1) Science

Science Curriculum Framework

Souce: http://subjects.opal.moe.edu.sg/sciences/science-curriculum-framework

Process Skills

Engaging with an event, phenomenon or problem through:

Formulating hypothesis

This is the skill of making a general explanation for a related set of observations or events. It is an extension of inferring.

Generating possibilities

This is the skill of exploring all the alternatives, possibilities and choices beyond the obvious or preferred one.

Predicting

This is the skill of assessing the likelihood of an outcome based on prior knowledge of how things usually turn out.

Collecting and presenting evidence through:

Observing

This is the skill of using our senses to gather information about objects or events. This also includes the use of

instruments to extend the range of our senses.

Using apparatus and equipment

This is the skill of knowing the functions and limitations of various apparatus, and developing the ability to select and

handle them appropriately for various tasks.

Reasoning; making meaning of information and evidence through:

Comparing

This is the skill of identifying the similarities and differences between two or more objects, concepts or processes.

Classifying

This is the skill of grouping objects or events based on common characteristics.

Inferring

This is the skill of interpreting or explaining observations or pieces of data or information.

Analysing

This is the skill of identifying the parts of objects, information or processes, and the patterns and relationships between these parts.

Evaluating

This is the skill of assessing the reasonableness, accuracy and quality of information, processes or ideas. This is also the skill of assessing the quality and feasibility of objects.

Communicating

This is the skill of transmitting and receiving information presented in various forms – written, verbal, pictorial, tabular or graphical.

Primary 5

Term 1

Cycle - Plants, Animals and Matter (Water)

Please note that assessments in P5 will cover topics in P3 and P4 as well.

Concepts taught in P3 and P4

Taking on Open Ended Questions

1. Focus on keywords in the question

First rule, always understand and answer only the question given.

Understanding the question is critical in knowing how to phrase your answers. There’s a reason why your Science teacher asks you to circle keywords in the question. Question tags such as “how” or “what” require the answer to be phrased in different ways, even if they’re ultimately testing on the same knowledge. You should always be aware of how answers should be phrased according to the question tags. It’s simply a matter of being more aware and alert when it comes to the question requirements.

2. Focus on keywords in the answer

Every Science topic has keywords, frequently marked out in bold or underlined in the student’s notes. These are the sorts of keywords that should be used when answering open-ended questions. These are not just related to terms or processes, such as “light” or “photosynthesis”. Accurate keywords must be used to describe relationships or outcomes, such as “increases” instead of “becomes bigger”. Using such keywords will increase your chances of being awarded the full mark for your answer.

3. Use answering templates

When in doubt, fall back on answering templates used in similar questions. This means that you should look at the structure of model answers in papers from prior years. Science open-ended questions frequently ask for observations and explanations of certain phenomena. This often means that the answer requires the student to write “as ABC increases, XYZ decreases”. It’s not just about using accurate keywords in the answer, but about knowing which keywords often go together. That’s where answering templates help greatly.

4. Always answer with CCER (Choice-Cause-Effect-Result)

Pupils are taught this handy acronym, because following this system ensures that you cover all the bases for answering open-ended questions. Make sure that you understands which part of the answer correlates to the Choice, Cause, Effect and Result.

For example, an experiment that shows how a fire in a room changes its temperature and test you on your understanding of the chain of reactions that causes it.

Effect of Fire on Room Temperature

Room Temperature before fire started - 25˚C

Room Temperature after fire started - 35˚C

Will the room temperature increase, decrease or remain the same when a fire is started in the room? Explain why base on the temperatures given above.

The room temperature increases (Choice). The fire produces heat (Cause) and the air in the room gain heat (Effect)to increase its temperature from 25 to 35 degrees Celsius (Result).

Remember that the result often refers to a measurable outcome, while the effect is directly linked to a cause.

Reliability and Accuracy