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PRIMARY SCIENCE CONTENT OF SYLLABUS (PRIMARY 5)

PRIMARY SCIENCE CONTENT OF SYLLABUS (PRIMARY 5). Organisation of Syllabus - ( Themes). Note: Underlined topics are excluded in the Foundation syllabus. Contents of Syllabus - Deletions and Shifts. Day & Night Cycles. Classification of Organisms & Materials. Simple

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PRIMARY SCIENCE CONTENT OF SYLLABUS (PRIMARY 5)

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  1. PRIMARY SCIENCE CONTENT OF SYLLABUS (PRIMARY 5)

  2. Organisation of Syllabus - (Themes) Note: Underlined topics are excluded in the Foundation syllabus

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

  4. Skills which Pupils need for Science

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

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

  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.

  9. What relationship do you see between the amount of water loss and the temperature of the places where the plants are placed? 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. 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. Examinable at PSLE Non-examinable at PSLE Organisation of Syllabus - Overview Learning Journeys CCAs Current (2001) Syllabus Revised (2008) Syllabus Designed for 80% of the curriculum time 20% freed up time White Space 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. Teaching by Inquiry Hands On Tasks Eco-trail

  15. NE i Learning activities and teaching strategies that promote inquiry Demo Concept Mapping Cooperative Learning Demo Field Trip ? Investigation Projects Problem Solving Questioning I T Ethics & Attitudes 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. Einstein Club Guide pupils to become good scientists Green Club Pupils learn about the environment and their roles in the world Hands on Learning Process 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

  24. Question & Answer Session

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