understanding the curriculum thp2yr5

UNDERSTANDING THE

CURRICULUM

SCIENCE KBSR

LEVEL TWO

Aims

To develop pupils’ interest and creativity through everyday

experiences and investigations that promote the acquisition of scientific and thinking skills as

well as the inculcation of scientific attitudes and noble

values.

OBJECTIVES

The level two science curriculum aims to:

Stimulate pupils’ curiosity and develop their interest in the world around them.

Provide pupils with opportunities to develop scientific skills and thinking skills.

Develop pupils’ creativity.Provide pupils’ with basic

science knowledge and concepts.

OBJECTIVESApply knowledge and skills in a

creative and critical manner for problem solving and decision making.

Inculcate scientific attitudes and noble values.

Appreciate the contributions of science & technology towards national development and well-being of mankind.

Create an awareness on the need to love and care for the environment.

Emphasis of the Curriculum

The curriculum emphasises the integration of knowledge,

skills and values through inquiry learning and problem

solving.

Emphasis of the Curriculum

Pupils are encouraged to observe, explore, and ask questions.

They are guided to design fair tests to help them answer these questions and to link them to simple scientific ideas.

Pupils communicate their ideas and findings through writings, drawings, charts and tables or verbally.

CURRICULUM ORGANISATION

CURRICULUM ORGANISATION

•Investigating Living Things

•Investigating Force and Energy

•Investigating Materials

•Investigating The Earth and The Universe

•Investigating Technology

There are five themes in Year 5 Science:

Each theme is organised into learning areas

CURRICULUM ORGANISATION

learning areas

CONTENT ORGANISATIONInvestigating Force and Energy

LEARNING OBJECTIVES

SUGGESTED LEARNING ACTIVITIES

LEARNING OUTCOMES

NOTES VOCABULARY

Pupils

• state the sources of electricity.

2.1 Knowing the sources of electricity

2.0 Electricity

Provide real objects or substances such as dry cell, accumulator, rechargeable battery, solar cell etc for pupils to observe and discuss.

Dry cell- lsel kering

Hydroelectric power- kuasa hidroelektrik

Pupils carry out activity such as lighting up a bulb or ringing an electric bell to verify that the following sources produce electricity e.g.

Dry cell, accumulator, dynamo, solar cell

Themes Learning Areas Learning Objectives Suggested Learning Activities Learning Outcomes Notes Vocabulary

CONTENT ORGANISATION

CONTENT ORGANISATIONInvestigating Force and Energy

LEARNING OBJECTIVES

SUGGESTED LEARNING ACTIVITIES

LEARNING OUTCOMES

NOTES VOCABULARY

Are written based on the hierarchy of the cognitive and affective domains

In the form of measurable behavioural terms and organised in order of complexity

1.0 Living things have basic needs

Scientific terminology, vocabulary, in context with statement in Learning Outcomes and SLA

Learning Area

General statements of learning outcomes.

Learning Objectives define the general skills, the key concepts and ideas or general facts that pupils must learn.

Provide information on scope and depth of learning outcomes, some guidance as how learning outcomes can be achieved

Teachers may modify the SLA to suit their pupils’ abilities

Give suggestions on materials used for activities

Precaution to be taken when carrying out activities

To clarify further the scope of the content

Theme

CONTENT ORGANISATION

LEVELS IN THE COGNITIVE AND AFFECTIVE

DOMAINS

COGNITIVE DOMAINS AFFECTIVE DOMAINS

Knowing to be aware of

Understanding to realise

Application to be appreciative

Analysis to be thankful

Synthesis to love

Evaluation to practise

to internalise

CONTENT ORGANISATION

Elements in the curriculum

SCIENCE

KNOWLEDGE

SKILLSSCIENTIFIC ATTITUDES AND NOBLE VALUES

PrinciplesTheoriesConceptsLawsFacts

Scientific skills

Thinking skills

SCIENTIFIC ATTITUDES AND NOBLE

VALUES

Scientific attitudes and noble values can be inculcated through the learning of science. Through science activities children will develop an interest and curiosity about their surroundings.

They will learn to be objective and systematic in carrying out investigations. Children also learn to be honest and accurate in the recording of data. They develop concern for living things and an awareness of their responsibility towards the environment.

CONTENT ORGANISATIONElements in the curriculum

SCIENCE

KNOWLEDGE

SKILLSSCIENTIFIC ATTITUDES AND NOBLE VALUES

PrincipleTheoriesConceptsLawFacts

Scientific skills

Thinking skills

SKILLS

Science emphasises on inquiry and problem solving. In these processes the following skills are developed:

• Scientific skills – science process skills

- manipulative skills

•Thinking skills – critical thinking

- creative thinking

SCIENTIFIC SKILLSSCIENTIFIC SKILLS

Basic SPSBasic SPS

• Observing• Classifying• Measuring and Using Numbers• Inferring• Predicting• Communicating

Science process skills (SPS) enable pupils to formulate their questions and find out the answers systematically.

Integrated SPSIntegrated SPS

• Using Space-Time Relationship• Interpreting Data• Defining Operationally• Controlling Variables• Hypothesising• Experimenting

SCIENTIFIC SKILLSSCIENTIFIC SKILLS

•handle specimens correctly and carefully,• draw specimens, apparatus and laboratory substances accurately,• use and handle scientific instruments and apparatus correctly

Manipulative skills in scientific investigation are psychomotor skills that enable pupils to:

• clean science apparatus correctly,• store science apparatus and laboratory substances correctly and safely.

Focussing on techniques of operation and safety

SCIENCE PROCESS SKILLS

Science process skills are introduced implicitly through questions and activities.

Observing

observing involves the use of our senses to identify and describe an object’s properties

e.g. it looks…, it smells…, it tastes…, it feels…, it sounds…

SCIENCE SCIENCE PROCESS PROCESS SKILLSKILL

Description

SCIENCE PROCESS SKILLS

Classifying

Grouping objects according to similarities. Based on observation.

e.g. classify animals into herbivore carnivore and omnivore

SCIENCE SCIENCE PROCESS PROCESS SKILLSKILL

Description

Measuring and using

numbers

Making quantitative observation by comparing to a conventional or non-conventional standard

e.g. measuring the temperature using the correct technique.

SCIENCE SCIENCE PROCESS PROCESS SKILLSKILL

Description

SCIENCE PROCESS SKILLS

SCIENCE PROCESS SKILLS

Inferring

SCIENCE SCIENCE PROCESS PROCESS SKILLSKILL

Description

An explanation or interpretation of an observation.

e.g. explain why plants need to disperse seeds or fruits

PredictingA forecast of what a future observation might be.

e.g. predict what will happen if there is a change in population of a certain species in a food web.

SCIENCE SCIENCE PROCESS PROCESS SKILLSKILL

Description

SCIENCE PROCESS SKILLS

Communicating

Compiling information in graphic or pictorial form, describing objects/events in detail.

e.g. pupils gather information on how to keep our water resources clean and present it in the form of folio.

SCIENCE SCIENCE PROCESS PROCESS SKILLSKILL

Description

SCIENCE PROCESS SKILLS

Recognising space-

time relations

Describing the position of an object with reference to other objects or to time; describing changes in the shape and position of an object over a period of time.

SCIENCE SCIENCE PROCESS PROCESS SKILLSKILL

Description

SCIENCE PROCESS SKILLS

SCIENCE PROCESS SKILLS

SCIENCE SCIENCE PROCESS PROCESS SKILLSKILL

Description

Interpreting Data

Giving rational explanations about an object, event or pattern derived from collected data.

SCIENCE PROCESS SKILLS

SCIENCE SCIENCE PROCESS PROCESS SKILLSKILL

Description

Defining Operationally

Defining all variables in the experiment by describing what must be done and what should be observed.

SCIENCE PROCESS SKILLS

SCIENCE SCIENCE PROCESS PROCESS SKILLSKILL

Description

Controlling Variables

Naming the manipulated variable, the responding variable and all variables to be held constant.

what to keep the same - constants

what to change - manipulated variable

what to measure- responding variable

SCIENCE PROCESS SKILLS

SCIENCE SCIENCE PROCESS PROCESS SKILLSKILL

Description

Constructing

Hypothesis

Making a general statement about the relationship between a manipulated variable and a responding variable to explain an observation or event. The statement can be tested to determine its validity.

SCIENCE PROCESS SKILLS

SCIENCE SCIENCE PROCESS PROCESS SKILLSKILL

Description

Experimenting

(design a fair test)

Planning and conducting activities to test a hypothesis. These activities include collecting, analysing and interpreting data and making conclusions.

SCIENCE PROCESS SKILLSDesign a fair test :

to find out what factors cause the size of a shadow to change by deciding what to keep the same, what to change and what to measure/ observe.

To find out what factors cause the size of a shadow to change.

To make the test fair pupils should use the same object, the same light source, same screen

If pupils use different objects they cannot conclude the factors that cause the size of a shadow to change is the distance between the light source and the objects. Why not?

SCIENCE PROCESS SKILLSDesign a fair test :

Science Worksheet

Before the experiment

What do you want to find out? How will you do it? What will you need?

To design a fair test:

What do you want to keep the same?

What do you want to change?

What do you want to observe/ measure?

During the experiment...

Write/Draw your results here

What did you learn from the experiment?

SCIENCE PROCESS SKILLSDesign a fair test (for higher level)

Science Worksheet

After the experiment

What happened?  Can you explain why this happened?   What did you learn from the experiment?   If you could do the experiment again, would you change it? If yes, describe how you would do this. 

CONTENT ORGANISATIONElements in the curriculum

SCIENCE

KNOWLEDGE

SKILLSSCIENTIFIC ATTITUDES AND NOBLE VALUES

PrincipleTheoriesConceptsLawFacts

Scientific skills

Thinking skills

THINKING SKILLSCRITICAL

Attributing Comparing &

Contrasting Grouping &

Classifying Sequencing Prioritising Analysing Detecting bias Evaluating Making conclusions

CREATIVE Generating ideas Relating Making inferences Predicting Making hypotheses Synthesising Making

generalisations Visualising Making analogies Inventing

REASONING

THINKINGTHINKING STRATEGIESSTRATEGIES*Conceptualising *Making decisions *Problem solving

THINKING SKILLSTHINKING SKILLS Thinking is a mental process that requires an individual to

integrate knowledge, skills and attitude.

Thinking skills enhance the thinking ability of pupils.

This can be achieved through a curriculum that emphasises thoughtful learning.

The pupils are actively involved in the teaching and learning process.

Activities should provide opportunities for pupils to apply thinking skills in conceptualisation, problem solving and decision-making.

REASONINGREASONING

Skill used in making logical, just and rational judgements.

e.g. give reasons why we need to keep our water resources clean.

CONTENT ORGANISATIONElements in the curriculum

SCIENCE

KNOWLEDGE

SKILLSSCIENTIFIC ATTITUDES AND NOBLE VALUES

PrincipleTheoriesConceptsLawFacts

Scientific skills

Thinking skills

TEACHING AND LEARNING

STRATEGIES

T&L STRATEGIES

T&L activities should be planned in a holistic and integrated manner that enable the achievement of multiple learning outcomes according to needs and context.

Teacher should avoid teaching strategies that try to achieve each learning outcome separately according to the order stated to the Curriculum Specifications

Learning through experiences

Pupils are encouraged to find information, to

question and to investigate a

phenomenon that occurs in the environment.

Emphasis of the Curriculum

Learning through discovery.

Pupils are encouraged to investigate and discover the main concepts and principles of science by themselves.

Emphasis of the Curriculum

T & L STRATEGIES

Filled with ActivitiesFilled with Activities::

Hands – on, Minds – on, Hearts-Hands – on, Minds – on, Hearts-ononInteresting, challenging and Interesting, challenging and meaningfulmeaningful ……

to encourage pupils to carry out to encourage pupils to carry out investigations and explorations in investigations and explorations in a systematic and fun waya systematic and fun way

T & L STRATEGIES

• I listen……..….I forget

• I Look………….I remember

• I DO……… I UNDERSTAND

Based on ‘hands-on and minds-on experience’

T & L STRATEGIES

Thoughtful LearningThoughtful Learning A process that helps pupils A process that helps pupils

acquire knowledge and acquire knowledge and master skills that will help master skills that will help them develop their minds to them develop their minds to the optimum levelthe optimum level

T & L STRATEGIES

Various Teaching and Various Teaching and Learning ApproachesLearning ApproachesInquiry and DiscoveryInquiry and Discovery

ConstructivismConstructivism

Contextual learningContextual learning

Mastery LearningMastery Learning

Science, Technology and SocietyScience, Technology and Society

T & L STRATEGIES

Various Teaching and Various Teaching and Learning Methods :Learning Methods : ExperimentsExperiments DiscussionsDiscussions SimulationsSimulations ProjectsProjects Visits & Use Of External Visits & Use Of External ResourcesResources Use of TechnologyUse of Technology

ASSESSMENT

ASSESSMENT

Continuous assessment through observation and questions.

•Teachers may observe pupils during activities to assess pupils understanding as well as the development of skills and values.

•Pupils work products such as drawings, records, folios, scrap books and models can also be used as indicators.

•Teachers may also question individual pupils to assess their understanding.

Thank Thank youyou