2017 P3 Science Revision Term 4

We had been focusing on doing Science Revision these few days during the PSLE Marking days. They do not need to go to school until Wednesday so it’s quite a long break with the weekend in between.

Some people actually went overseas but I chose to faithfully do our revision for final exams because I had given him lots of free time since the start of Term 4 (read the reason why) and now it’s time to work hard a little for the finals.

READ – SCIENCE REFERENCE & NON-FICTION

We started reading the EPH- Ultimate Science Guide and some simple non-fiction books about “Life Cycles”. (His topics for Term 3 and 4 – Life Cycles and Matter ). I borrowed these when I came across them in the 4-6years old category in the library (was borrowing books for Ling) but next time, I would find books according to his age. These were simple but fun to read and we did gather some additional information about life cycles of insects and reptiles. 

MIND-MAPPING – CREATE VISUAL NOTES

Firstly, I went through visual note-making or mind-mapping of the topics he did in Term 3 and 4. These were topics we hadn’t revised on.

Back when I was a student, I like to create visual mind-maps for my biology notes where huge chunks of information need to be summarised. Later on, I started these with my tuition students too for the topics we need to revise on. Now, I’m imparting the same skill to Dar, so he can learn to pick out a summarised form of the textbook information and present it all on one paper to remember important points. Beside text information, I asked him to draw some graphics as well. We could make the notes colourful too (to remember better) but he prefers them to be just black ink and pencil.

We used the EPH – Ultimate Science Guide Lower Block 3&4 to read up on the information for each topic and make the visual Science Notes.

*Scroll right for some instagram with two pictures

FILL IN THE KEYWORDS – SCIENCE NOTES WORKSHEET

I made two notes for the topics, Matter and Life Cycles, when I was doing tuition for a P4 student about two years ago. These came in handy since he’s doing the same topics now for P3.

I learnt this note-making technique when I was teaching Secondary Science as a temp teacher years ago from my mentor teacher. She would take information from the textbook and summarised it in point form for the students with words missing. The students have to “fill in the Keywords” by reading through the textbook or after understanding the lesson. 

I handed it over to Dar to fill in the blanks with the book, Ultimate Science Guide, as reference. Some of the information was taken from there and summarised. Some was taken from a Marshall Cavendish Science Guide (Science of Success). I made these set of notes with the words listed as “helping words” for my ex-student to fill in but it would be better if there are totally no helping words and student has to get it from the reference guide book, or by his own knowledge. 

I noticed this forced him to read through the reference textbook to find the text he needed to “fill in”. The text is purposely made to be the “Science Keywords” he needs to remember.

ASSESSMENT TO PRACTICE QUESTIONS

The next step after making a mind-map of the visual notes and remembering the information is to APPLY. Hence, I’m using two assessment books to work on questions for practice. His school decided to do P4 topics, Matter and Life Cycles in P3, hence I had to buy the P4 level Daily Dose of Science.

  • Conquer Science for Primary Levels 3/4 by SAP Teachers@Work (My favourite to use)
  • Daily Dose of Science P3 and Daily Dose of Science P4 (Matter & Life Cycle Topics) by EPH – Lots of good quality questions to practice on.

Through these answering, he learnt to apply the information he had in different scenarios and explain them in sentences beginning with a “fact”, stating the observation using the fact, then concluding the statement again.

MORE VISUAL LEARNING THROUGH VIDEOS:

There are lots of educational videos on YouTube nowadays. Students need not get their information only from reference books or non-fiction books. It’s more interesting to look at how a living thing grows or moves in a video then read about it in words. Hence, I would show him videos on YouTube in our learning of Science to reinforce his knowledge.

For example, for Plant Life Cycles, I found a video: Time-lapse of a seed germinating into a young plant

Additional Learning Through Magazines

We subscribed to “Science Spy” which is a magazine by Marshall Cavendish in collaboration with Singapore Science Centre. He had been enjoying these and getting lots of new information about Science. I like it that they put in the latest information about Science in bite-sizes for the kids. For example, the discoveries of a few new species recently. I learnt a lot too from reading them!

 


When to Start Revision?

Usually, we start intense revision (for all subjects) at least two weeks before the exam date.

The night before the day of the exam, he would look through his visual notes and all the answered worksheets once more to refresh a little. There would be less studying and instead he would relax and sleep early (9 plus pm) for the exam the next day.

We believe there’s no use in cramming last minute information and that the child should get lots of rest to have a fresh mind the next day.

Thus, this summarised how we do our Science Revision for the exams!

I spend a lot of time revising together with him every time it’s exam period and it’s rather tiring (feel like I’m studying too!). However, if you are concerned about the child, do give him the much needed boost! It will certainly help to learn from us “how to revise”.

Best wishes to all who are studying for their finals! 

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