P3 Science: Curriculum & Assessment Matters for Parents... · Energy Forms & uses (P6) Energy conversion INTERACTIONS (P6) Forces Environment, Web of Life & Adaptations Man’s impact

P3 Science: Curriculum & Assessment Matters

Focus Areas General important information to get started with Science in P3.

Examples of Science Activities @ Home

Science Exam Questions

10 tips for parents & role of CPR

5 Themes – Lower Block (P3 & P4)

DIVERSITYEg. Living & non-living things (P3)

Materials (P3)

SYSTEMSEg. Plant system (P3)

Human systems (eg. digestive) (P4)

CYCLESEg. Life cycles of plants & animals (P3)

3 states of Matter (P4) Upper blk : Water (P4)

ENERGY Eg. Light energy (P4)

Heat & Temperature (P4)

INTERACTIONSEg. Magnets (P3)

LOWER

BLOCK

4 Themes – Upper Block (P5 & P6)

SYSTEMSCells system (P5)

Systems in living things (P5) Electrical system (P5)

CYCLESWater cycle, Human reproduction cycle (P5)

& Plant reproduction cycle (P5)

ENERGY Energy & Photosynthesis (P5)

Energy Forms & uses (P6)Energy conversion

INTERACTIONS (P6)Forces

Environment, Web of Life & AdaptationsMan’s impact on the Environment

UPPER

BLOCK

Science Assessment for P3 2016

Test / Exam Section Item Type No. of Items Marks

Term 1 : No Topical Tests : instead practice papers and milestone

checks as Formative Assessment - (Non-graded)

SA1

(1h 45 min)

A

B

MCQs

Open-ended

30 (2 mks)

14 (2, 3 or 4 mks)

60

40

(100 marks)

Term 3 :

Topical Test 1

A

B

MCQs

Open-ended

8

4

16

14

(30 marks)

Sc Practical

Test (50 min)

Hands-on

experiment

3 work stations 20 (Graded)

A, B or C

SA2

(1h 45 min)

A

B

MCQs

Open-ended

30 (2 mks)

14 (2, 3 or 4 mks)

60

40

(100 marks)

The skill of using our senses

to gather information about

objects or events.

Includes the use of

instruments to extend range

of senses.

Science Process Skill : Observing

Science process Skill: Comparing

The skill of identifying the

similarities and differences between

2 or more objects, concepts or

processes.

Science Process Skill: Classifying

The skill of grouping objects

or events based on common

characteristics.

Measuring & Using Apparatus

The skill of knowing the

functions and limitations of

various apparatus, and

developing the ability to select

and handle them appropriately

for various tasks.

Process Skills tested in Exams Qns

Analyzing

data & given

information.

Classification of

given organisms or

objects into 2

groups

Starting Right

Science Files &

“Biology” blue Ex. Bk

Science Textbooks &

Workbooks

Assessment Plan

(at the beginning of year)

11 Process Skills

6. Inferring

7. Formulating hypothesis

8. Predicting

9. Analysing

10. Generating possibilities

11. Evaluating

60%

1. Observing

2. Comparing

3. Classifying

4. Using apparatus and equipment

5. Communicating

Science Text Books : Take note of the summary page at the end of each topic

Must-Have & Good-to-Have Resources

Textbooks/

Workbooks

Past year

exam papers

(Practice papers)

School’s topical

worksheets

Reference books

eg. Science

Boosters A

Websites &

AsknLearn

e-Portal for

CoL & SDL

Others

eg. Note-taking

Journals (holiday hw)

Science magazines

Learning Science@Home Involve your children in the kitchen –wash the vegetables, debone/skin a chicken, de-shell prawns, de-scale a fish, as “fun-playtime” in the kitchen

Go for nature walks, pick leaves: examine its shape, texture, veins etc. watch an ant-trail, insects around plants, etc..

Watch plant and animal documentary shows on TV with your children and talk about them. A video/picture speaks a thousand words/explanation. It brings Science learning alive and authentic.

How to ask questions to promote thinking?

To sharpen your child’s thinking skills

Will the pencil roll down the book cover when I let it go?

What will happen to the pencil

when I let it go?

The pencil will roll down the book cover and then continue to roll away from the book until it stops.

Taken from ‘The Essentail Parents’ Guide to Primary Science’ by Teo-Gwan Wai Lan

OR

Will the pencil

roll further away

from the book?

What will happen

to the pencil when

I let it go

this time?

The pencil will roll down the book cover and roll further away from

the book than the first time.

OR

Now the book cover

is lifted higher

Investigative expt: Work through the steps of the experiment

Tabulating Data

Type of Paper

Indicate your prediction from the fastest to the slowest

Time taken to get the paper completely soaked

Indicate the actual ranking from the fastest to the slowest

Tissue paper

Cardboard

PROCESS SKILLS :

Observing, predicting, using

apparatus and equipment,

comparing, inferring,

analysing, communicating

10 SIMPLE TIPS for parents

1. Show positive attitude.

2. Secure enough to say ‘I am not sure’ or ‘I don’t know’.

3. Surface opportunities for informal science learning at your kitchen, bathrooms, playgrounds, watching a short film, video clip etc.

4. Show respect to children’s explanation.

5. Shower them with lots of praises to gain their confidence.

10 SIMPLE TIPS for parents

6. Show links/ relevance of Science to everyday activities.

7. Stimulate thinking. Don’t give them the answers, instead lead them to think further by asking open-ended questions.

8. Strongly encourage them to ask questions.

10 SIMPLE TIPS for parents

9. Strengthen partnership with your child’s Science / Form teacher.

by being a CPR : class parent representative

10. Safety first in all you do with your child / children at home & in school!

Our school environment for Science teaching

1) Our Worm station under

the stair-case

Worm station / Bin

Food wastes are placed at the topmost layer

Worms are at the 2nd tray

Liquid poo is collected at the bottom tray.

Liquid Poo is drained from tap outlet.

2) Landscape gdn at the Library courtyard

3) Outdoor Experiential Learning(OEL) area (@Sc Labs level 2)

4) Butterfly garden (@school porch front of car-park)

5) Eco-garden pond, native plants & common fruit trees.

6) Sungei Buloh Mangrove Swamp ceramic mural wall - use QR codes to learn the plants and animals shown.

An appeal for :

P3 Parent Class Reps (PCRs) to help/arouse interests in your chn to learn Science in practical ways in the sch Eco-gdn, OEL & Worm station areas.

PCRs to help and check on plants and animals living in these areas.

• Frequency: PCR to commit at least 1 time per Term around 7.15- 8.30am OR during 3 recess times (9.45-11.15)

• Minimum of 6-8 PCRs per class to a max of 10 CPRs are needed per class to assist in all areas (once per term – preferably on a Mon / Tues morning).

• One PCR i/c to register with FT/HOD per class – to garner /remind the other parents for duty.

PCRs in resp. areas : Term 1

OEL : Aquarium & & Plants

Eco-Gdn : Pond Butterfly Gdn

Worm station (under the stairs)

Jan : Week 3 Eg : P3/1

Jan : Week 4 P3/2

Feb : Week 5 P3/3

Feb : Week 6 P3/4

Feb : Week 7 P3/5

Feb : Week 8 P3/6

Mar : Week 9 Exam / Assessment week / No CPR

Mar : Week 10 P3/7

Class PCR’s Name i/c Tel /Hp Class PCR Name i/c Tel /Hp

P3/1 P3/2

P3/3 P3/4

P3/5 P3/6

P3/7

Eco-gdn/pond + Butterfly Gdn at porch

OEL (2nd level@Sc Labs) (Aquarium + plants)

Worm Station + Library Landscape Gdn

1) Gdn plants: Cut off leaves that are diseased/ unhealthy/yellow, Trim edges of whole plant – to control its growth & increase its foliage

Check if sufficient food-scraps are present on top tray.

2) Till/loosen/aerate soil near base of plants Check on 2nd tray

3) Pull weeds & check for butterfly/insect eggs if any. Do not disturb or remove them.

Loosen the worm home base soil (2nd tray)

4) Fertilize soil only on even weeks. Drain liquid waste from 3rd

tray

5) Use water from the pond to water the surrounding plants

Use water from Aquarium to water the surrounding plants

Dilute liquid waste w water and use it to water nearby plants.

6) Pond: floating plants-not too overcrowded pull out some for mulching / feed worms

Aquarium: check water quality, ensure water filter system is good, not blocked

Check on the conditions of the “Fairy Gdn” plants at the 7 planter boxes at Worm station (1 per class)

7) Look out & check on fishes / turtles inside. Feed them

Look out & check on fishes / sucker fish inside. Feed them.

Check & weed the plants at the Landscape gdn at Library courtyard

Specific tasks to be done : 3+ areas : Eco-gdn, OEL & Worm station

• P3 Parent Class Representatives :

• We need your help to create a “Miniature / Fairy Garden” on the given planter boxes left at the side of the Worm station.

“What is a Fairy or Miniature Garden”

Miniature gardens are a combination of

container, soil, planting, accessories and

imagination all rolled into one creative tiny

scene! You do not need to be a gardener to

create a miniature garden, all you need is a

little imagination and a little creativity!

Each P3 class will be given a planter box to create a “Miniature”

Garden for an Inter-class competition. Time frame is 1 month,

(end Feb) – in time for chn to learn about plant system.

Egs. of “Fairy” or Miniature Gardens

More examples of Miniature Gdn at S’pore’s Flower show 2014

• Those who are interested to become a class parent rep, please stay behind to register your name with me. I need on PCR i/c of each class

• I would like to give you more details on the creation of the “Miniature Garden”. Time frame is only about 1-3 weeks only.

• I have some books to show you on these miniature gardens for your reference.

• Please meet me if you have more queries.

Thank YouEmail :

pok_sat_yoong@

moe.edu.sg