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Singapore Science Curriculum (Scope And Sequence) For 5th Grade /
Primary 5
Our Singapore Science books for 5th Grade /
Primary 5 are written in English and based on Singapore Science
curriculum for 5th Grade / Primary 5, which covers the following topics.
If your child uses our Singapore Science books for 5th Grade / Primary
5, he will be able to:
Cycles
- state the composition of the Solar System.
- The Sun, the Earth, the Moon and other planets (names and
positions of these other planets are not required).
- show an awareness that the Earth’s position from the Sun is one of
the major factors contributing to Earth’s ability to support life.
- A combination of factors, like the Earth’s atmosphere and its
position from the Sun, help to maintain the right environment on
Earth to support life.
- recognise that the Sun is a star that gives out light.
- recognise that the Moon and planets in the Solar System do not give
out light but are seen by reflected light.
- show an awareness that there is regularity in the movements of the
Earth and the Moon.
- Use models to show that the Moon takes about 28 days to go
around the Earth and relate the phases of the Moon to this
movement.
- Relate the length of a day to the rotation of the Earth about
its axis and the length of a year to the movement of the Earth
around the Sun.
- list some uses of man-made satellites.
- For example: communication, space exploration and observations
of weather patterns.
- show an understanding that a cell is a single unit of life.
- Examples of single cell organisms: bacteria, yeast, paramecium.
- identify the different parts of a plant cell and relate the parts to
the functions:
- cell wall
- cell membrane
- cytoplasm
- nucleus
- chloroplasts
- Examine plant cells under the microscope. Use prepared
slides of plant cells or mount onion epidermal / Elodea on
slides.
- identify the different parts of an animal cell and relate the parts
to the functions:
- cell membrane
- cytoplasm
- nucleus
- Examine animal cells under the microscope. Use prepared
slides of animal cells or mount cheek cells on slides.
- show an understanding that a cell divides to produce new cells and
that this division is necessary for an organism to grow.
- Observe the budding of yeast under the microscope. Details of
cell division are not required.
- show an understanding that living things reproduce to ensure
continuity of their kind and that many characteristics of an organism
are passed on from parents to offspring.
- Give examples of genetic traits such as:
- tongue rolling
- attached / detached ear lobes
- investigate and compare the various ways in which plants reproduce,
i.e. by spores, seeds, and from other plant parts such as underground
stems, suckers and leaves.
- Pupils do not have to distinguish between different types of
underground stems.
- name the following processes in the sexual reproduction of flowering
plants: pollination, fertilisation (seed production), seed dispersal
and germination.
- Pupils are not expected to give detailed descriptions of the
processes but should know the sequence of events.
- recognise the similarity in terms of fertilisation in the sexual
reproduction of flowering plants and animals.
- Pupils need to recognise that in many animals, including humans,
females produce eggs and males produce sperm. In flowering plants,
the egg and male gametes are produced in the flowers. When an egg
and a male gamete fuse, a new individual is formed.
- Detailed knowledge of the human reproductive system is not
required. But pupils need to know that the ovaries produce eggs,
the testes produce sperms and the fertilised egg develops in the
womb.
Interactions
- identify a force as a push or a pull.
- list some simple machines.
- lever, pulley, wheel and axle, inclined plane, gears.
- manipulate these simple machines to determine their characteristics
and uses.
- Pupils are to develop concepts and understanding through
manipulation and play.
- They are not expected to memorise these characteristics but
ought to develop an understanding that each one makes work easier
to do by:
- providing some trade-off between the force applied and the
distance over which the force is applied
- changing the direction of the applied force
- changing the speed and/or direction of rotation
- Introduce the idea that examples of levers can be found in the
interaction of the skeletal and muscular systems. The muscles
provide the forces for the movement of the bones. One such example
can be found in the arm.
Systems
- recognise that an electric circuit consisting of a power source and
other circuit components forms an electrical system.
- Components of electric circuits are: dry cells, wires, bulbs,
switches.
- show an understanding that a current can only flow through a closed
circuit.
- Pupils can demonstrate understanding by the following means:
- trace the path of current flow in a closed circuit
- distinguish between a closed circuit and an open circuit (by
interpreting circuit diagrams or by carrying out experiments)
- recognise that
- a battery provides energy in a closed circuit
- current transports energy from the battery to the bulb
- use a switch to break or close a circuit.
- construct simple circuits from circuit diagrams.
- Restrict components to batteries, wires, switches and bulbs.
- Symbols representing circuit components can be used.
- infer that components of an electrical system affect one another.
- Pupils are to:
- infer that the current affects the brightness of bulbs
- investigate the effect of some variables on the current in a
circuit. These variables to be investigated are:
- number of batteries
- number of bulbs
- arrangement of batteries
- identify electrical conductors and electrical insulators.
- Examples: Conductors: metals Insulators: wood, plastic, rubber
(Comparison of ability to conduct electric current within each
group is not required).
- infer that good conductors of electricity are generally good
conductors of heat.
- show an awareness of the need for proper use and handling of
electricity.
- Example: Touching switches with wet hands may cause nasty
electrical shock.
- show an awareness of the need to conserve electrical energy.
- Briefly mention that the energy resources used to generate
electricity come from fuels which are exhaustible. Topic is
covered in depth at lower secondary level.
- Pupils should be encouraged to demonstrate ways to conserve
electrical energy in school and at home.
- Pupils should gather, organise and interpret data on electrical
energy use at home and in school.
Energy
- show an understanding that water, light energy and carbon dioxide
are needed for photosynthesis and sugar and oxygen are produced.
- show an understanding that food produced by plants becomes the
source of energy for animals.
- recognise that respiration is a process in which energy is made
available for life processes to occur.
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