and teaching strategies that promote inquiry Concept Mapping Cooperative Learning Field Trip i Investigation Projects Ethics & Attitudes I T Demo Problem Solving ? Questioning NE

16 Experiential Learning

17 In-House Eco-trail Experiential Learning in the school Trails will start from Term 2, across all levels (p1-6).

18 Out-of-school LJs Learning journeys are also planned outside school when the opportunity arises for rich learning to take place.

19 CCAs that promote Science and process skills

20 Hands on Learning Process Einstein Club Guide pupils to become good scientists Green Club Pupils learn about the environment and their roles in the world Hands on Tasks (T2) + Practical Test (T3) Robotics Club Develop logical thinking skills through programming

21 How can YOU help your Child in Science?

22 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.

23 Some ideas Encourage them to watch science programmes (Discovery, Animal Planet) Bring them to the Science Centre Bring them to parks and the zoo

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