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Primary 3
Science Curriculum Briefing
Friday, 29th January 2016
Primary Science Curriculum
is the foundation for Science at higher levels.
balance between the acquisition of Science knowledge, skills, process & attitudes.
learning of Science is useful and meaningful;
as it is relevant & applicable to everyday life
Inquiry & the P3 Science Curriculum
Essential Features of Inquiry
Engages in scientific
questions
Collects data in response to questions
Formulates explanations from evidence
Connects explanations to
scientific knowledge
Communicates and justifies explanations
Learner
Inquiry-based Science
Inquiry encourages students to question,
conduct experiment to find answers and make
discoveries on their own.
Inquiry begins with gathering information
through applying the human senses — seeing,
hearing, touching, tasting, and smelling.
The P3 Science Curriculum has been designed to facilitate
inquiry-based learning through various activities recommended
by CPDD.
Syllabus, Themes & Topics
Primary Science Syllabus: 5 Themes
Diversity, Cycles, Interactions, Energy & Systems
Block Level Themes
Upper P6 Energy, Interactions
P5 Cycles, Systems, Interactions
Lower P4 Systems, Cycles, Energy
P3 Diversity, Cycles, Interactions
The Overview of Topics Theme Lower Block (P3 & P4) Upper Block (P5 & P6)
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)
Photosynthesis Energy Conversion
Overview of Topics in P3
Diversity Living & Non-Living
Animals, Plants, Fungi, Bacteria & Materials (Term 1 & 2)
Interactions Magnets (Term 3)
Fun with Variables (Term 3)
Cycles Animals & Plants (Term 4)
Revised Science Syllabus (2014)
P3 Themes/Topics Learning Outcomes Diversity of living &
non-living
Recognise some broad groups of animals -
birds, fish, insects, mammals, reptiles &
amphibians
Diversity of materials Compare physical properties of materials
based on: strength, flexibility, ability to
float/sink in water, waterproof &
transparency (to light)
Cycle of Plants &
Animals
Observe and compare the life cycles of
animals over a period of time - beetle,
butterfly, chicken, cockroach, frog,
grasshopper, mosquito
Essential Questions
Themes Key Inquiry Questions
Diversity How do we go about understanding the diverse range of living and non- living things?
Interactions How do people interact with the surroundings?
Cycles What are the cycles in our everyday lives?
A CLOSER look at P3 Science Curriculum
AN EXAMPLE
Key Concepts in
Diversity of Living & Non-living Things
Overview : How ideas are connected
Key Idea: There are living and non-living things.
Key Idea: Living things need water, food and
air.
Key Idea: Living-things grow, respond to changes and
reproduce.
Key Idea: Living things such as plants and animals can be classified based on
common observable characteristics.
Key Idea: Bacteria and fungi are also living
things.
Key Idea: The great variety of living things can be classified
based on common observable characteristics.
Linking question: How are living things different from non-
living things?
Skills & Processes in P3 Science
Overview: Skills & Processes
Skills & processes
Skills & processes
learned over the
next 4 years.
Skills & processes
will be introduced
in an age-
appropriate
manner.
Key Process Skills at P3 Level
Observing
Comparing
Classifying
Communicating Using apparatus & equipment
Inferring
Predicting
Analyzing
Evaluating
Key Process Skills at P3 Level
Observing Using our 5 senses to gather information from our
surrounding
Comparing Recognise what is similar/different between 2 things
Classifying Putting things into groups based on common
characteristics
Communicating Reading Writing Speaking & Listening in order to
collect/share information
Skill : Using Apparatus & Equipment
Observations are quantified using proper measuring instruments
Using measuring devices (e.g. ruler, weighing scale, electronic balance, thermometer & data logger etc.) correctly
Using the correct units of measurements
Skill : Inferring
Providing explanation for an observation
When making inferences, it is helpful to make as many observations about the object as possible.
Skill : Predicting
Skill of forecasting future events or condition based on prior knowledge of how things usually turn out.
Hypothesis is a special type of prediction. In an experiment, a hypothesis, predicts the relationship
between the independent variable and the dependent variable.
Example: “If I do this, this will happen…How will we find out what will happen?”
P3 Students will not learn about hypothesis yet. It will be covered only in P4.
Skill : Analysing
Skill of identifying the parts of objects, information or processes, and the relationships between these parts.
Pupils should be able to
identify parts of a system
identify patterns in information given in a table/graph, etc.
specify variables to be kept the same
This will be covered during Fun with Variables/Magnets Units.
Skill : Evaluating
This is the skill of assessing the reasonableness, accuracy and quality of data.
Pupils should be able to
construct an idea to explain observations and then test it
decide on the accuracy of data obtained in an investigation
Processes at P3 Level
Creative Problem Solving
Decision Making
Investigation
Process: Creative Problem Solving
This is a process of analyzing a problem or choosing a novel but relevant solution in order to remedy or alter a problem situation
The steps can include
1. Defining the problem
2. Think of many ideas
3. Choose a solution
Process: Decision Making
This is the process of establishing and applying criteria to select from among seemingly equal alternatives.
Pupils should be able to Analyse
Generate
Evaluate
Process: Investigation
This involves formulating hypothesis, planning and carrying out fair experiments to test the hypothesis.
Pupils should be able to
Control variables, select appropriate apparatus and measure accurately, generate, analyse and evaluate results, communicate and justify explanations with evidence, connect explanation to scientific knowledge
Attitude Coverage
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.
Living & Non-Living Things
Classification Activity
for Parents
You have been provided with…
Classify the biscuits into
2 Groups (in as many ways possible)
Grouped by size
Big
Small
Grouped by the type of edge
Smooth
Jagged
Grouped by number of corners
4 corners
No corners
Grouped by number of layers
2 layers
1 layer
Grouped by the presence of holes
With holes
Classify the biscuits into
3 Groups
Grouped by shape
Circle
Rectangle
Square
science for life@hpps
Applied Learning Programme
What is ALP?
ALP includes activities and events that provides opportunities for the following
Connects academic
knowledge and skills to the real world
Makes learning of
knowledge and skills purposeful and relevant
Motivates students to
learn Science
Infusion of ALP in P3 Science Curriculum
Zoo & Botanical Garden (SBG) LJs
Materials (Bicycle Lesson)
Fun with Variables
Planting
Outdoor Learning
Young Investigators Programme P4 & P5
Students at the preliminary stage of their projects, testing
out their hypothesis (ALP).
Young Investigators Programme P4 & P5
Students working with mentors from NUS High School for Math and Science.
Young Investigators Programme P4 & P5
Students representing their findings.
Young Investigators Programme P4 & P5
Students showcasing their projects through project presentations.
Components of Science Lessons
Theory : Teaching of Concept
Hands-on Sessions in the Science Laboratory/Classroom/Outdoors
Student Handouts - Topical Notes
Activity sheets for hands-on/Worksheets
Learning Journey to Zoo & SBG (Semester 1)
Enrich pupils’ learning experiences in a more authentic setting
Activities not easily done in schools
Topic of Animals and Plants
Appreciate parents’ support to volunteer for the various LJs
PVs from the Zoo LJ – good feedback & suggestions for improvement
Written Assignments / Workload
CPDD Activities – for Hands-on
School Worksheets – Supplementary Activities & Skills WS, Review WS
Vitamindz Booklets – Topical/Skills
Practice Papers – To prepare for exam
Books & Worksheets
Textbooks are to be used over 2 years – P3 & P4
Activities are based on CPDD Inquiry Science Package plus School WS
Please DO NOT discard materials at end of P3 as they are needed for P4 – P6 work
Evaluating Learning
Class Work - Activities and written work
Term 1 Term 2 Term 3 Term 4
Outdoor Learning (Rubrics)
Classification Activity
(Rubrics)
SA1
Term Review (25m)
Performance Task
(Fun with Variables) (Rubrics)
SA2
Format of Science Paper
Duration of the Exam - 1 hour 30 minutes Section A: 20 MCQs (40m) Section B: 8 Structured (16m) Section C: 6 – 8 Open-ended (24m) (2m, 3m, 4m questions)
Section A
Section B
Section B
Section C
Section C
Implications
Good Understanding of key concepts is important
Make Connections between concepts learnt
Apply concepts in new situations
Revision of concepts learnt
Important to keep all Science materials for revision in PSLE (2019)
Practice & Application of Process Skills to authentic tasks
active participant in activities
e.g. Fun with Variables, YI Project, etc.
Guide to Answering Questions
1. Use scientific terms for clarity e.g. “attract” vs “stick/attach” for magnets
2. Answer in context to question - Never memorize answers, without understanding
3. Be specific e.g. “Plants are different in their leaves” without stating specifically how – e.g. shape, colour, or texture
4. Tip: identify objective of question – asking about aim / procedure / pattern / conclusion?
Expectations & Support@Home
1. Review & Think through key concepts learnt
2. Link ideas across topics(For e.g. Materials & Magnets)
3. Learn concept words & link them
4. Worksheets are NOT tests
Expectations & Support@Home
5. Engage children at home with authentic tasks such as simple cooking, household chores, gardening, repairing a bike or other household objects, planning a trip & other everyday activities.
6. Actively engage with your children by talking about books they are reading or television programs about Science they have watched.
Expectations & Support@Home
7. Provide frequent opportunities for Science learning at home through outdoor play; trips to parks, museums, Zoo, markets/supermarkets and nature reserves.
8. Provide your children easy access to Science learning resources such as magazines, educational toys and games, videos/DVDs, and online or computer-based resources.
for queries, please email
