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LEVEL ONE SCIENCE. UNDERSTANDING THE CURRICULUM. 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.

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LEVEL ONE SCIENCE

UNDERSTANDING THE

CURRICULUM


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.


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.


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.


Emphases
Emphases

  • Basic science process skills/thinking skills cum English linguistic skills

  • Basic science knowledge

  • Noble values and scientific attitudes


Curriculum organisation
CURRICULUM ORGANISATION

Part

Learning Area

Learning Area

Learning Objectives(LO)

Learning

Outcomes

(LOTS)

Vocabulary

Suggested Learning

Activities(SLA)


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


CURRICULUM ORGANISATION

  • There are two parts in Year 1 Science:

    • Part A : Learning about Living Things

    • Part B : Learning about the World Around Us


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.


BASIC SCIENCE PROCESS SKILLS

  • Observing

  • Classifying

  • Measuring and using numbers

  • Inferring

  • Predicting.

  • Communicating.


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.


BASIC SCIENCE PROCESS SKILLS

SCIENCE PROCESS SKILL

Learning Outcomes

Recognise the similarities and differences between objects and group them accordingly (pg.10)

Classifying


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


BASIC SCIENCE PROCESS SKILLS

SCIENCE PROCESS SKILL

Learning Outcomes

State that plants need water to grow

(pg. 6)

Inferring


BASIC SCIENCE PROCESS SKILLS

SCIENCE PROCESS SKILL

Learning Outcomes

Identify things that float or sink (Pg. 14)

Predicting


BASIC SCIENCE PROCESS SKILLS

SCIENCE PROCESS SKILL

Learning Outcomes

Communicate observations through drawing (Pg. 6)

Describe sounds (Pg. 11)

Communicating


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.


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.


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