Curriculum Briefing

Primary 4 Science

17 Jan 2015

The description of each domain which frames the practice of Science is illustrated asfollows:

Science as an Inquiry Science as an Inquiry Science as an Inquiry Science as an Inquiry

(The 5 important elements in Science Inquiry)(The 5 important elements in Science Inquiry)(The 5 important elements in Science Inquiry)(The 5 important elements in Science Inquiry)

1. Question - Learner engages in scientific questions

2. Evidence - Learner collects data in response to questions

3. Explanation - Learner formulates explanations from evidence

4. Connection - Learner connects explanations to scientific knowledge

5. Communication - Learner communicates and justifies explanations

P4 Science

An Overview : Big Ideas in the Primary Science Syllabus

Big Ideas

(Themes)

Key Inquiry Questions

Diversity • What is the environment made up of?

• Why is it important to maintain diversity?

• How do we go about understanding the diverse range of

living and non-living things?

Systems • What are different parts of a system?

• How do parts of a system or different systems interact

together to perform a function?

Interactions • How does Man interact with the surroundings?

• What are the consequences of Man’s interactions with his

surroundings?

Cycles • What are the cycles in our everyday life?

• How are cycles important to life?

Energy • How does energy affect Man and his surroundings?

• Why is it important to conserve energy?

Overview of the Primary Science SyllabusThemes Lower Block (P3 & 4) Upper Block (P5 & 6)

Diversity • Diversity of living and non-living

things

• Diversity of materials

Cycles • Cycles of 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 circulatory

systems)

• Human system (Respiratory and circulatory

systems)

• Cell system

• Electrical system

Interactions • Interaction of forces (magnets) • Interaction of forces (Frictional, gravitational

forces, force in springs)

• Interaction within the environment

Energy • Energy forms and uses (light and

heat)

• Energy forms and uses (photosynthesis)

• Energy conversion

Themes and Units taught at P4Themes Lower Block (P3 & 4) Upper Block (P5 & 6)

Diversity • Diversity of living and non-living

things

• Diversity of materials

Cycles • Cycles of 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 circulatory

systems)

• Human system (Respiratory and circulatory

systems)

• Cell system

• Electrical system

Interactions • Interaction of forces (magnets) • Interaction of forces (Frictional, gravitational

forces, force in springs)

• Interaction within the environment

Energy • Energy forms and uses (light and

heat)

• Energy forms and uses (photosynthesis)

• Energy conversion

Attitude Coverage

1) Curiosity

2) Creativity

3) Integrity

4) Objectivity

5) Open-mindedness

6) Perseverance

7) Responsibility

P4 Science

Skills and Processes at P4 level

Skills

• Observing

• Comparing

• Classifying

• Using apparatus and equipment

• Communicating

• Inferring

• Predicting

• Analysing

• Generating possibilities

• Formulating hypothesis

P4 Science

Skills and Processes

Processes

• Creative Problem Solving

• Decision Making

• Investigation

*At the level appropriate to P4

P4 Science

Components of Lessons

1) Theory – Concept teaching

2) Hands-on : Practical Sessions in the science laboratory

3) Topical notes

4) Topical Supplementary Worksheets : Worksheet 1 : Misconception Worksheet 2 : MCQ Worksheet 3 : Open-ended

5) Topical reflection by pupil for each unit

6) Pupil’s self-evaluation of their own learning(checklist)

P4 Science

Written Assignments

1) Science Activity book (Cycles, System, Energy)

2) Topical unit Supplementary Worksheets

3) Topical Reflection (on content page)

NOTE : Worksheets will be returned

for parents’ checking and signature

upon completion of each topic.

To be filed

in the Science File

P4 Science

ASSESSMENT MODES

•FORMATIVE ASSESSMENT

•SUMMATIVEASSESSMENT

ASSESSMENT MODESFORMATIVE ASSESSMENT Purpose:�Provides pupils continual feedback during the instructional and learning process to help pupils actively manage and adjust their own learning.�Non-graded.�Helps the pupils to answer these questions:

“Where am I going?”“Where am I now?“How can I close the gap?”

Through:�Teacher/ Self and peer assessment on identified performance tasks using rubric indicators �Teacher’s feedback on identified qualities of pupil’s learning on topical unit content page� Pupils’ self evaluation of own learning for each topic�Pupils’ reflection of own learning for each topic

• Feedback on the pupil’s

performance

• Opportunity for the pupil to take charge of her own

learning

Rubrics related to the activity

Assessment Modes (Summative)

Type SA1 Practical

Assessment

(30 July 2015)

SA2

Format Section A (MCQ):

30 questions

Section B (OE):

14 questions

3 questions on

1) Life Science

2) Physical Science

Section A (MCQ):

25 questions

Section B (OE) :

14 questions

Duration 1 h 45 min 30 min 1 h 30 min

Marks 100

(100% of SA1)

15

(20% of SA2)

90

(80% of SA2)

Overall

Weightage

30% 70%

How can you help to bridge the gap between home and school to motivate your child in the learning of Science

1) Stimulate your child to make use of all senses in discovering the surrounding world.

2) Train your child to look carefully and to see beyond the surface appearance of the environment.

3) Encourage them to find answers to questions by patient observation and through the uses of references and making scientific connection between concepts and observations.

4) Ask them to manipulate and learn about familiar objects eg discarded appliances, old doorbells, dripping faucet etc.

P4 Science

How can you help to bridge the gap between home and school to motivate your child in the learning of Science

5) Include your child as observer when making household repairs or domestic equipment

6) Consider subscription to a scientific magazine, a general science kit, aquarium or terrarium, a biography of an inventor

7) Help to reinforce your child’s formal science training by working with your child on simple family projects eg caring for pet , preparing a potted garden etc.

8) Listen with interest, encourage and ask questions, be generous with praise, enthusiasm and sympathy.

P4 Science

Available Supplementary Reading Materials

Science Supplementary Reading Materials (Optional) :

• Explorer Pioneer

• Explorer Pathfinder

• Extreme Explorer

P4 Science

Useful WebsiteUseful WebsiteUseful WebsiteUseful Website

http://sciberdiver.wikispaces.com/

• Sciberdiver is a web portal containing a repository of the best

science websites, specially selected to closely match the learning

objectives in the Primary and Lower Secondary science syllabuses in

Singapore schools. The range of e-resources includes simulations,

text, images, videos, games, quizzes

• You can also find the website useful to learn more about the science

your children are studying in school.

https://www.brainpop.com/

P4 Science

P4 Science Teachers:

4A : Mr Ronald Lee

4B : Ms May Teng4C : Mdm Shaheena Kandoth

4D : Mr Cheng Kim Hong

4E : Ms Lim Li Shan

4F : Ms May Teng

4G : Mrs Lee Poh Choo