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Singapore Science Curriculum (Scope And Sequence) For 4th Grade / Primary 4

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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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Please enter a number in the Qty box next to the products that you want to order, and then click on the Add to cart button.

To learn more about a product, please scroll down this page or click on its name, where applicable.

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Recommended Singapore Science teachers' handbook

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