Science Parents’ Briefing - MOE f… · Science Curriculum Briefing for Parents 22 July 2015 P5...

White Sands Primary School Science Curriculum Briefing

for Parents 22 July 2015

P5 4.30 – 5.30 pm

Objectives

• To familiarise with the Primary Science Syllabus ( 2008 )…final batch to do this syllabus

• To gain insights to the approaches in the teaching and learning of Science

• To be equipped with some strategies to help your child at home in the area of Science learning

What does my child learn in science? (Content)

How does my child learn science?

(Pedagogy)

How is my child assessed in science?

(Assessment)

How can I support my child in learning science?

Why does my child

learn science? (Aims of Science

learning)

Primary Science Framework

Why does my child learn science?

Learn basic concepts to understand themselves and things around them

Develop skills Cultivate attitudes

Have learning experiences

which build on interest and stimulate curiosity

Why does my child learn Science? Aims of the Science Syllabus …to provide

• experiences which build on their interest in and stimulate their curiosity about their environment

• basic scientific terms and concepts to help them understand themselves and the world around them

• opportunities to develop skills, habits of mind and attitudes necessary for scientific inquiry and to

• prepare students towards using scientific knowledge and methods in making personal decisions

• help students appreciate how science influences people and the environment

Science English Mathematics Mother Tongue

6 12 10 12

Number of Teaching Periods Allocated for Science per week in P5

1 teaching period 30 minutes

What does my child learn in Science?

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 transport 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 .

• Learn basic concepts, develop basic skills, cultivate attitudes

• Apply concepts and skills in different contexts

What does my child learn in Science?

Engaging with an

event, phenomenon

or problem through:

Collecting and

presenting

evidence

through:

Reasoning; Making

meaning of

information and

evidence through:

Skills

Formulating hypothesis

Generating possibilities

Predicting

Observing Using apparatus

and equipment

Comparing Classifying Inferring Analysing Evaluating

Communicating

Processes Creative problem-solving, Investigation and Decision-making

Main Pedagogy in Science

Inquiry-based teaching and learning following the

5E Learning Cycle

Engage

Explore

Explain Extend

Evaluate

CELL SYSTEM[1]

Overarching Concept:

Plants and animals are made of

different types of cell systems

which contain certain parts to

perform specific functions.

ENGAGE:

Key Idea: A cell is a basic unit of life.

Linking Question:

What characterises a

cell?

EXPLORE :

Key Idea: Cells have different parts.

Linking Question:

What are the parts of a

cell?

ELABORATE:

Key Idea: There are similarities

and differences between plant and

animal cell.

EXPLAIN:

Key Idea: The different parts of cells

have different functions.

Linking

Question: Are

there any

differences

between plant

and animal

cells?

EVALUATE:

Key Idea: Cell is a system that

has different parts performing

different functions.

Linking Question:

How can we know that a cell

is a system?

[1] This topic is not required for students taking Foundation Science.

How does IBL look like in the school?

• Summative : CAs, SAs Our Marking Scheme : 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 appropriate marks

• Formative : Not weighted .Learning packages to suit different abilities, classroom observations, milestone checks from workbook review exercises

How is my child assessed in Science?

How can I support my child?

• Note the features in the textbook & utilise them for pre & post reading

• Use graphic organisers to make learning more visual and consolidated. Eg: concept maps, mind maps , diagrams etc

• Topics learnt in the previous year(s) have to be revisited as science learning & assessing is cumulative

• Do not cramp revision of previous topics just before the exams, start revising early


Introduction to the chapter

Learning Outcomes : knowledge & skills the

child should acquire

Features in a textbook

Features in the textbook Think about it :

Questions which provide

opportunities to apply concepts &

skills

Going Further : Exposes the child

to knowledge beyond what is required in the

syllabus

What you have learnt :

Summary of what is covered

Checkpoint : Stop & check

understanding

Overview : Concept map of what is covered

WOW : Interesting snippets of information

DIY : Simple activities

the child can carry out at home

How else can I support my child?

• E-learning platform: MC online

Features include : Chapter Overview and tutorials, quizzes and assignments by teachers

• Reading beyond the textbooks

• Keep updates on Science issues in the media eg haze situation, water pollution affecting the marine life in Bishan Park , global warming

• Be curious, ask questions on the Science in everyday life


What characteristics does this animal have?

Why do I need to wear gloves when I hold a hot pot?

How can I conserve energy at home?

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

How do I keep my drink hot for a longer time?

Main Process Skills for P5

going HOTS ( Higher Order Thinking Skills )

• Observing

• Comparing

• Classifying

• Generating possibilities

• Communicating (diagrams/tables/graphs)

• Inferring (Interpreting data)

• Investigating : The Scientific Method ( shown in next slide )

• Analysing

• Evaluating

Experimental Set-up

AIM – purpose of investigation

What do you want to find out?

If a variable is changed, will the results/ outcomes of the experiment be affected?

Experimental Set-up

Writing an AIM – purpose of investigation

To find out / investigate ….

if/how ….

would affect the ….

( changed variable – what I change ) (measured variable –

what I observe/measure)

Fair test

• Usually only ONE variable is changed at a time

• All other variables remain the same/constant

• If another variable is changed, the results of the experiment may be affected.

Aim Changed variable (What I change)

Measured Variable (What I observe)

Constant variables (What I keep the same)

To find out how the surface of the ramp affects the speed of a toy car.

To find out if the wing-like structure of the fruit affects the time taken it drops to the ground.

To find out if the exposed surface area of the towel affects the rate of evaporation.

Presence of wing-like structure

Time taken for fruit to drop to ground

• Height of drop

Surface of ramp

Speed of the car

• Height of ramp • The toy car • Starting

position of car

Exposed surface area of the towel

Rate of evaporation

• Thickness of towel

• Material of towel • Amount of water

in towel

Drawing Conclusion

Based on:

1.Observations made

2.Results table (data)

3.Graph (trend)

Writing a conclusion…..

Write aim

Conduct experiment

Must answer the Aim

Strategies to Answer Science

Questions

• Strategies for Answering Multiple Choice Questions

• Read and understand the question • Study the information given :

diagram/tables/graphs (if any) • Highlight/underline/circle key words • Identify the topic which is tested and recall the

related concepts • Eliminate the incorrect options and choose the

best answer.

Strategies to Answer Science

Open Ended Questions

• Content

• Links- Recall and apply relevant concepts for the topic

• Information- Diagrams, Tables, Graphs

• Question type- Next Slide **

• Answer with

• # Language in mind

CER Choice Evidence Reasoning

Eg. Jason carried out an experiment to investigate the amount of light passing through three different materials, P, Q and R, using a torch and a data logger as shown in the diagram below.

torch

P Q R

Materials

data logger

He shone the torch on the three different materials one at a time and recorded the amount of light that passed through them using a data logger. The graph below shows the findings of the experiment.

0

2

4

6

8

10

P Q R

Material

Amount of

light

recorded

in the

data

logger

(lux)

a) Which material, P, Q or R, would be most suitable for a curtain to be used in a dark room when Jason is watching movies?

Material Q

b) Give a reason for your answer in (a). Material Q has the least amount of light recorded passing through it, thus the room would be the darkest.

Choice

Evidence Reasoning

With # Language in Mind Do Remember to use …

• Descriptive adjectives

(few, high, long, fast, great, small) in the explanation when describing one

• Comparative adjectives

(more, higher, longer, faster, greater, smaller) in the explanation when comparing two set-ups/objects

• Superlative adjectives

(most, highest, longest, fastest, greatest, smallest) in the explanation when comparing more than two

Glossary of Terms Term Description of Meaning

1. Classify To group things based on common characteristics

2. Compare To identify similarities and differences between objects, concepts or processes

3. Observe To obtain information through the use of the senses

4. Describe To state in words (diagrams when appropriate) the main points

5. Identify To select and/or name the object, event, concept or process

6. State To give a concise answer with little or no supporting argument

7. Explain /Why

Write a detailed answer , giving the reason /cause on why something happened& the effect ( what will happen as result of this ) …The CER approach

8. Infer To draw a conclusion based on observations

9. Relate To identify and explain the relationships between objects, concepts or processes

10. Investigate To find out by carrying out experiments

Misconceptions in Science in Lower Block Diversity

Topic Misconceptions Correct √√√ Living and

Non-

Living

Things

Spiders are insects. Spiders are not insects. They belong to a group of

animals called arachnids.

Whales and dolphins are fish. Whales and dolphins are mammals.

All sharks lay eggs. It depends on the species, some lay eggs while

some give birth

All fish lay eggs. Not all fish lay eggs. The swordtail, black molly

and the guppy give birth to young alive.

All anteaters lay eggs. Spiny Anteater is the only anteater that lay eggs,

not other species of anteater.

Plants move on their own. Plants respond to changes around them but do not

move on their own.

Organisms refer to only

plants and animals.

Organisms refer to all living things.

Fungi are plants. Fungi are not plants. They cannot make their own

food.

All bacteria are bad. Not all bacteria are bad; some will cause diseases

but some are good bacteria which help to

decompose matter, help in digestion and recycle

important nutrients in the environment.

Topic Misconceptions Correct √√√ Living and

Non-

Living

Things

All plants bear flowers. Certain plants do not bear flowers. They are called

non-flowering plants eg. ferns and mosses

Mushrooms reproduce from

spores which is similar to

ferns. Hence, both are fungi.

Mushroom is a fungus while bird’s nest fern is a

non-flowering plant.

Confusion of materials and

objects.

Materials are the substances objects are made of

e.g. metal, plastic and glass.

Objects are things made out of the materials e.g.

gold ring, plastic cup and window pane.

Misconceptions in Science in Lower Block Diversity

Topic Misconceptions Correct √√√

Magnets A magnet has a North Pole

and a South Pole

The poles of a magnet are its N-pole or north-

seeking pole and S-pole or south-seeking pole.

When a magnet is broken

into two in the middle, it will

become a north-seeking

piece and a south-seeking

piece

Two magnets will be formed, each has both N-

Pole and S-pole.

The test of attraction can be

used to differentiate a

magnet from a magnetic

object.

The test for repulsion should be used to test

whether the object is a magnet or not.

Only magnets repel.

All metals can be attracted to

a magnet, which means all

metals are magnetic.

Only iron, steel, nickel and cobalt are attracted to

magnets. They are magnetic materials.

The stroking method can be

done in all directions at any

one time.

Stroking must be done in one direction .

Misconceptions in Science in Lower Block Interactions

Misconceptions in Science in Lower Block Cycles

Misconceptions Correct √√√

Life

Cycles

There are 4 life cycles in the life

cycle of a mosquito/

butterfly/beetle.

There are 4 stages in the life cycle of the

mosquito. There is only one life cycle in the

life of an organism.

Shoots appear first when a seed

starts to grow or germinate.

The roots appear first when the seed starts to

grow or germinate.

Matter Air is a single kind of gas. Air is a mixture of gases made of oxygen,

nitrogen, carbon dioxide ,water vapour etc

Sand and rice are not solids

because they take the shape of

the container

Sand and rice should be taken as an

individual grain. Each individual grain has a

definite shape, therefore they are solids.

Mass and weight are the same Mass is the amount of matter an object has.

Mass is constant. Mass is measured mainly in

kg/g.

Weight is a force. All objects on earth have

weight because gravity acts on them. An

object’s weight depends on the force of gravity

acting on it. Its weight is different at different

places on Earth.

The greater the gravitational force acting on

the object, the greater the weight of the object.

Weight is measure in Newtons (N)

Misconceptions in Science in Lower Block Energy


Light Shadows are only formed by

opaque objects .

Shadows are formed when path of light is

blocked by opaque or translucent objects

Heat Heat and temperature are the

same.

Heat is not temperature.

Difference :

Heat is a form of energy, cannot be measured

using a thermometer. Temperature is a

measurement of the degree of hotness or

coldness of something and can be measured

with a thermometer or data logger with

temperature sensor.


Poor conductors of heat refer to

objects that do not allow heat to

flow through them.

Materials which are non-metals

such as plastics, glass and wood

are poor conductors of heat.

Heat does flow through them but

not easily, hence they take a

longer time to get hot.

In general, non-metals are poor

conductors of heat. Certain

liquids and gases are also poor

conductors of heat eg. air.

Heat travels from a place of hot

temperature to a place of cold

temperature.

Heat travels from a place of

higher temperature/hotter region

to one of lower temperature/colder

region until both reach the same

temperature(at room temperature)

or temperature of the

surroundings.

Misconceptions in Science in Lower Block Energy

Misconceptions in Science in Lower Block Systems


Digestive System Digestion begins in the stomach. Digestion begins in the mouth,

with the saliva acting on the

starch found in the food.

Digestion ends at the anus. Digestion ends in the small

intestine.

Digestive juices can be found

only in the stomach

Digestive juices can be found in 3

places: mouth, stomach and

small intestine.

Digestion is the breaking down of

food into SMALLER pieces.

Digestion is the breaking down of

food into simple substances so

that they can be absorbed into

the bloodstream and transported

around to other parts of the body.


Plant System Confused over the direction of the

water-carrying tubes and food-

carrying tubes.

The stem carries water and

minerals from the roots to all

parts of the plant in water-

carrying tubes.

The stem carries food from the

leaves to other parts of the plant

through another set of tubes called

the food-carrying tubes.

Roots transport water to all parts of

the plant.

Roots absorb water from the

ground but it is the stem that

carries it to all parts of the plant &

mainly to the leaves to make food.

Tiny roots called root hairs are

found near the tip of the root. Root

hairs help to increase the amount

of water and mineral salts

absorbed/taken in from the soil.

Misconceptions in Science in Lower Block Systems

Misconceptions in Science for P5 Systems


Human & Plant

Systems

The gullet and windpipe are one

and the same tube.

The windpipe is the main air tube

which carries air between the lungs

and the nose. On the other hand,

the gullet is a tube that connects

the mouth to the stomach.

Cellular respiration is the same as

breathing. The function of the

respiratory system is to carry out

cellular respiration.

Breathing/Inhalation of air is the

physical act of taking in and giving

out air and should not be confused

with respiration.

Respiration is the reaction in the

cells when oxygen and nutrients

interact to produce energy and

carbon dioxide as a by-product.



All components of the blood

transport materials.

Not every component of blood transports

materials.

The human blood is made up of the

following:

> plasma which is mostly made up of

water. It is a pale watery liquid in blood,

carries digested food, carbon dioxide and

other materials

> red blood cells which give blood a red

colour

> white blood cells which help to fight

germs

platelets which help blood to clot to heal

wounds. White blood cells and platelets

do not transport materials.

( This is for general knowledge but not

tested in the assessment.)



Human & Plant

Systems

All veins carry blood poor in

oxygen and all arteries carry blood

rich in oxygen.

Most veins carry oxygen-poor

blood from all parts of the body to

the heart and most arteries carry

oxygen-rich blood from the heart to

all parts of the body.

Muscles and the brain are not

involved in the workings of the

digestive, circulatory or respiratory

systems.

Body systems cannot work alone.

They are all interconnected with

one another.

Plants cannot breathe. Plants have tiny openings called

stomata. They use stomata for

their gaseous exchange. During

respiration throughout the day,

plants take in oxygen and produce

carbon dioxide.


Cells The difference between a bacterium

and an animal is that a bacterium is

made up of tiny cells and animals are

made up big cells.

The difference between a bacterium and

an animal is that a bacterium is made up

of only one cell but an animal is made

up of many cells.

When a baby grows bigger, its cells

grow bigger.

When a baby grows bigger, it has more

cells.

Cells are flat. Cells are not flat. They are three-

dimensional.

All the cells in the body are the same. The cells in the body are of different

types, for example, red blood cells,

nerve cells, fat cells.

Most cells can be observed using a

magnifying glass.

Most cells are too small to be observed

using a magnifying glass.



Electrical

System

All electrical conductors are metals. Metals are electrical conductors. (Some

non-metals like graphite, a form of

carbon, and water are electrical

conductors)

When two bulbs are connected in

series in an electric circuit, the first

bulb shines more brightly than the

second bulb because the electric

current is used up by the first bulb.

When two bulbs are connected in series

in an electric circuit, the first bulb and

the second bulb shine with the same

brightness because the electric current

that flows through both bulbs is the

same.

In an open circuit, electric current flows

to the part of the circuit where there is

a break or a gap, then stops flowing.

In an open circuit, electric current does

not flow in the circuit at all.


Vocabulary List for P3 Diversity Cycles Interactions

Chap 1 Living & Non Living Things

Chap 2 & 4 Plants, Fungi & Bacteria

Chap 3 Animals

Chap 5 Materials

Chap 1 Life Cycles of Animals

Chap 2 Life Cycles of Plants

Chap 1 Magnets

1. diversity 2. non-living things 3. observe, classify 4. characteristics 5. similarities 6. differences 7. respond to changes 8. air, food, water 9. grow 10. reproduce

1. non-flowering plants 2. leaf, stem, root 3. flower, fruit 4. microorganism 5. microscope 6. bacteria 7. fungi 8. mould 9. yeast 10. mushroom, spores

1. amphibians 2. live on land and in water 3. moist skin 4. lungs 5. birds, beak 6. feathers, wings 7. pair of legs 8. fish, fins 9. scales, gills 10. insects, feelers 11. six legs, three body parts 12. hard outer covering 13. mammals, hair 14. produce milk 15. give birth 16. reptiles 17. dry skin

1. wood, glass 2. rubber, metal 3. ceramics 4. fabrics 5. plastics 6. strong, flexible 7. float, sink 8. stiff, waterproof 9. allow light to pass through 10. absorb water 11. properties 12. materials

1. life cycle 2. reproduce 3. stages 4. egg, young, adult 5. larva, pupa, nymph 6. moult

1. seed 2. young plant 3. adult plant 4. seed leaves 5. flowers, fruits

1. attract 2. repel 3. magnetic 4. non-magnetic 5. North-seeking pole 6. South-seeking pole 7. North-South direction 8. like poles 9. unlike poles 10. magnetised 11. stroke method 12. electrical method 13. electromagnet

Vocabulary List for P4 Cycles Systems Energy

Chap 1 Life Cycles of Animals

Chap 2 Life Cycles of Plants

Chap 3 Matter

Chap 1 Your Amazing Body as a System

Chap 2 Plants & Their Parts

Chap 1 Light & Shadows

Chap 2 Heat & Temperature

1. life cycle 2. reproduce 3. stages 4. moult 5. egg 6. young 7. adult 8. larva 9. pupa 10. nymph

1. matter 2. mass 3. volume 4. occupies

space 5. states 6. solid 7. liquid 8. gas 9. definite

shape 10. definite

volume 11. compressed

1. matter 2. mass 3. volume 4. occupies

space 5. states 6. solid 7. liquid 8. gas 9. definite

shape 10. definite

volume 11. compressed

1. system 2. part 3. function 4. digestive

system 5. circulatory

system 6. respiratory

system 7. skeletal

system 8. muscular

system 9. digestion 10. organ 11. mouth 12. gullet 13. stomach 14. small

intestine 15. large

intestine 16. anus

1. leaves 2. stem 3. roots 4. minerals 5. water

1. energy 2. sources 3. shadow 4. light 5. reflect

1. heat 2. temperatur

e 3. energy 4. thermomet

er 5. degree,

Celsius 6. heat gain 7. heat loss 8. matter 9. states 10. expand 11. contract 12. good

conductors of heat

13. poor conductors of heat

Vocabulary List for P5 Cycles

Chap 1 Water

Chap 1 Water

Chap 2 Reproduction in Plants

Chap 2 Reproduction in Plants

Chap 3 Reproduction in Humans

1. States of water 2. Solid 3. Liquid 4. Gas 5. Freezing, freezing

point 6. Condensation,

condenses 7. Melting, melting

point 8. Boiling, boiling point 9. Evaporation 10.Water cycle

11. Changes of state 12. Sun 13. Heat Energy 14. Water vapour 15. Clouds 16. Living things 17. Water 18. Life processes 19. Transport materials 20. Photosynthesis 21. Water resources 22. Water pollution 23. Toxic wastes 24. Oil spills 25. Untreated waste water 26. Litter 27. Conversing water

1. Living things 2. Reproduce, reproduction 3. Characteristics 4. Parents 5. Young 6. Spores 7. Ferns 8. Sexual reproduction 9. Flowering plants 10. Petals 11. Stigma 12. Ovary 13. Ovule

14. Anther 15. Ovum (egg) 16. Style 17. Filament 18. Pollen 19. Pollination 20. Fertilisation 21. Fertilised egg 22. Fruits 23. Seeds 24. Seed dispersal 25. Germination

1. Human sexual reproduction 2. Egg (ovum) 3. Sperm 4. Fertilised egg 5. Ovary 6. Womb 7. Testis 8. Fertilisation 9. Parents 10. Offspring 11. Characteristics

Vocabulary List for P5 Systems Energy

Chap 1 Systems in Living Things

Chap 1 Systems in Living Things

Chap 2 Cells

Chap 3 Electrical Systems

Chap 3 Electrical Systems

Chap 1 Energy & Photosynthesis

1. Air 2. Gases 3. Oxygen 4. Nitrogen 5. Carbon dioxide 6. Water Vapour 7. Breathing 8. Stomata 9. Gills 10. Lungs 11. Respiratory system 12. Human circulatory system 13. Transport system14. Useful materials 15. Waste materials 16. Heart 17. Blood

18. Blood vessels 19. Red blood cells 20. Organ systems 21. Working together 22. Organs 24. Digestive system 25. Respiratory system 26. Circulatory system 27. Flowering plants 28. Water - carrying tubes 29. Food - carrying tubes 30. Water 31. Mineral salts 32. Food

1. Cells 2. Life 3. Living things 4, Micro – organisms 5. Bacteria 6. Plants 7. Animals 8. Plant cells 9, Microscope 10. Nucleus 11. Cytoplasm 12. Cell membrane 13. Cell wall 14. Chloroplasts 15. Chlorophyll 16. Animal cells

1. Sources of electricity 2. Power stations 3. Batteries 4. Electric circuits 5. Light bulbs 6. Wires 7. Electric current 8. Electrical system 9. Closed circuit 10. Open circuit 11. Switch 12. Circuit diagrams 13. Symbols 14. Circuit components 15. Series circuit 16. Parallel circuit 17. Electric circuit 18. Brightness of bulb

19. Variable 20. Series 21. Parallel 22. Electrical conductor 23. Electrical insulator 24. Circuit tester 25. Metals 26. Non-metals 27. Heat conductor 28. Safe use of electricity 29. Electric shock 30. Fires and burns 31. Safety precautions 32. Energy conservation 33. Fossil fuels 34. Coal, oil and natural gas 35. Pollutants 36. Energy – efficient

1. Energy 2. Work 3. Move 4. Life processes 5. Food 6. Source of energy 7. Plants 8. Animals 9. Photosynthesis 10. Make food 11. Leaves 12. Light energy 13. Carbon dioxide 14. Water 15. Sugar 16. Oxygen 17. Chlorophyll 18. Stomata 19. Starch 20. Iodine solution

Please note that …

• Briefing slides will be made available on the school website at a later date.

• Jot down your queries on the paper provided and pass them to our department members.

• Answers to your queries will also be included in the briefing slides.

Thank You!

Science Parents’ Briefing - MOE f… · Science Curriculum Briefing for Parents 22 July 2015 P5...

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