The document outlines the curriculum for level two science for year 5 pupils. It aims to develop pupils' interest in science through investigations and activities that promote scientific thinking skills and attitudes. The curriculum focuses on integrating knowledge, skills and values through inquiry learning and problem solving. It is organized into themes, learning areas, objectives, activities and outcomes. Scientific process skills, thinking skills, attitudes and teaching strategies are also discussed.

1. UNDERSTANDING THE CURRICULUM SCIENCE KBSR LEVEL TWO SCIENCE YEAR 5

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

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. 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. CURRICULUM ORGANISATION SCIENCE YEAR 5

9. Each theme is organised into learning areas CURRICULUM ORGANISATION learning areas SCIENCE YEAR 5

11. Themes Learning Areas Learning Objectives Suggested Learning Activities Learning Outcomes Notes Vocabulary CONTENT ORGANISATION SCIENCE YEAR 5

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. 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. CONTENT ORGANISATION Elements in the curriculum SCIENCE KNOWLEDGE SKILLS SCIENTIFIC ATTITUDES AND NOBLE VALUES Principles Theories Concepts Laws Facts Scientific skills Thinking skills

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. CONTENT ORGANISATION Elements in the curriculum SCIENCE KNOWLEDGE SKILLS SCIENTIFIC ATTITUDES AND NOBLE VALUES Principle Theories Concepts Law Facts Scientific skills Thinking skills

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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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

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. 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. CONTENT ORGANISATION Elements in the curriculum SCIENCE KNOWLEDGE SKILLS SCIENTIFIC ATTITUDES AND NOBLE VALUES Principle Theories Concepts Law Facts Scientific skills Thinking skills

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. TEACHING AND LEARNING STRATEGIES SCIENCE YEAR 5

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. 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. 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

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

49. ASSESSMENT SCIENCE YEAR 5

51. Thank you