UNDERSTANDING THE CURRICULUM SCIENCE KBSR  LEVEL TWO  SCIENCE YEAR 5
Aims To develop pupils’ interest and creativity through everyday experiences and investigations that promote the acquisiti...
OBJECTIVES <ul><li>The level two science curriculum aims to: </li></ul><ul><li>Stimulate pupils’ curiosity and develop the...
OBJECTIVES <ul><li>Apply knowledge and skills in a creative and critical manner for problem solving and decision making. <...
Emphasis of the Curriculum The curriculum emphasises the integration of knowledge, skills and values through inquiry learn...
Emphasis of the Curriculum Pupils are encouraged to observe, explore, and ask questions.  They are guided to design fair t...
CURRICULUM ORGANISATION SCIENCE YEAR 5
CURRICULUM ORGANISATION <ul><ul><li>Investigating Living Things </li></ul></ul><ul><ul><li>Investigating Force and Energy ...
Each theme is organised into learning areas CURRICULUM ORGANISATION learning areas SCIENCE YEAR 5
CONTENT ORGANISATION Investigating Force and Energy LEARNING OBJECTIVES   SUGGESTED LEARNING ACTIVITIES   LEARNING OUTCOME...
Themes   Learning Areas   Learning Objectives   Suggested Learning Activities   Learning Outcomes   Notes   Vocabulary CON...
CONTENT ORGANISATION Investigating Force and Energy LEARNING OBJECTIVES   SUGGESTED LEARNING ACTIVITIES   LEARNING OUTCOME...
CONTENT ORGANISATION LEVELS IN THE COGNITIVE AND AFFECTIVE   DOMAINS COGNITIVE DOMAINS  AFFECTIVE DOMAINS Knowing  to be a...
CONTENT ORGANISATION Elements in the curriculum SCIENCE KNOWLEDGE SKILLS SCIENTIFIC ATTITUDES AND NOBLE VALUES Principles ...
SCIENTIFIC ATTITUDES AND NOBLE VALUES Scientific attitudes and  noble values can be inculcated through the learning of sci...
CONTENT ORGANISATION Elements in the curriculum SCIENCE KNOWLEDGE SKILLS SCIENTIFIC ATTITUDES AND NOBLE VALUES Principle T...
SKILLS Science emphasises on inquiry and problem solving. In these processes the following skills are developed: <ul><li>S...
SCIENTIFIC SKILLS <ul><li>Basic SPS </li></ul><ul><li>Observing </li></ul><ul><li>Classifying </li></ul><ul><li>Measuring ...
SCIENTIFIC SKILLS <ul><li>handle specimens correctly </li></ul><ul><li>and carefully, </li></ul><ul><li>draw specimens, ap...
SCIENCE PROCESS SKILLS Science process skills are introduced implicitly through questions and activities. SCIENCE YEAR 5 O...
SCIENCE PROCESS SKILLS SCIENCE YEAR 5 Classifying Grouping objects according to similarities. Based on observation. e.g. c...
SCIENCE PROCESS SKILLS SCIENCE YEAR 5 Measuring and using numbers Making quantitative observation by comparing to a conven...
SCIENCE PROCESS SKILLS SCIENCE YEAR 5 Inferring SCIENCE PROCESS SKILL Description An explanation or interpretation of an o...
SCIENCE PROCESS SKILLS SCIENCE YEAR 5 Predicting A forecast of what a future observation might be. e.g. predict what will ...
SCIENCE PROCESS SKILLS SCIENCE YEAR 5 Communicating Compiling information in graphic or pictorial form, describing objects...
Recognising space-time relations Describing the position of an object with reference to other objects or to time; describi...
SCIENCE PROCESS SKILLS SCIENCE YEAR 5 Giving rational explanations about an object, event or pattern derived from collecte...
SCIENCE PROCESS SKILLS SCIENCE YEAR 5 Defining all variables in the experiment by describing what must be done and what sh...
SCIENCE PROCESS SKILLS SCIENCE YEAR 5 Naming the manipulated variable, the responding variable and all variables to be hel...
SCIENCE PROCESS SKILLS SCIENCE YEAR 5 Making a general statement about the relationship between a manipulated variable and...
SCIENCE PROCESS SKILLS SCIENCE YEAR 5 Planning and conducting activities to test a hypothesis. These activities include co...
SCIENCE PROCESS SKILLS Design a fair test : to find out what factors cause the size of a shadow to change by deciding  wha...
SCIENCE PROCESS SKILLS Design a fair test : Science Worksheet Before the experiment What do you want to find out?   How wi...
SCIENCE PROCESS SKILLS Design a fair test (for higher level) Science Worksheet After the experiment What happened?     Can...
CONTENT ORGANISATION Elements in the curriculum SCIENCE KNOWLEDGE SKILLS SCIENTIFIC ATTITUDES AND NOBLE VALUES Principle T...
THINKING SKILLS <ul><li>CRITICAL </li></ul><ul><li>Attributing </li></ul><ul><li>Comparing & Contrasting </li></ul><ul><li...
THINKING SKILLS <ul><li>Thinking is a mental process that requires an individual to integrate knowledge, skills and attitu...
REASONING <ul><li>Skill used in making logical, just and rational judgements. </li></ul><ul><li>e.g. give reasons why we n...
CONTENT ORGANISATION Elements in the curriculum SCIENCE KNOWLEDGE SKILLS SCIENTIFIC ATTITUDES AND NOBLE VALUES Principle T...
TEACHING AND LEARNING STRATEGIES SCIENCE YEAR 5
T&L STRATEGIES T&L activities should be planned in a  holistic and integrated  manner that enable the achievement of multi...
Learning through experiences   Pupils are encouraged to find information, to question and to investigate a phenomenon that...
Learning through discovery .  Pupils are encouraged to investigate and discover the main concepts and principles of scienc...
T & L STRATEGIES <ul><li>Filled with Activities : </li></ul><ul><li>Hands – on, Minds – on, Hearts-on </li></ul><ul><li>In...
T & L  STRATEGIES <ul><li>I  listen……..….I forget </li></ul><ul><li>I Look………….I remember </li></ul><ul><li>I DO ………  I UN...
  T & L  STRATEGIES Thoughtful Learning A process that helps pupils acquire knowledge and master skills that will help the...
  T & L  STRATEGIES <ul><li>Various Teaching and Learning  Approaches </li></ul><ul><li>Inquiry and Discovery </li></ul><u...
  T & L  STRATEGIES <ul><li>Various Teaching and Learning Methods : </li></ul><ul><li>Experiments </li></ul><ul><li>Discus...
ASSESSMENT SCIENCE YEAR 5
ASSESSMENT Continuous assessment through observation and questions. <ul><li>Teachers may observe pupils during activities ...
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  • What do you see? What do you hear? How does the object feel, taste, smell? Describing properties of objects (texture, smell, shape etc.)
  • Understanding the curriculum thp2yr5

    1. 1. UNDERSTANDING THE CURRICULUM SCIENCE KBSR LEVEL TWO SCIENCE YEAR 5
    2. 2. 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. SCIENCE YEAR 5
    3. 3. OBJECTIVES <ul><li>The level two science curriculum aims to: </li></ul><ul><li>Stimulate pupils’ curiosity and develop their interest in the world around them. </li></ul><ul><li>Provide pupils with opportunities to develop scientific skills and thinking skills. </li></ul><ul><li>Develop pupils’ creativity. </li></ul><ul><li>Provide pupils’ with basic science knowledge and concepts. </li></ul>SCIENCE YEAR 5
    4. 4. OBJECTIVES <ul><li>Apply knowledge and skills in a creative and critical manner for problem solving and decision making. </li></ul><ul><li>Inculcate scientific attitudes and noble values. </li></ul><ul><li>Appreciate the contributions of science & technology towards national development and well-being of mankind. </li></ul><ul><li>Create an awareness on the need to love and care for the environment. </li></ul>SCIENCE YEAR 5
    5. 5. Emphasis of the Curriculum The curriculum emphasises the integration of knowledge, skills and values through inquiry learning and problem solving . SCIENCE YEAR 5
    6. 6. 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. SCIENCE YEAR 5
    7. 7. CURRICULUM ORGANISATION SCIENCE YEAR 5
    8. 8. CURRICULUM ORGANISATION <ul><ul><li>Investigating Living Things </li></ul></ul><ul><ul><li>Investigating Force and Energy </li></ul></ul><ul><ul><li>Investigating Materials </li></ul></ul><ul><ul><li>Investigating The Earth and The Universe </li></ul></ul><ul><ul><li>Investigating Technology </li></ul></ul>There are five themes in Year 5 Science: SCIENCE YEAR 5
    9. 9. Each theme is organised into learning areas CURRICULUM ORGANISATION learning areas SCIENCE YEAR 5
    10. 10. CONTENT ORGANISATION Investigating Force and Energy LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTES VOCABULARY Pupils <ul><li>state the sources of electricity. </li></ul>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
    11. 11. Themes Learning Areas Learning Objectives Suggested Learning Activities Learning Outcomes Notes Vocabulary CONTENT ORGANISATION SCIENCE YEAR 5
    12. 12. CONTENT ORGANISATION Investigating 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
    13. 13. 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
    14. 14. CONTENT ORGANISATION Elements in the curriculum SCIENCE KNOWLEDGE SKILLS SCIENTIFIC ATTITUDES AND NOBLE VALUES Principles Theories Concepts Laws Facts Scientific skills Thinking skills
    15. 15. 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. SCIENCE YEAR 5
    16. 16. CONTENT ORGANISATION Elements in the curriculum SCIENCE KNOWLEDGE SKILLS SCIENTIFIC ATTITUDES AND NOBLE VALUES Principle Theories Concepts Law Facts Scientific skills Thinking skills
    17. 17. SKILLS Science emphasises on inquiry and problem solving. In these processes the following skills are developed: <ul><li>Scientific skills – science process skills </li></ul><ul><ul><ul><ul><ul><li> - manipulative skills </li></ul></ul></ul></ul></ul><ul><li>Thinking skills – critical thinking </li></ul><ul><li>- creative thinking </li></ul>SCIENCE YEAR 5
    18. 18. SCIENTIFIC SKILLS <ul><li>Basic SPS </li></ul><ul><li>Observing </li></ul><ul><li>Classifying </li></ul><ul><li>Measuring and Using Numbers </li></ul><ul><li>Inferring </li></ul><ul><li>Predicting </li></ul><ul><li>Communicating </li></ul>Science process skills (SPS) enable pupils to formulate their questions and find out the answers systematically. <ul><li>Integrated SPS </li></ul><ul><li>Using Space-Time Relationship </li></ul><ul><li>Interpreting Data </li></ul><ul><li>Defining Operationally </li></ul><ul><li>Controlling Variables </li></ul><ul><li>Hypothesising </li></ul><ul><li>Experimenting </li></ul>
    19. 19. SCIENTIFIC SKILLS <ul><li>handle specimens correctly </li></ul><ul><li>and carefully, </li></ul><ul><li>draw specimens, apparatus and laboratory substances </li></ul><ul><li>accurately, </li></ul><ul><li>use and handle scientific instruments and apparatus correctly </li></ul>Manipulative skills in scientific investigation are psychomotor skills that enable pupils to: <ul><li>clean science apparatus </li></ul><ul><li>correctly, </li></ul><ul><li>store science apparatus and </li></ul><ul><li>laboratory substances correctly </li></ul><ul><li>and safely. </li></ul>Focussing on techniques of operation and safety
    20. 20. SCIENCE PROCESS SKILLS Science process skills are introduced implicitly through questions and activities. SCIENCE YEAR 5 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 PROCESS SKILL Description
    21. 21. SCIENCE PROCESS SKILLS SCIENCE YEAR 5 Classifying Grouping objects according to similarities. Based on observation. e.g. classify animals into herbivore carnivore and omnivore SCIENCE PROCESS SKILL Description
    22. 22. SCIENCE PROCESS SKILLS SCIENCE YEAR 5 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 PROCESS SKILL Description
    23. 23. SCIENCE PROCESS SKILLS SCIENCE YEAR 5 Inferring SCIENCE PROCESS SKILL Description An explanation or interpretation of an observation. e.g. explain why plants need to disperse seeds or fruits
    24. 24. SCIENCE PROCESS SKILLS SCIENCE YEAR 5 Predicting A 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 PROCESS SKILL Description
    25. 25. SCIENCE PROCESS SKILLS SCIENCE YEAR 5 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 PROCESS SKILL Description
    26. 26. 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 PROCESS SKILL Description SCIENCE PROCESS SKILLS SCIENCE YEAR 5
    27. 27. SCIENCE PROCESS SKILLS SCIENCE YEAR 5 Giving rational explanations about an object, event or pattern derived from collected data. Interpreting Data Description SCIENCE PROCESS SKILL
    28. 28. SCIENCE PROCESS SKILLS SCIENCE YEAR 5 Defining all variables in the experiment by describing what must be done and what should be observed. Defining Operationally Description SCIENCE PROCESS SKILL
    29. 29. SCIENCE PROCESS SKILLS SCIENCE YEAR 5 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 Controlling Variables Description SCIENCE PROCESS SKILL
    30. 30. SCIENCE PROCESS SKILLS SCIENCE YEAR 5 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. Constructing Hypothesis Description SCIENCE PROCESS SKILL
    31. 31. SCIENCE PROCESS SKILLS SCIENCE YEAR 5 Planning and conducting activities to test a hypothesis. These activities include collecting, analysing and interpreting data and making conclusions. Experimenting (design a fair test) Description SCIENCE PROCESS SKILL
    32. 32. SCIENCE PROCESS SKILLS Design 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. <ul><li>To find out what factors cause the size of a shadow to change. </li></ul><ul><li>To make the test fair pupils should use the same object, the same light source, same screen </li></ul><ul><li>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? </li></ul>SCIENCE YEAR 5
    33. 33. SCIENCE PROCESS SKILLS Design 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 YEAR 5
    34. 34. SCIENCE PROCESS SKILLS Design 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.   SCIENCE YEAR 5
    35. 35. CONTENT ORGANISATION Elements in the curriculum SCIENCE KNOWLEDGE SKILLS SCIENTIFIC ATTITUDES AND NOBLE VALUES Principle Theories Concepts Law Facts Scientific skills Thinking skills
    36. 36. THINKING SKILLS <ul><li>CRITICAL </li></ul><ul><li>Attributing </li></ul><ul><li>Comparing & Contrasting </li></ul><ul><li>Grouping & Classifying </li></ul><ul><li>Sequencing </li></ul><ul><li>Prioritising </li></ul><ul><li>Analysing </li></ul><ul><li>Detecting bias </li></ul><ul><li>Evaluating </li></ul><ul><li>Making conclusions </li></ul><ul><li>CREATIVE </li></ul><ul><li>Generating ideas </li></ul><ul><li>Relating </li></ul><ul><li>Making inferences </li></ul><ul><li>Predicting </li></ul><ul><li>Making hypotheses </li></ul><ul><li>Synthesising </li></ul><ul><li>Making generalisations </li></ul><ul><li>Visualising </li></ul><ul><li>Making analogies </li></ul><ul><li>Inventing </li></ul>REASONING THINKING STRATEGIES * Conceptualising *Making decisions *Problem solving
    37. 37. THINKING SKILLS <ul><li>Thinking is a mental process that requires an individual to integrate knowledge, skills and attitude. </li></ul><ul><li>Thinking skills enhance the thinking ability of pupils. </li></ul><ul><li>This can be achieved through a curriculum that emphasises thoughtful learning. </li></ul><ul><li>The pupils are actively involved in the teaching and learning process. </li></ul><ul><li>Activities should provide opportunities for pupils to apply thinking skills in conceptualisation, problem solving and decision-making. </li></ul>SCIENCE YEAR 5
    38. 38. REASONING <ul><li>Skill used in making logical, just and rational judgements. </li></ul><ul><li>e.g. give reasons why we need to keep our water resources clean. </li></ul>SCIENCE YEAR 5
    39. 39. CONTENT ORGANISATION Elements in the curriculum SCIENCE KNOWLEDGE SKILLS SCIENTIFIC ATTITUDES AND NOBLE VALUES Principle Theories Concepts Law Facts Scientific skills Thinking skills
    40. 40. TEACHING AND LEARNING STRATEGIES SCIENCE YEAR 5
    41. 41. 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 SCIENCE YEAR 5
    42. 42. 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 SCIENCE YEAR 5
    43. 43. Learning through discovery . Pupils are encouraged to investigate and discover the main concepts and principles of science by themselves. Emphasis of the Curriculum SCIENCE YEAR 5
    44. 44. T & L STRATEGIES <ul><li>Filled with Activities : </li></ul><ul><li>Hands – on, Minds – on, Hearts-on </li></ul><ul><li>Interesting, challenging and meaningful … </li></ul><ul><li>to encourage pupils to carry out investigations and explorations in a systematic and fun way </li></ul>SCIENCE YEAR 5
    45. 45. T & L STRATEGIES <ul><li>I listen……..….I forget </li></ul><ul><li>I Look………….I remember </li></ul><ul><li>I DO ……… I UNDERSTAND </li></ul>Based on ‘hands-on and minds-on experience’ SCIENCE YEAR 5
    46. 46. T & L STRATEGIES Thoughtful Learning A process that helps pupils acquire knowledge and master skills that will help them develop their minds to the optimum level SCIENCE YEAR 5
    47. 47. T & L STRATEGIES <ul><li>Various Teaching and Learning Approaches </li></ul><ul><li>Inquiry and Discovery </li></ul><ul><li>Constructivism </li></ul><ul><li>Contextual learning </li></ul><ul><li>Mastery Learning </li></ul><ul><li>Science, Technology and Society </li></ul>SCIENCE YEAR 5
    48. 48. T & L STRATEGIES <ul><li>Various Teaching and Learning Methods : </li></ul><ul><li>Experiments </li></ul><ul><li>Discussions </li></ul><ul><li>Simulations </li></ul><ul><li>Projects </li></ul><ul><li>Visits & Use Of External Resources </li></ul><ul><li>Use of Technology </li></ul>SCIENCE YEAR 5
    49. 49. ASSESSMENT SCIENCE YEAR 5
    50. 50. ASSESSMENT Continuous assessment through observation and questions. <ul><li>Teachers may observe pupils during activities to assess pupils understanding as well as the development of skills and values. </li></ul><ul><li>Pupils work products such as drawings, records, folios, scrap books and models can also be used as indicators. </li></ul><ul><li>Teachers may also question individual pupils to assess their understanding. </li></ul>SCIENCE YEAR 5
    51. 51. Thank you

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