2017 P5 SCIENCE CURRICULUM BRIEFING

What does my

child learn in

Science?

How does my

child learn

Science?

How is my child

assessed in

Science?

How can I

support my child

in learning

Science?

Why does

my child

learn

Science?

VALUES OF SCIENCE EDUCATION

Economic Values and Career Opportunities

Transferable ‘Way of Thinking’ – A Habit

Scientific Literacy as an important life skill as

a 21st Century citizen

Why does

my child

learn

Science?

SCIENTIFIC LITERACY

In Programme for International Student Assessment (PISA) study, Scientific Literacy is defined as:

An individual’s scientific knowledge and use of that knowledge to identify questions, to acquire new knowledge, to explain scientific phenomena, and to draw evidence based conclusions about science-related issues, understanding of the characteristic features of science as a form of human knowledge and enquiry, awareness of how science and technology shape our material, intellectual, and cultural environments, and willingness to engage in science-related issues, and with the ideas of science, as a reflective citizen.

Why does

my child

learn

Science?

WHAT SCIENCE IS AND IS NOTWhy does

my child

learn

Science?SCIENCE IS NOT… SCIENCE IS…

Just about learning facts A way of thinking

Dry and abstract Relevant to everyday life

Works in theory only Hands-on

Giving the correct answers that

examiners want

Exploratory

Experiments that always work Experimentation through

trial and error

Individual pursuit Communicative

Collaborative

The Science Curriculum

Framework is derived

from the Policy

Framework for the

Teaching and Learning

of Science. It

encapsulates the thrust

of science education in

Singapore to prepare

our students to be

sufficiently adept as

effective citizens, be

able to function in and

contribute to an

increasingly

technologically-driven

society.

Central to the curriculum

framework is the

planned inculcation of

the spirit of scientific

inquiry. The conduct of

inquiry is founded on

three integral domains

of Knowledge,

Understanding and

Application, (b) Skills

and Processes and (c)

Ethics and Attitudes.

These domains are

essential to the practice

of science. The curriculum

design seeks to enable

students to view the

pursuit of science as

meaningful and useful.

Inquiry is thus

grounded in

knowledge, issues and

questions that relate to

the roles played by

science in daily life,

society and the

environment.

What does my

child learn in

Science?

P5 THEMES & TOPICSP5 Upper Block Science

Themes Topics Term

Cycles Reproduction in Plants

Reproduction in Humans

Water and Changes of State

The Water Cycle

Term 1

Cycles Water and Changes of State (Cont’d)

The Water Cycle

Term 2

Systems The Plant Transport System

Air and the Respiratory System

The Circulatory System

Term 2

Systems The Unit of Life

Electrical Systems

Using Electricity

Term 3

Energy Energy in Food

Forms and Uses of Energy

Sources of Energy

Term 4

What does my

child learn in

Science?

LEARNING SCIENCE THROUGH…

CLASSROOM TEACHING

HANDS-ON ACTIVITIES

PERFORMANCE TASKS

TEACHER DEMONSTRATION

CONCEPT/MIND MAPPING

MCONLINE

How does my

child learn

Science?

SCIENCE PROCESS SKILLSObserving Using our senses to gather information about objects and events. Use of instruments to extend the range

of our senses.

Comparing Identifying the similarities and differences between two or more objects, concepts or processes.

Classifying Grouping objects or events based on common characteristics.

Using apparatus and equipment Knowing the functions and limitations of various apparatus, and developing the ability to select and

handle them appropriately for various tasks.

Communicating Transmitting and receiving information presented in various forms – verbal, pictorial, tabular or

graphical.

Inferring Interpreting or explaining observations or pieces of data or information.

Analysing Identifying the parts of objects, information or processes, and the patterns and relationships between

these parts.

Generating possibilities Exploring all the alternatives, possibilities and choices beyond the obvious or preferred one.

Evaluating Assessing the reasonableness, accuracy and quality of information, processes or ideas. Assessing the

quality and feasibility of objects.

Formulating hypothesis Making a general explanation for a related set of observations or events. An extension of inferring.

Creative Problem Solving Analysing a problem and choosing an innovative and relevant solution in order to remedy or alter a

problem situation.

Decision-Making Establishing and applying criteria to select from among seemingly equal alternatives. The process of

establishing criteria involves consideration of the consequences and values.

Investigation Formulating questions or hypotheses, devising fair methods and carrying out those methods to find out

answers to the questions or to verify the hypotheses.

How does

my child

learn

Science?

LEARNING SUPPORT & ENRICHMENT

PARALLEL CLASSES FOR LOW PROGRESS LEARNERS

INTEGRATED LEARNING JOURNEYS FOR ALL STUDENTS

(ENGLISH, MATHEMATICS, SCIENCE, CCE)

SCIENCE OLYMPIAD BY NUS HIGH SCHOOL

SCIENCE COMPETITIONS

How does my

child learn

Science?

P5 ASSESSMENT PLANHow is my

child

assessed

in Science?P5 Upper Block Science

Term 1 Term 2 Term 3 Term 4

Theme Cycles Cycles & Systems Systems Energy

Hands-On Activities Activity 1: Task 1.1 to 1.4

Types of seeds/fruits/flowers and

plant parts

Activity 2: Task 1.5 & 1.6

Seed Dispersal & Germination

Activity 1: Task 2.1 to 2.3

Changes in the State of Matter

Activity 2: (7 Tasks)

Plant and Human Transport System

Activity 1: Part 1

Using a Microscope

Activity 2: Part 2

Electric Circuits

Activity 1:

Energy Conversion

Science Performance

Tasks

Task 1 : Model-making (Systems) Task 2 : Poster-Making (Water

Conservation)

Termly Reviews Topical Review

Thematic Worksheets

Process Skill Worksheets

Scientist’s Journal

Practice Paper (2 sets)

Topical Review

Thematic Worksheets

Process Skill Worksheets

Scientist’s Journal

Practice Paper (2 sets)

Topical Review

Thematic Worksheets

Process Skill Worksheets

Scientist’s Journal

Practice Paper (2 sets)

Topical Review

Thematic Worksheets

Process Skill Worksheets

Scientist’s Journal

Practice Paper (2 sets)

Summative

Assessment

SA 1 (40%)

Lower Block Science

Reproduction in Plants

Reproduction in Humans

Water and Changes of State

The Water Cycle

The Plant Transport System

Air and the Respiratory

System

The Circulatory System

SA 2 (60%)

Lower Block Science

Reproduction in Plants

Reproduction in Humans

Water and Changes of State

The Water Cycle

The Plant Transport System

Air and the Respiratory

System

The Circulatory System

The Unit of Life

Electrical System

Using Electricity

Energy in Food

Forms and Uses of Energy

Sources of Energy

P5 HANDS ON ACTIVITIES & PERFORMANCE TASKS

Hands-on Activities Science Performance Tasks

• Types of seeds/fruits/flowers

and plant parts

• Seed Dispersal & Germination

• Changes in the State of Matter

• Plant and Human Transport

System

• Using a Microscope

• Electric Circuits

• Energy Conversion

• Model-making (Systems)

• Poster-Making (Water

Conservation)

How is my

child

assessed in

Science?

P5 HANDS ON ACTIVITIES & PERFORMANCE TASKS

Hands-on Activities Science Performance Tasks

Conducted in class or Science room Conducted in class or as home-based

activity

Teacher demonstration or group activity Individual or group activity

Hands on activity worksheets from

Primary Science Inquiry Package (PSIP)

Creation of a product eg: poster, boat

Sharing or showcasing of product in

class eg: show and tell, posters put up on

class board/wall

How is my

child

assessed in

Science?

LEARNING REVIEW

TOPICAL REVIEW

THEMATIC WORKSHEETS

PROCESS SKILLS WORKSHEETS

SCIENCE JOURNAL

PRACTICE PAPERS

How is my

child assessed

in Science?

TERM 1 & TERM 3 REVIEW EXERCISE

ASSESS KNOWLEDGE AND UNDERSTANDING OF TOPICS TAUGHT IN TERM 1 AND TERM 3

PROVIDE FEEDBACK TO TEACHERS, STUDENTS AND PARENTS ON AREAS FOR

IMPROVEMENT AND REMEDIATION

* NO PROGRESS REPORT FOR SCIENCE

- 6 PERIODS PER WEEK ONLY

- TERM 1 AND TERM 3 REVIEW PAPERS TO BE SIGNED AND ACKNOWLEDGED BY PARENTS

How is my

child assessed

in Science?

SEMESTRAL ASSESSMENT (SA1 & SA2)LEVEL ITEM TYPE NUMBER OF

QUESTIONS

WEIGHTING

(MARKS)

DURATION

P5 BOOKLET A

MULTIPLE CHOICE

28 56 1 HOUR 45

MINUTES

BOOKLET B

OPEN-ENDED

12 TO 13 44

TOTAL 100

How is my

child

assessed in

Science?

LEVEL ITEM TYPE NUMBER OF

QUESTIONS

WEIGHTING

(MARKS)

DURATION

P5 FDN BOOKLET A

MULTIPLE CHOICE

18 36 1 HOUR 15

MINUTES

BOOKLET B

STRUCTURED

6 TO 7 14

BOOKLET B

OPEN-ENDED

5 TO 6 20

TOTAL 70

SAMPLE OF BOOKLET A (STANDARD SCIENCE)

SAMPLE OF BOOKLET B (STANDARD SCIENCE)

SAMPLE OF BOOKLET A (FOUNDATION SCIENCE)

SAMPLE OF BOOKLET B (FOUNDATION SCIENCE)

SAMPLE OF

OPTICAL

ANSWER

SHEET (OAS)

MULTIPLE

CHOICE

STANDARD &

FOUNDATION

SCIENCE

MARKING FOR CONCEPTUAL UNDERSTANDING

Considerations during marking:

Completeness - Addresses expectations of question completely eg: number of points required should be appropriate to the number of marks awarded

Accuracy – Shows evidence of understanding the concept assessed in the question

Relevance - Applies appropriate ideas (concept and/or skills) with reference to the given context

Interpretation – Shows another possible alternative interpretation of the question

How is my

child assessed

in Science?

MARKING FOR CONCEPTUAL UNDERSTANDING

Considerations during marking:

Understand basic concepts and apply what they have learnt in different contexts

Demonstrate their understanding by using their own words in explaining concepts

A certain level of clarity in the way concepts are explained, given the context of the question

We do not encourage students to reproduce “standard answers” as different application contexts would require different answers.

We do not want to reward students for misconceptions or ambiguous answers.

How is my

child assessed

in Science?

MISCONCEPTIONS

Misconception: Temperature must increase whenever heat is gained.

Actual Fact: When ice is still melting, temperature remains at 0°C.

Misconception: Respiration occurs only when there is no photosynthesis.

Actual Fact: Both processes can occur at the same time.

How is my

child assessed

in Science?

INCORRECT USE AND UNDERSTANDING OF SCIENCE CONCEPTS

Water vapour evaporated…

Fungi and bacteria are the same…

Confusion between open and closed circuit vs switch is open and closed

Difference between “not light up” and ‘fused’

Conductor/insulator of electricity vs conductor/insulator of heat

How is my

child assessed

in Science?

INCORRECT USE AND UNDERSTANDING OF SCIENCE CONCEPTS

Strength vs flexibility vs stretchable

Strength Strong or not strong, adding

weights, breaking, tearing

Flexibility Can be bent without breaking

Stretchable Can be pulled longer eg:

plastic ruler is flexible but not

stretchable.

How is my

child assessed

in Science?

Boiling and evaporation as the same process.

Same material can be both a good and poor conductor of heat at the same time.

Confusion between elastic potential energy and chemical potential energy.

INCORRECT USE AND UNDERSTANDING OF SCIENCE CONCEPTS

How is my

child assessed

in Science?

INTERCONNECTEDNESS

Link between impact of global warming and the loss of beaches.

Need to make connections between the given information and context.

How is my

child assessed

in Science?

Identify the concept.

One of the strategies used in class…

T - State the topic.

I

CK - Underline the keywords.

Schoolbag.sgHow can I

support my

child in

learning

Science?

Articles for

parents to

support their

children in

the learning

of Science

PARENTAL SUPPORT

SCIENCE IN DAILY LIFE

SCIENCE IN SOCIETY

SCIENCE AND THE ENVIRONMENT

Make connections between what is in the textbook to real world application.

Use concept to apply to everyday life.

Suggested Activities for Science Journal (Termly)

Revision of Lower Block Science Topics (P3 & P4)

How can I

support my

child in learning

Science?