(P3 and P4 Science) Inquiry-Based Learning in Science

Parents’ Symposium 2017

(P3 and P4 Science)

Inquiry-Based Learning in

Science

Ms Ong Siew Choo

Mrs Juliana Chia

Overview of the Primary Science Syllabus

Themes 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)

• Energy forms and uses

(Photosynthesis)

• Energy conversion

An Overview:

Big Ideas in Science Syllabus Big Ideas Key Inquiry Questions

Diversity What can we find around us?

How can we classify the great variety of living and non-living

things?

Why is it important to maintain diversity?

Cycles What makes a cycle?

Why are cycles important to life?

Systems What is a system?

How do parts / systems interact to perform function(s)?

Interactions How does Man better understand the environment?

What are the consequences of Man’s interactions with the

environment?

Energy Why is energy important?

How is energy used in everyday life?

Why is it important to conserve energy?

Curriculum Matters

At PSLE, pupils are expected to

answer questions comprising :

knowledge (with understanding)

and

application (of knowledge and

skills)

taught in P3, P4, P5 and P6.

Inquiry-based Learning

Inquiry-based learning starts by posing

questions, problems or scenarios rather

than simply presenting established facts

or portraying a smooth path to knowledge.

The process is facilitated by the teacher.

Process Skills

Engaging with an event, phenomenon or problem through:

Formulating hypothesis

Generating possibilities

Predicting

Collecting and presenting evidence through:

Observing

Using apparatus and equipment

Reasoning, making meaning of information and evidence

through:

Comparing

Classifying

Inferring

Analysing

Evaluating

Communicating

What are concepts?

A scientific concept is a

scientific theory or law that

explains why and how a natural

event or process occurs.

P3 Concepts

P3 Concepts

P4 Concepts

P4 Concepts

Adapted from Diversity Workbook Activity 5.2

Adapted from Cycles Workbook Activity 3.4

Adapted from Energy Workbook Activity 1.4

Adapted from Energy Workbook Activity 2.4

Activity 1

Cut off the bottom of a plastic bottle. Tie a

plastic bag over the mouth of the bottle.

Push the bottle into a pail of water. Observe

what happens. Give an explanation.

Activity 2

Wrap a piece of paper around a metal tin

and heat it over a flame as shown below.

Explain why the paper did not burn.

Activity 2 video

Activity 3To put an egg into the bottle that has a neck smaller

than the egg using the materials provided, without

smashing the egg.

Materials:

1) a glass bottle

2) a peeled hard-boiled egg

3) some boiling water

4) a kitchen towel

Procedure:

1) Pour the boiling water into the bottle, at least 3 quarters filled.

2) Hold the bottle with the kitchen towel, swirl the water in it and

pour it out.

3) Quickly place the egg over the opening of the bottle.

Activity 3 video

Parents as Facilitators

Speaking: Scientific Language

Doing: Simple hands on experiments

Visiting: Zoo, Hort park, Museums

Watching: Documentaries

Reading: Books, Magazines, Newspapers

https://tinyurl.com/rmps2017

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