2023 P3 Science Parents Briefing.pdf

Primary 3 Science Curriculum Sharing Scope of Sharing Science Curriculum Infusing Applied Learning Components of P3 Science Lessons Science Assessment & Home Support SC4LIFE@HPPS  HPPS Science Curriculum Provides the Foundation for Science beyond Primary Level...

Primary 3 Science Curriculum Sharing Scope of Sharing Science Curriculum Infusing Applied Learning Components of P3 Science Lessons Science Assessment & Home Support SC4LIFE@HPPS  HPPS Science Curriculum Provides the Foundation for Science beyond Primary Level Driven by Inquiry-based, Applied learning and STEM Acquisition of Science knowledge, skills & positive attitudes towards lifelong learning Learning of Science is useful and meaningful; as it is relevant to everyday life Nurture the love and care for the environment Inquiry-based learning Takes place by observing, asking questions, finding answers through investigation — rather than simply discussing the scientific content. Encourage students to make observations, and inferences, ask relevant questions, find answers through hands-on (under supervision) In P3, the inquiry-based learning process is guided by the Science teacher. Primary Science Syllabus : Divided into 5 Broad Themes Diversity, Cycles, Interactions, Systems & Energy Block Level Themes P6 Energy, Interactions Upper P5 Cycles, Systems, Interactions P4 Systems, Cycles, Energy Lower P3 Diversity, Cycles, Interactions Themes/Topics in P3 Living & Non-Living Things, Diversity & Animals, Plants, Fungi & Bacteria Cycles (Term 1) Animal & Plant Life Cycle (Term 2) Fun with Variables and Materials Diversity (Term 3) Interactions Magnets (Term 3 & 4) Diversity: Living & Non-Living: How ideas are connected Key Idea 1: There are living and non-living things. Linking question: How are living Key Idea 2: Living things things different from non-living need water, food and air. things? Linking questions help teachers to facilitate discussion and Key Idea 3: Living-things students to see connections grow, respond to changes and between concepts / ask further reproduce. questions Key Process Skills Observing (and inferring) 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 Scientific Processes Creative Problem Solving Decision Making Investigation Process : Creative Problem Solving This is a process of analyzing a problem or choosing a relevant solution in order to remedy or alter a problem situation Often through discussion of real-life problems Example: Topic: Fungi and Bacteria Thinking of ways to slow down bread from turning moldy quickly Process : Decision Making This is the process of establishing and applying criteria to select from among seemingly equal alternatives. Example: Topic: Magnets Giving students a number of objects and ask them to prove which object is a magnet Process: Investigation This involves formulating hypothesis, planning and carrying out fair experiments to test the hypothesis. Carried out in all topics Process skills will be taught Example: Topic: Materials To find out which material, A or B, is the most / least flexible Positive Attitudes Curiosity - Desire to explore the surrounding 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 Applied Learning Connecting scientific knowledge Makes learning and process skills to purposeful and the real world relevant Students are happy and motivated  Building A Culture of Sustainability in HPPS Having infused applied learning in the Science Curriculum we have moved towards our vision for HPPS as a Green School Green Initiatives such as infusing environmental education into the curriculum, enriched outdoor learning by creating more green spaces around the school, commemorating Earth Day, reducing food wastage, driving plastic recycling are some activities the school has put in place.  P3 Science Curriculum Zoo LJ – authentic learning experience Fun with Variables and Materials – Inquiry and Scientific Method Every Child A Seed Programme - Planting Outdoor Learning – Fern Garden / Terrarium Hands-on activities for all topics  Key Components of Science Lessons Components of Science Lessons Theory : Teaching of Concepts (Textbooks) Hands-on Sessions in the Science / computer Lab / Outdoors (2 periods) / Classroom (2 periods) Student Handouts - Topical Notes on Key ideas Activity sheets for hands-on / Worksheets Written Assignments Activity WS (Booklets) – Hands-on School WS – Supplementary Activities & OE WS, Revision WS and Handouts on answering guidelines Worksheets will be returned for parents’ signature. Vitamindz Booklets – Topical / Skills Practice Papers – To prepare for exam Books & Worksheets Textbooks cover all the key concepts taught in P3. Please DO NOT discard materials at end of P3 as they are needed for P4 to P6 work Assessment Evaluating Learning Class Work - Activities and written work Semester 1 Semester 2 Term 2 Weighted Weighted Assessment 1 Assessment 2: Pen and Paper Test Pen and Paper Test only (15%) (15%) Includes a performance Year End Exams task on classification (70%)  Format of P3 Science Paper (Year End) Duration of the Exam - 1 hour 30 minutes (80 marks) Section A : 20 MCQs (40m) Section B : 8 Structured Questions (16m) Section C : 6-8 Open-ended Questions (24m) Each question carries 2m - 4m Section A Section A Section B Section C  Mark Scheme Broad and Flexible Includes expected correct answers Student’s responses that are different from the mark scheme are carefully evaluated and included as acceptable answers if they are conceptually correct. Responses that show evidence of understanding of relevant concepts and mastery of skills will be awarded due credit. Marks are not awarded for stating ‘correct’ key words Exemplars will be given to students. 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 PSLE revision Implications Practice & Application of Process Skills to authentic tasks ✓active participant in activities ✓e.g. Fun with Variables, YI Project, Outdoor Learning etc. Guide to Answering Questions 1. Answer in context to question - Never memorize answers, without understanding 2. Be specific e.g. “Plants are different in their leaves” without stating specifically how - e.g. shape, colour, or texture Guide to Answering Questions 3. Identify objective of question - asking about aim / procedure / pattern 4. Look for useful information in the question or diagram to identify the topic or key concept that is tested. Expectations & Support@Home 1. Review & Think through key concepts learnt 2. Link ideas across topics (For example Materials & Magnets) 3. Learn concept words & link them to everyday life experiences Expectations & Support@Home 4. Engage children with authentic tasks such as simple cooking, household chores, gardening, repairing a bike or other household objects. Expectations & Support@Home 5. Actively engage your children by talking about books they are reading or television programs about Science they have watched. 6. In school, we provide our P3 students ample opportunities for experiential learning in our Science Curriculum. Thank you