Dawood Public School · processes. Classifying This is the skill of grouping objects or events based on common characteristics. Using apparatus and equipment This is the skill of

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Dawood Public School Science Syllabus

2013 – 2014 Class: VI

Subject G. Science

CONTENTS PAGE Preamble 1 Science Curriculum Framework 3 2 Aims 4 3 Syllabus Framework 4 4 Assessing Teaching and Learning 6 5 Monthly Syllabus 7 6 Syllabus Content 7 7 Glossary of Terms 13

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Book: Ho Peck Leng 2009 International lower secondary science book 1,

PREAMBLE

Well come to the science curriculum frame work.

This primary and secondary Science Syllabus is a foundation for scientific studies at lower to higher levels.

The syllabus has also taken into consideration the desired outcomes of education for our primary students

as well as the secondary education emphasis.

This syllabus is based on the Science Curriculum Framework and emphasizes the need for a balance

between the acquisition of science knowledge, process and attitudes. In addition, as and where the

topics lend themselves, the technological applications, social implications and the value aspects of

science are also considered. It also emphasizes the broad coverage of fundamental concepts in the

natural and physical world.

The aims spelt out in the syllabus provide the guiding principles for the suggested teaching approaches

and evaluation methods.

Teachers are advised not to follow the syllabus too rigidly but to exercise their professional judgment in

implementing it. Schemes of work should be developed with the interests and abilities of the students

uppermost in mind. Teachers are encouraged to use a variety of approaches in their teaching and to

incorporate ideas and materials from various sources, in order to enhance the learning of science.

SCIENCE CURRICULUM FRAMEWORK

1 FRAMEWORK

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 Dawood public school to prepare our

students to be sufficiently adept as effective citizens, able to function in and contribute to an increasingly

technologically-driven world.

Central to the curriculum framework is the inculcation of the spirit of scientific inquiry. The conduct of

inquiry is founded on three integral domains of (a) Knowledge, Understanding/ Skills and Processes, (b)

Content 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.

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The teacher is the leader of inquiry in the science classroom. Teachers of science impart the excitement

and value of science to their students. They are facilitators and role models of the inquiry process in the

classrooms. The teacher creates a learning environment that will encourage and challenge students to

develop their sense of inquiry. Teaching and learning approaches centre on the student as an inquirer.

The following table shows the description of each domain which frames the practice of science:

Knowledge, Understanding and Application

Content

Ethics and Attitudes

Scientific phenomena, facts, concepts and principles

Scientific vocabulary, terminology and conventions

Scientific instruments and apparatus including techniques and aspects of safety

Scientific and technological

applications

Skills

Observing

Comparing

Classifying

Using apparatus and equipment

Communicating

Inferring

Formulating hypothesis

Predicting

Analyzing

Generating possibilities

Evaluating Processes

Creative problem solving

Decision-making Investigation

Curiosity

Creativity

Integrity

Objectivity

Open-mindedness

Perseverance

Responsibility

2. AIMS

The Science Syllabus aims to:

provide students with experiences which build on their interest in and stimulate their curiosity about their environment

provide students with basic scientific terms and concepts to help them understand themselves and the world around them

provide students with opportunities to develop skills, habits of mind and attitudes necessary for scientific inquiry

prepare students towards using scientific knowledge and methods in making personal decisions help students appreciate how science influences people and the environment

SYLLABUS FRAMEWORK

The Science Syllabus comprises:

The knowledge, skills and attitudes that all students should acquire. The freed up curriculum time, known as the white space, to enable teachers to use more

engaging teaching and learning approaches, and/or to implement customized school-based programmes as long as the aims of the syllabus are met. This enables teachers to make learning

Meaningful and enjoyable for their students.

i. KNOWLEDGE, UNDERSTANDING/ SKILLS AND PROCESSES

The approach in this syllabus towards the learning of science is based on themes that students can relate

to in their everyday experiences, and to the commonly observed phenomena in nature. The aim is to

enable students to appreciate the links between different themes/topics and thus allow the integration

of scientific ideas.

ii. CONTENT

In this syllabus, teachers are encouraged to provide opportunities for students to use concepts and

integrate Content to inquire things and phenomena around them.

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Skills

Observing This is the skill of using our senses to gather information about objects or events. This also includes the

use of instruments to extend the range of our senses.

Comparing This is the skill of identifying the similarities and differences between two or more objects, concepts or

processes.

Classifying This is the skill of grouping objects or events based on common characteristics.

Using apparatus and equipment This is the skill of knowing the functions and limitations of various apparatus, and developing the ability

to select and handle them appropriately for various tasks.

Communicating This is the skill of transmitting and receiving information presented in various forms - verbal, pictorial,

tabular or graphical.

Inferring This is the skill of interpreting or explaining observations or pieces of data or information.

Predicting This is the skill of assessing the likelihood of an outcome based on prior knowledge of how things usually

turn out.

Analysing This is the skill of identifying the parts of objects, information or processes, and the patterns and

relationships between these parts.

Generating possibilities This is the skill of exploring all the alternatives, possibilities and choices beyond the obvious or preferred

one.

Evaluating This is the skill of assessing the reasonableness, accuracy and quality of information, processes or ideas.

This is also the skill of assessing the quality and feasibility of objects.

Processes

Processes are complex operations which call upon the use of several skills. At the primary level, the

processes expected of students are:

Creative Problem Solving This is a process of analysing a problem and choosing an innovative and relevant solution in order to

remedy or alter a problem situation.

Decision-Making Decision-making is the process of establishing and applying criteria to select from among seemingly equal

alternatives. The process of establishing criteria involves consideration of the consequences and values.

Investigation This involves formulating questions or hypotheses, devising fair methods and carrying out those methods

to find out answers to the questions or to verify the hypotheses.

iii. ETHICS AND ATTITUDES

In all scientific inquiry, the adoption of certain mental attitudes such as Curiosity, Creativity, Integrity,

Objectivity, Open-mindedness,

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Perseverance and Responsibility is advocated.

Curiosity Desire to explore the environment and question what they find.

Creativity Suggest innovative and relevant ways to solve problems.

Integrity Handle and communicate data and information with integrity.

Objectivity Seek data and information to validate observations and explanations objectively.

Open-mindedness Accept all knowledge as tentative and willing to change their view if the evidence is convincing.

Perseverance Pursue a problem until a satisfactory solution is found.

Responsibility Show care and concern for living things and awareness of the responsibility they have for the quality of

the environment. Opportunities should be provided in the classroom for students to ask questions.

Students should be encouraged to ask both closed and open questions. From the type of questions asked

by the students, teachers could gather information on their “frame of mind’ and the quality of their

understanding.

3. ASSESSING TEACHING AND LEARNING

Assessment is an integral part of the teaching and learning process. It involves gathering information

through various assessment techniques and making sound decisions. Assessment provides information to

the teacher about students’ achievement in relation to the learning objectives. With this information, the

teacher makes informed decisions about what should be done to enhance the learning of the students

and to improve teaching methods.

In an inquiry-based classroom, the assessment can take many forms. In addition to the written tests,

teachers can also conduct performance-based assessment using the following modes:

Practical’s

Projects

Reflections / Journals

Model-making

Posters

Assessments

Games and quizzes Assessment provides feedback to parents, allows them to monitor their children’s progress and

achievement through the information obtained.

Guidelines for Assessment

It is essential for assessment to be aligned to the teaching and learning process. School assessment, both

formative and summative in nature, should be used to provide a complete picture of the students’

performance and progress, and the effectiveness of the teaching and learning process.

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Monthly Syllabus

• August/September • Introduction to Science • Physical Quantities and Measurements

[ unit :2.1 , 2.2, 2.3,2.4,2.5]

• October • Plant Growth • Habitats and Food Chains

• November • How we see things • Revision for Mid Term Exams

• December • MID TERM EXAMS

• January • Elements, compounds and Atomic structure [ unit: 5.1, 5.2, 5.3, 5.4 science matters ]

• From Cell to Organism [unit : 1.1, 1.2, 1.4 International Lower secondary Science 2]

• February

• Micro organisms Physical Quantities and Measurements

[unit:, 2.6, 2.7, 2.8]

• March/ April • Reversible and irreversible changes • Changing Circuits

• April/May • Revision For Final Exams • FINAL EXAMS

Syllabus Content

1. August/ September

Introduction to Science Chap No.1, Pg No (1-23)

Content Knowledge, Understanding/ Skills and Processes

Application Suggested time frame

1.1 What is science? 1.2 Important Attitude in the study and practices of science 1.3 Content 1.4 Safety Rules in the Laboratory

The meaning of Science

the attitude, Content involved in the study of Science

safety rules observed in labs

hazard symbols

the types of laboratory apparatus and their uses

the benefits, abuses and limitations of Science and technology

Appreciate that science inquiry requires attitudes such as curiosity, creativity, integrity, open-mindedness and perseverance

Learn individual effort and working in a team as part of sciences inquiry

State that science is not confined to the laboratory but can be observed everywhere

Pay special attention to safety while working in the laboratory.

To identify some commonly used apparatus in science lab and to draw their sectional diagrams

Lab visit to study the Bunsen burner and to observe the difference between luminous and non luminous flame.

6 periods for explanation.

2 periods for activities.

2 periods for workbook and written work.

Total 10 periods for chap No 1(pg No 1-23)

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Physical Quantities and Measurements

Chap No.2, Pg No (24-41)



2.1 Measurement 2.2 Physical Quantities and SI Units 2.3 Measuring length 2.4 Measuring Area 2.5 Measuring volume

the appropriate units for length and area

to interpret and use the appropriate prefixes

to use the meter rule, measuring tape and venire calipers

to calculate the areas of regular and irregular figures

Make estimations and/or measurement of length

Use the S.I. unit and other appropriate units for lengths

Measure a variety of lengths with appropriate accuracy by means of tapes, rulers and calipers

Make estimations and/or measurements of area

Use the S.I. unit and other appropriate units for area

to measure volume

To find out area of an irregular and a regular shaped object using a square grid and formula.

To observe the meniscus using water in measuring cylinder.


2 periods for Application.


Total 10 periods for chap No 2(pg No 24-41)

October

Plant Growth Chap No.3, Pg No (58-63)



3.1 What do plants need to grow well? 3.2Plants and Nutrients

to recognize that plants need light to grow

to make observations of plant growth

to recognize photosynthesis

to recognize that fertilizers are needed by plants

to recognize that different plants grow in different soil conditions

to recognize that water and nutrients are taken by roots

to recognize that roots anchor the plants in the soil.

To observe the growth of plant in relation with fertilizer and soil (co-ordinate with

gardening).

7periods for explanation.



Total 10 periods for chap No 3 (Pg No 58-63)

Habitat and Food chains

Chap No.4. Pg No (69- 92)



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4.1 Habitats 4.2The Animals and plants in a habitat are interdependent 4.3 Animals and plants in a habitat are suited to their environment. 4.4 food chains

to use keys to identify a number of plants and animals in a local habitat

to identify organisms in different habitats

ways in which animals and plants are interdependent

features of plants and animals according to their environment

food chains to represent feeding relationships

food chains begin with a producer

to construct food chains in a particular habitat

Describe the interrelationship among the various organisms in a community

State that the habitat together with the organisms living in it forms an ecosystem

List some examples of ecosystem found on earth

Define the terms producers, consumers and decomposers

Describe the non-cyclic flow of energy through the food chain.

To visit garden area and identify at least 3 food chains .



3 periods for workbook and written work. Total 10 periods for chap No 4(Pg No 69-92)

November

How We See Things

Chap No.9, Pg No (157-180)



9.1 Sources of light 9.2 Reflection of light 9.3Can we see through all materials?

To explain that light travels from a source

To explain that we see light sources because light enters our eyes

To explain that light from an object can be reflected by a mirror

To recognize that the direction of a beam of light travelling from a light source can be indicated by a straight line with arrow.

To show that shiny surface reflect light better then dull surface.

To recognize differences between shadows and reflection.

To study the law of reflection using ray diagram and measuring angles in the worksheet.

Observe changing the length and position of a shadow.




Total 10 periods for chap No 9

November Revision for Mid Term Exams

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December

Mid Term Exam January

Elements compounds and atomic structure

[Unit: 5.1, 5.2, 5.3, 5.4 science matters page 66-79]



5.1 Building blocks of matter 5.2Classifying elements 5.3Periodic table 5.4What are compounds

Identify an element as the basic building block of matter

Classify elements in to metals and nonmetals based on their properties

Identify some properties and uses of common metals and non-metal.

Show an understanding of how elements are generally classified into metals and non-metals

Describe compounds as substance consisting of two or more chemically combined elements.

Assignment to draw the atomic structure of first twenty elements showing electron distribution.


2 periods and written work. Total 10 periods for chap Element and compound

From cell to organism




1.1 cells-the building blocks of life 1.2 Plants and animal cells 1.4different cells for different functions

To show an understanding that cells are basic unit of life.

To identify different parts of plant and animal cell and relate to their function.

To compare a typical plant cell and animal cell structurally.

By the use of microscope observing different cells and record observation by drawing simple diagram.

To study and identify the modifications in different cells.

To identify slides of an animal and a plant cell and study the differences.



2 periods written work. Total 10 periods for chap. cell to organism.

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February

Micro-organisms




5.1What are micro-organisms? 5.2 Diseases caused by microorganism and viruses 5.3 Microorganisms and food 5.4Microorganism and decomposition

To recognize that micro-organisms are too small to be seen

Diseases passed and caused by micro-organisms

To explain why cleaning teeth regularly helps prevent tooth decay

To explain that microbes grow and reproduce on food and this can be harmful or beneficial.

To identify the decomposers and their mode of action.

To show slides of microbes.

To grow mould on bread slice and to prepare pizza using Yeast in collaboration with food and nutrition department





Physical Quantities and Measurement

Chap No.2, Pg No.(24-37)



2.6 Measuring mass 2.7 Measuring time 2.8 Speed

to use the stop watch to measure time

to use the electronic balance to measure mass

to explain average speed

To calculate average speed Make estimations and/or measurements of volume including the volume of liquids and solids

Use the derived S.I. unit and other appropriate units for volume

State what mass is

State the S.I. unit of mass

Use instruments to measure mass

Explain what is meant by density

Use appropriate units for density

Calculate density using the formula

To show the working of stop watch..

7periods for explanation.

1periods for Application.


Total 10 periods for chap No 2(pg No 24 -37)

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March\ April

Reversible and irreversible change

Chap No.7, Pg No(124-134)

s Content Knowledge, Understanding/ Skills and Processes


7.1 Reversible and irreversible change 7.2 Changes brought about by heating 7.3Burning – An irreversible change brought about by heat

To compare and differentiate between physical and chemical changes;

To recognize that heating can also cause chemical and physical changes.

To explain burning require oxygen and it’s a chemical change.

To show burning of sugar in lab as an irreversible change caused by heat.


1 period for Application.



Changing Circuits Chap No.10, Pg No.(181-195)

s Content Knowledge, Understanding/ Skills and Processes

Application

Suggested time frame

10.1 Electric circuits 10.2 Circuit diagrams 10.3 How do the components in an electric circuit affect the electric current

To understand the meaning of current and to draw and interpret circuit diagram involving various electrical components.

To construct circuits that matches the descriptions given.

To construct a simple circuit using components and draw the circuit diagram using circuit symbols





April

Revision for final exams

May

Final Examinations

Teaching Support

Documentaries, multimedia, presentations, slides, lab will be used. Resource List

New Lower Secondary Science1 by Tho Lai Hoong, EPB

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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. construct to put a set of components together, based on a given plan

4. describe to state in words (using diagrams where appropriate) the main points of a topic

5. discuss to reflect on and explore a topic in speech or writing

6. differentiate to identify the differences between objects, concepts or processes

7. identify to select and/or name the object, event, concept or process

8. infer to draw a conclusion based on observations

9. investigate to find out by carrying out experiments

10. list to give a number of points or items without elaboration

11. manipulate to control an object in order to explore and discover its behavior

12. measure to obtain a reading from a suitable measuring instrument

13. Recognize to identify facts, characteristics or concepts that are critical to the understanding of a situation, event, process or phenomenon

14. Relate to identify and explain the relationships between objects, concepts or processes

15. show an understanding

to recall information (facts, concepts, models, data), translate information from one form to another, explain information and summarise information

16. State to give a concise answer with little or no supporting argument

17. Trace to follow a path

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Dawood Public School · processes. Classifying This is the skill of grouping objects or events based on common characteristics. Using apparatus and equipment This is the skill of