UNDERSTANDING THE CURRICULUM

1. LEVEL ONE SCIENCE UNDERSTANDING THE CURRICULUM

2. Why teach science at level one? • To optimise the cognitive development in children. • To nurture an early interest in science. • To introduce basic science process skills at an early age. • To ensure continuity of science curriculum. • To improve achievement in science.

3. GOAL • To develop interest in science and creativity • as well as the acquisition of scientific skills, • thinking skills, linguistic skills, basic science • knowledge and the practice of noble • values and scientific attitudes.

4. OBJECTIVES • To gain experiences which develop their interest and stimulate their curiosity in science. • To acquire basic scientific skills, thinking skills and linguistic skills. • To acquire basic science knowledge. • To develop noble values and scientific attitudes.

5. Emphases • Basic science process skills/thinking skills cum English linguistic skills • Basic science knowledge • Noble values and scientific attitudes

6. CURRICULUM ORGANISATION Part Learning Area Learning Area Learning Objectives(LO) Learning Outcomes (LOTS) Vocabulary Suggested Learning Activities(SLA)

7. SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES LEARNING OBJECTIVES NOTES VOCABULARY 1.0 Ourselves Pupils Pupils should learn • identify parts of the body. 1.1 the names of different parts of the body. Pupils say the name of each part of their body. Pupils label external parts of the body. head, body, arm(s), leg(s) eye(s), ear(s), nose, mouth hair, neck hands, foot/feet, fingers, toe(s) CURRICULUM ORGANISATION Part A: Learning about Living Things

8. CURRICULUM ORGANISATION • There are two parts in Year 1 Science: • Part A : Learning about Living Things • Part B : Learning about the World Around Us

9. CURRICULUM ORGANISATION Each part is organised into learning areas • The first part has three learning areas: • Ourselves • Animals • Plants • The second part has three learning areas: • Using our senses. • Finding out about things that float and sink. • Finding out about light and dark.

10. BASIC SCIENCE PROCESS SKILLS • Observing • Classifying • Measuring and using numbers • Inferring • Predicting. • Communicating.

11. SCIENCE PROCESS SKILL Learning Outcomes Identify parts of the body (pg.1) Observing BASIC SCIENCE PROCESS SKILLS Science process skills are introduced implicitly through questions and activities.

12. BASIC SCIENCE PROCESS SKILLS SCIENCE PROCESS SKILL Learning Outcomes Recognise the similarities and differences between objects and group them accordingly (pg.10) Classifying

13. BASIC SCIENCE PROCESS SKILLS SCIENCE PROCESS SKILL Learning Outcomes Measuring the height of a plant using a strip of paper. Counting the number of leaves on a plant (pg.6). Measuring and using numbers

14. BASIC SCIENCE PROCESS SKILLS SCIENCE PROCESS SKILL Learning Outcomes State that plants need water to grow (pg. 6) Inferring

15. BASIC SCIENCE PROCESS SKILLS SCIENCE PROCESS SKILL Learning Outcomes Identify things that float or sink (Pg. 14) Predicting

16. BASIC SCIENCE PROCESS SKILLS SCIENCE PROCESS SKILL Learning Outcomes Communicate observations through drawing (Pg. 6) Describe sounds (Pg. 11) Communicating

17. NOBLE VALUES AND SCIENTIFIC ATTITUDES Noble values and scientific attitudes 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 record data. They develop concern for living things and an awareness of their responsibility towards the environment.

18. ASSESSMENT Continuous assessment through observation and questions. Teachers may observe pupils during activities to assess students understanding as well as the development of skills and values. Students’ work such as drawings, reports and models can be used as an indicator. Teachers may also question individual students to assess their understanding.