understanding the curriculum thp2yr5
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UNDERSTANDING THE
CURRICULUM
SCIENCE KBSR
LEVEL TWO
Aims
To develop pupils’ interest and creativity through everyday
experiences and investigations that promote the acquisition of scientific and thinking skills as
well as the inculcation of scientific attitudes and noble
values.
OBJECTIVES
The level two science curriculum aims to:
Stimulate pupils’ curiosity and develop their interest in the world around them.
Provide pupils with opportunities to develop scientific skills and thinking skills.
Develop pupils’ creativity.Provide pupils’ with basic
science knowledge and concepts.
OBJECTIVESApply knowledge and skills in a
creative and critical manner for problem solving and decision making.
Inculcate scientific attitudes and noble values.
Appreciate the contributions of science & technology towards national development and well-being of mankind.
Create an awareness on the need to love and care for the environment.
Emphasis of the Curriculum
The curriculum emphasises the integration of knowledge,
skills and values through inquiry learning and problem
solving.
Emphasis of the Curriculum
Pupils are encouraged to observe, explore, and ask questions.
They are guided to design fair tests to help them answer these questions and to link them to simple scientific ideas.
Pupils communicate their ideas and findings through writings, drawings, charts and tables or verbally.
CURRICULUM ORGANISATION
CURRICULUM ORGANISATION
•Investigating Living Things
•Investigating Force and Energy
•Investigating Materials
•Investigating The Earth and The Universe
•Investigating Technology
There are five themes in Year 5 Science:
Each theme is organised into learning areas
CURRICULUM ORGANISATION
learning areas
CONTENT ORGANISATIONInvestigating Force and Energy
LEARNING OBJECTIVES
SUGGESTED LEARNING ACTIVITIES
LEARNING OUTCOMES
NOTES VOCABULARY
Pupils
• state the sources of electricity.
2.1 Knowing the sources of electricity
2.0 Electricity
Provide real objects or substances such as dry cell, accumulator, rechargeable battery, solar cell etc for pupils to observe and discuss.
Dry cell- lsel kering
Hydroelectric power- kuasa hidroelektrik
Pupils carry out activity such as lighting up a bulb or ringing an electric bell to verify that the following sources produce electricity e.g.
Dry cell, accumulator, dynamo, solar cell
Themes Learning Areas Learning Objectives Suggested Learning Activities Learning Outcomes Notes Vocabulary
CONTENT ORGANISATION
CONTENT ORGANISATIONInvestigating Force and Energy
LEARNING OBJECTIVES
SUGGESTED LEARNING ACTIVITIES
LEARNING OUTCOMES
NOTES VOCABULARY
Are written based on the hierarchy of the cognitive and affective domains
In the form of measurable behavioural terms and organised in order of complexity
1.0 Living things have basic needs
Scientific terminology, vocabulary, in context with statement in Learning Outcomes and SLA
Learning Area
General statements of learning outcomes.
Learning Objectives define the general skills, the key concepts and ideas or general facts that pupils must learn.
Provide information on scope and depth of learning outcomes, some guidance as how learning outcomes can be achieved
Teachers may modify the SLA to suit their pupils’ abilities
Give suggestions on materials used for activities
Precaution to be taken when carrying out activities
To clarify further the scope of the content
Theme
CONTENT ORGANISATION
LEVELS IN THE COGNITIVE AND AFFECTIVE
DOMAINS
COGNITIVE DOMAINS AFFECTIVE DOMAINS
Knowing to be aware of
Understanding to realise
Application to be appreciative
Analysis to be thankful
Synthesis to love
Evaluation to practise
to internalise
CONTENT ORGANISATION
Elements in the curriculum
SCIENCE
KNOWLEDGE
SKILLSSCIENTIFIC ATTITUDES AND NOBLE VALUES
PrinciplesTheoriesConceptsLawsFacts
Scientific skills
Thinking skills
SCIENTIFIC ATTITUDES AND NOBLE
VALUES
Scientific attitudes and noble values can be inculcated through the learning of science. Through science activities children will develop an interest and curiosity about their surroundings.
They will learn to be objective and systematic in carrying out investigations. Children also learn to be honest and accurate in the recording of data. They develop concern for living things and an awareness of their responsibility towards the environment.
CONTENT ORGANISATIONElements in the curriculum
SCIENCE
KNOWLEDGE
SKILLSSCIENTIFIC ATTITUDES AND NOBLE VALUES
PrincipleTheoriesConceptsLawFacts
Scientific skills
Thinking skills
SKILLS
Science emphasises on inquiry and problem solving. In these processes the following skills are developed:
• Scientific skills – science process skills
- manipulative skills
•Thinking skills – critical thinking
- creative thinking
SCIENTIFIC SKILLSSCIENTIFIC SKILLS
Basic SPSBasic SPS
• Observing• Classifying• Measuring and Using Numbers• Inferring• Predicting• Communicating
Science process skills (SPS) enable pupils to formulate their questions and find out the answers systematically.
Integrated SPSIntegrated SPS
• Using Space-Time Relationship• Interpreting Data• Defining Operationally• Controlling Variables• Hypothesising• Experimenting
SCIENTIFIC SKILLSSCIENTIFIC SKILLS
•handle specimens correctly and carefully,• draw specimens, apparatus and laboratory substances accurately,• use and handle scientific instruments and apparatus correctly
Manipulative skills in scientific investigation are psychomotor skills that enable pupils to:
• clean science apparatus correctly,• store science apparatus and laboratory substances correctly and safely.
Focussing on techniques of operation and safety
SCIENCE PROCESS SKILLS
Science process skills are introduced implicitly through questions and activities.
Observing
observing involves the use of our senses to identify and describe an object’s properties
e.g. it looks…, it smells…, it tastes…, it feels…, it sounds…
SCIENCE SCIENCE PROCESS PROCESS SKILLSKILL
Description
SCIENCE PROCESS SKILLS
Classifying
Grouping objects according to similarities. Based on observation.
e.g. classify animals into herbivore carnivore and omnivore
SCIENCE SCIENCE PROCESS PROCESS SKILLSKILL
Description
Measuring and using
numbers
Making quantitative observation by comparing to a conventional or non-conventional standard
e.g. measuring the temperature using the correct technique.
SCIENCE SCIENCE PROCESS PROCESS SKILLSKILL
Description
SCIENCE PROCESS SKILLS
SCIENCE PROCESS SKILLS
Inferring
SCIENCE SCIENCE PROCESS PROCESS SKILLSKILL
Description
An explanation or interpretation of an observation.
e.g. explain why plants need to disperse seeds or fruits
PredictingA forecast of what a future observation might be.
e.g. predict what will happen if there is a change in population of a certain species in a food web.
SCIENCE SCIENCE PROCESS PROCESS SKILLSKILL
Description
SCIENCE PROCESS SKILLS
Communicating
Compiling information in graphic or pictorial form, describing objects/events in detail.
e.g. pupils gather information on how to keep our water resources clean and present it in the form of folio.
SCIENCE SCIENCE PROCESS PROCESS SKILLSKILL
Description
SCIENCE PROCESS SKILLS
Recognising space-
time relations
Describing the position of an object with reference to other objects or to time; describing changes in the shape and position of an object over a period of time.
SCIENCE SCIENCE PROCESS PROCESS SKILLSKILL
Description
SCIENCE PROCESS SKILLS
SCIENCE PROCESS SKILLS
SCIENCE SCIENCE PROCESS PROCESS SKILLSKILL
Description
Interpreting Data
Giving rational explanations about an object, event or pattern derived from collected data.
SCIENCE PROCESS SKILLS
SCIENCE SCIENCE PROCESS PROCESS SKILLSKILL
Description
Defining Operationally
Defining all variables in the experiment by describing what must be done and what should be observed.
SCIENCE PROCESS SKILLS
SCIENCE SCIENCE PROCESS PROCESS SKILLSKILL
Description
Controlling Variables
Naming the manipulated variable, the responding variable and all variables to be held constant.
what to keep the same - constants
what to change - manipulated variable
what to measure- responding variable
SCIENCE PROCESS SKILLS
SCIENCE SCIENCE PROCESS PROCESS SKILLSKILL
Description
Constructing
Hypothesis
Making a general statement about the relationship between a manipulated variable and a responding variable to explain an observation or event. The statement can be tested to determine its validity.
SCIENCE PROCESS SKILLS
SCIENCE SCIENCE PROCESS PROCESS SKILLSKILL
Description
Experimenting
(design a fair test)
Planning and conducting activities to test a hypothesis. These activities include collecting, analysing and interpreting data and making conclusions.
SCIENCE PROCESS SKILLSDesign a fair test :
to find out what factors cause the size of a shadow to change by deciding what to keep the same, what to change and what to measure/ observe.
To find out what factors cause the size of a shadow to change.
To make the test fair pupils should use the same object, the same light source, same screen
If pupils use different objects they cannot conclude the factors that cause the size of a shadow to change is the distance between the light source and the objects. Why not?
SCIENCE PROCESS SKILLSDesign a fair test :
Science Worksheet
Before the experiment
What do you want to find out? How will you do it? What will you need?
To design a fair test:
What do you want to keep the same?
What do you want to change?
What do you want to observe/ measure?
During the experiment...
Write/Draw your results here
What did you learn from the experiment?
SCIENCE PROCESS SKILLSDesign a fair test (for higher level)
Science Worksheet
After the experiment
What happened? Can you explain why this happened? What did you learn from the experiment? If you could do the experiment again, would you change it? If yes, describe how you would do this.
CONTENT ORGANISATIONElements in the curriculum
SCIENCE
KNOWLEDGE
SKILLSSCIENTIFIC ATTITUDES AND NOBLE VALUES
PrincipleTheoriesConceptsLawFacts
Scientific skills
Thinking skills
THINKING SKILLSCRITICAL
Attributing Comparing &
Contrasting Grouping &
Classifying Sequencing Prioritising Analysing Detecting bias Evaluating Making conclusions
CREATIVE Generating ideas Relating Making inferences Predicting Making hypotheses Synthesising Making
generalisations Visualising Making analogies Inventing
REASONING
THINKINGTHINKING STRATEGIESSTRATEGIES*Conceptualising *Making decisions *Problem solving
THINKING SKILLSTHINKING SKILLS Thinking is a mental process that requires an individual to
integrate knowledge, skills and attitude.
Thinking skills enhance the thinking ability of pupils.
This can be achieved through a curriculum that emphasises thoughtful learning.
The pupils are actively involved in the teaching and learning process.
Activities should provide opportunities for pupils to apply thinking skills in conceptualisation, problem solving and decision-making.
REASONINGREASONING
Skill used in making logical, just and rational judgements.
e.g. give reasons why we need to keep our water resources clean.
CONTENT ORGANISATIONElements in the curriculum
SCIENCE
KNOWLEDGE
SKILLSSCIENTIFIC ATTITUDES AND NOBLE VALUES
PrincipleTheoriesConceptsLawFacts
Scientific skills
Thinking skills
TEACHING AND LEARNING
STRATEGIES
T&L STRATEGIES
T&L activities should be planned in a holistic and integrated manner that enable the achievement of multiple learning outcomes according to needs and context.
Teacher should avoid teaching strategies that try to achieve each learning outcome separately according to the order stated to the Curriculum Specifications
Learning through experiences
Pupils are encouraged to find information, to
question and to investigate a
phenomenon that occurs in the environment.
Emphasis of the Curriculum
Learning through discovery.
Pupils are encouraged to investigate and discover the main concepts and principles of science by themselves.
Emphasis of the Curriculum
T & L STRATEGIES
Filled with ActivitiesFilled with Activities::
Hands – on, Minds – on, Hearts-Hands – on, Minds – on, Hearts-ononInteresting, challenging and Interesting, challenging and meaningfulmeaningful ……
to encourage pupils to carry out to encourage pupils to carry out investigations and explorations in investigations and explorations in a systematic and fun waya systematic and fun way
T & L STRATEGIES
• I listen……..….I forget
• I Look………….I remember
• I DO……… I UNDERSTAND
Based on ‘hands-on and minds-on experience’
T & L STRATEGIES
Thoughtful LearningThoughtful Learning A process that helps pupils A process that helps pupils
acquire knowledge and acquire knowledge and master skills that will help master skills that will help them develop their minds to them develop their minds to the optimum levelthe optimum level
T & L STRATEGIES
Various Teaching and Various Teaching and Learning ApproachesLearning ApproachesInquiry and DiscoveryInquiry and Discovery
ConstructivismConstructivism
Contextual learningContextual learning
Mastery LearningMastery Learning
Science, Technology and SocietyScience, Technology and Society
T & L STRATEGIES
Various Teaching and Various Teaching and Learning Methods :Learning Methods : ExperimentsExperiments DiscussionsDiscussions SimulationsSimulations ProjectsProjects Visits & Use Of External Visits & Use Of External ResourcesResources Use of TechnologyUse of Technology
ASSESSMENT
ASSESSMENT
Continuous assessment through observation and questions.
•Teachers may observe pupils during activities to assess pupils understanding as well as the development of skills and values.
•Pupils work products such as drawings, records, folios, scrap books and models can also be used as indicators.
•Teachers may also question individual pupils to assess their understanding.
Thank Thank youyou
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