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Singapore Science Curriculum (Scope And Sequence) For 4th Grade /
Primary 4
Our Singapore Science books for 4th Grade /
Primary 4 are written in English and based on Singapore Science
curriculum for 4th Grade / Primary 4, which covers the following topics.
If your child uses our Singapore Science books for 4th Grade / Primary
4, he will be able to:
Cycles
- state that matter is anything that has mass and occupies space.
- describe the three states of matter (solid, liquid, gas) in terms of
their maintenance of shape and volume.
- differentiate between the three states of matter.
- show an understanding of the importance of water to life.
- show an understanding of the importance of the water cycle.
- list some uses of water.
- In home, industries and agriculture.
- recognise that water can exist in three interchangeable states of
matter.
- investigate the effect of heat gain or loss on the state of water.
- Pupils should infer that:
- when water is cooled to 0 oC, it freezes and
changes to ice
- when ice is heated, it melts and changes to water
- when water is heated to 100 oC, it boils and
changes to steam
- when steam is cooled, it condenses to water.
- state the freezing point (or melting point of ice) and the
boiling point of water and show an understanding of these terms.
- investigate the factors which affect the rate of evaporation.
- Factors are wind, temperature difference and exposed surface
area.
- show an understanding of the roles of condensation and evaporation
in the water cycle.
- describe the impact of water pollution on the Earth’s water
resources.
- show an awareness of the need to conserve water.
- Pupils should gather, organise and interpret data on water use
at home and in school.
Systems
- recognise that air is a mixture of gases and water vapour.
- Pupils need to know these gases: nitrogen, carbon dioxide and
oxygen.
- compare how plants, fish and mammals take in oxygen and give out
carbon dioxide.
- name the organs of the human respiratory and circulatory systems and
describe their functions.
- Key points are:
- In humans, the heart pumps blood to all parts of the body.
- Humans also have tubes called blood vessels which carry
blood.
- Blood transports nutrients, digested food, oxygen and carbon
dioxide and other materials in the body.
- The human respiratory system is made up of the lungs and air
tubes that carry air to and from the lungs.
- At the lungs, oxygen is absorbed into the blood and carbon
dioxide is removed.
- compare the ways in which nutrients, water and oxygen are
transported within plants and animals.
- Besides the tubes which transport water and minerals, plants
have other tubes which transport food to other parts of the plant.
These can be compared with the blood vessels in animals.
- recognise the integration of the different systems in carrying out
life processes.
- For example, the digestive system is needed to make food small
enough to be absorbed and the circulatory system is needed to
transport the digested food to all parts of the body.
- Similarly, the respiratory system is needed to take in oxygen
and give out carbon dioxide while the circulatory system is needed
to transport oxygen to all parts of the body and carbon dioxide
from all parts of the body to the lungs.
Energy
- recognise that energy is required to make things work or move.
- state that living things need energy to carry out life processes.
- recognise that the Sun is our primary source of light and heat
energy.
- infer that an object can be seen when it reflects light or when it
is a source of light.
- investigate the transparency of materials to light.
- Terms such as opaque, translucent and transparent are not
required.
- Pupils could use a data logger with a light sensor for the
investigation.
- recognise that a shadow is formed when light is completely or
partially blocked by an object.
- differentiate the ways in which plants and animals obtain their
food.
- Pupils should show an understanding that energy from the sun is
used by plants to make their food and that animals cannot make
their own food. When animals eat plants, the energy stored in the
food is passed to them.
- list some common sources of heat.
- state that the temperature of an object is a measurement of its
degree of hotness or coldness.
- use a thermometer.
- Pupils should handle different types of thermometer, such as
laboratory thermometer and the temperature sensor used with a data
logger.
- differentiate between heat and temperature.
- show an understanding that heat flows from a hotter to a colder
object until both reach the same temperature.
- relate the change in temperature of an object to the gain or loss of
heat by the object.
- Pupils should infer that:
- a gain in heat generally causes a rise in temperature.
- a loss in heat generally causes a fall in temperature.
- A data logger and a temperature sensor may be used.
- list some effects of heat gain/loss in our daily life.
- Examples from:
- contraction/expansion of objects.
- water cycle.
- identify good and bad conductors of heat.
- Examples:
- Good conductors: metals
- Bad conductors: wood, plastic, air
- Comparison of ability to conduct heat within each group
of materials is not required.
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