OBJECTIVES OBJECTIVES Enable pupils to master and memorize Enable pupils to master and memorize science facts and concepts easily. science facts and concepts easily. Helps pupils to organize notes and detect Helps pupils to organize notes and detect missing key relationship between ideas. missing key relationship between ideas. Helps pupils to understand concept faster. Helps pupils to understand concept faster. Helps pupils to capture information Helps pupils to capture information easily. easily. Helps pupils to get a different sensory Helps pupils to get a different sensory perception and imagination of the text. perception and imagination of the text.
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OBJECTIVESOBJECTIVES Enable pupils to master and memorize science facts and Enable pupils to master and memorize science facts and
concepts easily.concepts easily. Helps pupils to organize notes and detect missing key Helps pupils to organize notes and detect missing key
relationship between ideas. relationship between ideas. Helps pupils to understand concept faster.Helps pupils to understand concept faster. Helps pupils to capture information easily.Helps pupils to capture information easily. Helps pupils to get a different sensory perception and Helps pupils to get a different sensory perception and
imagination of the text.imagination of the text.
GUIDELINES ON USING THE MIND MAPGUIDELINES ON USING THE MIND MAP
Brainstorm the main ideas based on the Learning Outcomes by viewing Brainstorm the main ideas based on the Learning Outcomes by viewing the teaching courseware or referring to reading materials.the teaching courseware or referring to reading materials.
Teacher writes all the pupils’ ideas and discuss the ideas related to the Teacher writes all the pupils’ ideas and discuss the ideas related to the topic.topic.
Teacher introduces main sub-topic.Teacher introduces main sub-topic. Pupils make notes and record their findings. Pupils make notes and record their findings. Pupils develop and present their mind maps.Pupils develop and present their mind maps. Pupils do counter check by referring the mind map produced by teacher Pupils do counter check by referring the mind map produced by teacher
through power point slides.through power point slides.
*It can be used at any stage of the lesson.*It can be used at any stage of the lesson.
MINDMAPMINDMAP YEAR 5 YEAR 5
Investigating Investigating Living ThingsLiving Things
1.1 Understanding that microorganism is a living thing
Microorganism
Bacteria Fungi Protozoa Virus
Cannot see with naked eyesGrowMoveBreathe
Characteristics
1.2 Understanding that some microorganism are harmful and some are useful
Microorganisms
Useful Harmful
Making bread/tapai/tempe/fertiliser
Foodpoisoning
Food to turns bad
Toothdecay
Disease / Illness
Prevention
Wash hand
Drink boiled water
Cover mouth & nose when coughing& sneezing
Can cause
Non Contagious Contagious
Stomach upset Measles
Chicken pox
Conjunctivitis
Mumps
AIDS
Dengue
Quarantine patients
Cover wounds
2.1Survival of The Animals
Examples animals that take care of their eggs and young.
How animals take care of their eggs and young.
Why animals take care of their eggs and young.
Bird - eggs with shell coveringFrog - slimy eggs and having bad smellFish - keep their young in their mouthsSnake, Tiger - attack in order to protect their eggs or youngTurtle - hide their eggsKangaroo - carry their young in their pouches Elephant - stay in herds
2.3Importance
Shortage of food resource
The animals and other species may face extinction
Bird, Frog, Fish, Snake,Turtle, Kangaroo, Elephant
To ensure the survival of their species
2.2Survival of PlantSpecies
Water
Explosive mechanism
Wind
Animal
• Light
• Have air space
• Light
• Small in size
• Have wing-like
structure
• Have fine hairs
• Dry when ripe
• Explodes when mature
• Fleshy
•Brightly coloured
• Edible
• Have smells
• Have hooks
• Coconut
• Pong pong
• Angsana
• Lalang
• Rubber fruit
• Balsam fruit
• Chestnut
• Ocra
• Rambutan
• Mango
• Love grass
• Mimosa
• Watermelon
Agents of dispersal
Special characteristic Examples
3.1 Food Chain
Animals and the food they eat
Classify animals into herbivore, carnivore
and omnivore.Producer Consumer Construct food chain
Green plants produced their
own food
Herbivore :Animals that eat plants only.
e.g.: cow, goat, deer
Carnivore:Animals that eat other animals.
e.g.: tiger, lion
Omnivore:Animals that eat plants and
other animalse.g. bird, rat
Animals that eat plantor other animals
are called consumers.
The food relationshipamong living things
can be shown bya food chain.
A food chain starts with a plant as
producer.
In a food chainthe arrow
means ‘eaten by’
Tiger eats meat
Bird eats fruits / insect
Panda eats bamboo shoots
3.2 Synthesizing food chainto construct food web.
Food web
What will happenIf there is a change in population of a certainspecies in a food web
Foodweb of different
habitats
What will happento a certain species
of animals if theyeat only one type
of food
E.g. in a garden
A change in the populationof a certain species
will effect the population of other species
They will face difficultyto survive – if the
source of food runs out
Food web is a combination of
several food chains
E.g. in a Paddy field
E.g. : - Panda eats bamboo shoots only. - Koala bear eats eucalyptus leaves only. - Pangolin eats ants only
Investigating Investigating Force And Force And
EnergyEnergy
ENERGY
1.1 The Uses of Energy
Why energy is needed?
- by living things to carry out life processes. Ex : moving, breathing, growing
The Sources of Energy
Sun
- main source of energy- produces light and heat
Food
-Food stored chemical energy
Wind
- Moving air- Used to pump water, drive small wind mills
-to move, boil, melt,- to bounce non- living things
FuelBatteries
- wood, coal, petroleum, natural gas
- device that produced electrical energy from chemical energy
Water
- moving or falling water produce energy
When and where energy is needed
Examples of situations :Jumping, holding things,Pulling things
E.g.
Sound energy FORM OF
ENERGY
Heat energy
Light energy
Electrical energy
Kinetic energy
Chemical energy
Potential energy
Solar energy
Lighting candle
Moving toy car
Stretched rubber band
Ringing telephone
Switching on the lights
Lighting torch light
Solar powered calculator
Candle
E.g.
E.g.
E.g.
E.g. E.g.
E.g.
E.g.
ENERGY1.2 Energy can be transformed from one form to another
Energy can betransformed
a) a burning candle Chemical energy → heat energy + light energy
b) solar powered signal light Solar energy → electrical energy → light energy
Example of appliance that make use of energy transform
a) Electric iron Electrical energy → heat energy
b) Electric Radio Electrical energy → sound energy
c) Television Electrical energy → sound energy + light energy
ENERGY
1.3 Renewable and Non-renewable Energy
Renewable energy
Energy that cannot be replenished
Resources –natural gas,Petroleum,Coal.
Non-renewable energy
Energy that can be replenished when
it is used up
Resources –solar, wind,biomass,water
Why use energy wiselyHow to save energy
Some energyresources cannotbe replenishedwhen used up
To savecost
Avoid wastage
Reducepollution
Turn off thetelevision whenno onewatching it
Switch off thelights beforegoing to leavethe room
Why renewable energy is better then non-renewable energy
ElectricitySources
Dry cell
Accumulator
Dynamo
Solar cell
Type of circuit
Name Symbol
Dry cell
Connecting wire
Switch
Bulb
Symbol and component
Precautions
Safety precautions to be taken when using
appliances
Danger of mishandling electrical appliances
Fire Burn
Electric shock
Electrocution
Parallel circuit Series circuit
Differences of brightness of
bulbs
The bulb in the parallel circuit is brighter then the bulb in the series circuit
Do not touch electrical appliances with wet hand
Do not repair electrical appliances on your own
LightCan be reflected
How ?
The light that falls on objects ‘bounces off’ the objects and comes to your eyes
mirror
Travel in a straight line
Shadow
When light is completely or
partially blocked by an opaque
and a translucent
object
Factor that cause the size of a shadow change
Factor that cause the shape of a
shadow change
How shadow is
formed
Position of the object
Distance of the
object from the light source
Uses of reflection
Side mirror of a car
Periscope
Kaleidoscope
Shadow form
Opaque object
Light
Heat Gain
Loss Cooler
Warmer
How to measure temperature using the correct technique
The effects of heat on matter
Matter expands when heated
Matter contracts when cooled
Investigating Investigating MaterialsMaterials
1.1 Matter exist in the form of solid, liquid or gas
Solid Liquid Gas
has mass
Properties of solid Properties of liquid Properties of gas
has fixed volume
has fixed shape
has mass
examples
water milk air
no fixed shape(Takes the shape of the container)
has fixed volume
steam
wood
stone
no fixed shape
has mass
no fixed volume
can be compressed
1.2 CHANGING STATES OF
MATTER
gas liquid
liquid solid
liquid gas
solid liquid melting
boiling
evaporation
condensation
freezing
Rate of evaporation
*Affected by windy and hot weather
*Takes place at the surface of the liquid at room temperature
*Happen at any temperature
1.31.3Understanding the water cycle.Understanding the water cycle.
Circulation of water in Circulation of water in the environment.the environment.
Formation of clouds Formation of clouds and rain. and rain. Importance of water.Importance of water.
Changes in the states of Changes in the states of matter in the water cyclematter in the water cycle
Liquid gas Liquid gas (evaporation)(evaporation)
Droplets of water will Droplets of water will become bigger andbecome bigger and heavier →heavier → rain
evaporation
condensation
sea
Gas → liquid (Condensation) Gas → liquid (Condensation)
rain
1.41.4Appreciating the importance Appreciating the importance
of water resources.of water resources.
To prevent living aquatic from being To prevent living aquatic from being destroyed and undergoing extinctiondestroyed and undergoing extinction
Reasons to keep our Reasons to keep our water resources clean. water resources clean. To ensure the cleanliness To ensure the cleanliness
of water supplyof water supply
To regulate To regulate the formation of the formation of clouds and rainclouds and rain
To avoid infected To avoid infected diseasesdiseases
Ways to keep our water Ways to keep our water resources clean resources clean
Keep the rivers cleanKeep the rivers clean Cleanliness campaignCleanliness campaign
2.1 The properties of acidic, 2.1 The properties of acidic, alkaline and neutral substances.alkaline and neutral substances.
Identify the taste of acidic Identify the taste of acidic and alkaline food.and alkaline food.
Identify acidic, alkalineIdentify acidic, alkaline and neutral substances and neutral substances
using litmus paper. using litmus paper.
• Conclude the properties of Conclude the properties of acidic, alkaline and neutral acidic, alkaline and neutral substances.substances.
Changes in colour Changes in colour of litmus papersof litmus papers
blue to redblue to red red to bluered to blue
no changesno changes
bitterbitter soursour
Properties of alkaliProperties of alkali
Properties of acidProperties of acid
Properties of Properties of neutral substancesneutral substancesTaste bitter & change Taste bitter & change
red litmus paper bluered litmus paper blue
Taste sour & change Taste sour & change blue litmus paper redblue litmus paper red
Other tastes – Other tastes – no changes in litmus paperno changes in litmus paper
acidacid alkalinealkaline
neutralneutral
Investigating Investigating Earth And Earth And UniverseUniverse
Show directions
Indicates Seasons
A group of stars that form a
certain pattern in the sky
Importance of constellation
Identify constellation
What constellation is
1.1 Understanding the constellation
Big dipper
Scorpion
OrionSouthern Cross
North
NorthSouth April – June
Kite or Cross
Scorpion
Hunter
Water ladle
South
December - January
June - August
planting harvesting
desert
sea
direction shape when
2.1 The movements
of the Earth, the Moon and the Sun
Earth rotates on it axis
Earth rotates and at the same time
moves around the sun
Moon rotates on it axis
Moon rotates and at the same time
moves around the Earth
The Moon and the Earth move
round the Sun at the same time
The earth rotates on its axis from west to east
The changes in length and position
of the shadow throughout the day
THE EARTH , THE MOON AND THE SUN
2.2 The occurrence of day and night
It is day time for the part of the Earth facing the Sun.
It is night time for the part of the Earth facing
away from the Sun.
Day and night occurdue to the rotation of the Earth
on its axis.
the Sun the Earth
night-timenight-time
daytimedaytime
axisaxis
westwest easteast
2.3 Phases Of The Moon
The Moon Does Not Emit Light
The Moon appears bright when it reflects sunlight
The phases of the moon
New moon Crescent Half moon Full moon
Investigating Investigating TechnologyTechnology
1.1 The shapes of objects in a structure
The shapes of objects Identify shapes in structure
CuboidCube Cylinder
Sphere ConePyramid
Sphere
Cylinder
Shapes of objects that are stable
The factors that affect stability of objects
How base area affects stability
How height affects stability
1.2 The strength
and stability
of a structure
The factors that affect the strength of a structure
Design a model thatis strong and stable
Cube, cone, pyramid
Height , base area
Bigger base area more stableSmaller base area less stable
Lower object more stableHigher object less stable
Types of materials usedSteel ,Iron, Wood
Suggested design strong and stableBridge – one with manila card
one with plywood
USEFUL RELATED USEFUL RELATED WEBSITESWEBSITES• http://www.mindtools.com/pages/http://www.mindtools.com/pages/
article/newISS_01.htmarticle/newISS_01.htm• http://www.peterrussell.com/http://www.peterrussell.com/
MindMaps/mindmap.phpMindMaps/mindmap.php• http://www.studygs.net/mapping/http://www.studygs.net/mapping/• http://www.edrawsoft.com/http://www.edrawsoft.com/
MindMap.phpMindMap.php
Sample T&L ActivitiesSample T&L ActivitiesTOPIC: Renewable Energy and Non-renewable TOPIC: Renewable Energy and Non-renewable EnergyEnergy
Learning Objectives:Learning Objectives:1.3 Understanding renewable and non-renewable 1.3 Understanding renewable and non-renewable
energy.energy.
Learning Outcomes:Learning Outcomes: State what renewable energy is.State what renewable energy is. State what non-renewable energy is.State what non-renewable energy is. List renewable energy resourcesList renewable energy resources List non-renewable energy resources. List non-renewable energy resources. Explain why we need to use energy wisely. Explain why we need to use energy wisely. Explain why renewable energy is better than Explain why renewable energy is better than
non-renewable energy.non-renewable energy. Give examples on how to save energy.Give examples on how to save energy. Practice saving energy Practice saving energy
Activity : Using Mind Map:Activity : Using Mind Map:1. Pupils view the CD teaching courseware / get information1. Pupils view the CD teaching courseware / get information from text book/ article from related web sites.from text book/ article from related web sites.2. Teacher discusses with pupils to list the main ideas about2. Teacher discusses with pupils to list the main ideas about the topic based on what they viewed in the courseware.the topic based on what they viewed in the courseware.3. Teacher lists all the pupils ideas on the board.3. Teacher lists all the pupils ideas on the board.4. Pupils discuss in groups to construct a mind map from all the ideas 4. Pupils discuss in groups to construct a mind map from all the ideas
listedlisted or pupils discuss in groups to complete the blank mind map given by or pupils discuss in groups to complete the blank mind map given by
thethe teacher.teacher.5. Pupils present their mind map in front of class using transparency or5. Pupils present their mind map in front of class using transparency or power point slide or mahjong paper.power point slide or mahjong paper.6. Teacher displays power point slides about the topic and ask students 6. Teacher displays power point slides about the topic and ask students
toto cross check the ideas in their mind map.cross check the ideas in their mind map.
Renewable Energy and Non-Renewable Energy
Renewable energyNon-renewable energy
Why use energy wiselyHow to save energy
Topic: LightLearning Objectives:3.1 Understanding that light travels in a straight line. 3.2 Understanding that light can be reflected.
Learning Outcomes:•State that light travels in a straight line. •Give examples to verify that light travels in a straight line.•Describe how shadow is formed.•Design a fair test to find out what factors cause the size of shadow to change by deciding what to keep the same, what to change, and what to observe.•Design a fair test to find out what factors cause the shape of a shadow to change by deciding what to keep the same, what to change, and what to observe.•State that the light can be reflected.•Draw ray diagram to show reflection of light.•Give examples of uses of reflection of light in everyday life.
Suggested activitySuggested activity1. Pupils view the CD teaching courseware / get information 1. Pupils view the CD teaching courseware / get information
from from text book/ article from related web sites.text book/ article from related web sites.2. Teacher discusses with pupils to list the main ideas about the 2. Teacher discusses with pupils to list the main ideas about the topic based on what they viewed in the courseware.topic based on what they viewed in the courseware.3. Teacher lists all the pupils ideas on the board.3. Teacher lists all the pupils ideas on the board.4. Pupils discuss in groups to construct a mind map from all the 4. Pupils discuss in groups to construct a mind map from all the ideas listed or pupils discuss in groups to complete the blank ideas listed or pupils discuss in groups to complete the blank mind map given by the teacher.mind map given by the teacher.5. Pupils present their mind map in front of class using 5. Pupils present their mind map in front of class using transparency or power point slide or mahjong paper.transparency or power point slide or mahjong paper.6. Teacher displays power point slides about the topic and ask 6. Teacher displays power point slides about the topic and ask students to cross check the ideas in their mind map.students to cross check the ideas in their mind map.
LightCan be reflected
How ?
mirror
Shadow
Factors that cause the size of a shadow change
Factors that cause the shape of a
shadow change
How shadow is
formed
Uses of reflection
Shadow form
Opaque object
Light
Dia
gram
Activity 2: Experiment 1Topic: Factor that cause the size of shadow to change
1. Teacher asks pupils to place an opaque object in front of light source and state their observation.
2. Pupils give reason based on their observation.
3. Teacher asks pupils some questions to generate the ideas about the size of a shadow.
Q1: What will happen to the size of shadow when the
opaque object move towards the light source?
A : The size of the shadow increases / become bigger.
Q2: What will happen to the size of the shadow when the opaque object
move backwards?
A : The size of the shadow decreases / become smaller
4. Teacher explains the aim of the experiment that the pupils will carry
out. Aim: To find out the factor cause the size of shadow to change
5. Teacher asks pupils to identify what to change, what to observe and
what to remain the same in the experiment.6. Pupils discuss in small groups to plan the experiment.7. Pupils carry out the experiment by changing the distance between the opaque object and the light source and measure the height of the shadow.8. Pupils record their findings in a table.9. Based on their findings pupils answer the questions provided in the worksheets.10. Pupils form a conclusion base on the result of the experiment.
Activity 2: Experiment 2Topic: Factor that cause the shape of shadow to change
1. Teacher asks pupils to place a cylinder in different position in front of a light source and state their observation.
2. Pupils give reason based on their observation.
3. Teacher asks pupils some questions to generate the ideas about the changing of shape of a shadow.
Q1: What is the shape of the shadow when the cylinder is placed vertically?
A: The shape of shadow is rectangular.
Q2: What is the shape of the shadow when the cylinder is placed horizontally?
A: The shape of the shadow is round.
4. Teacher explains the aim/purpose of the experiment 4. Teacher explains the aim/purpose of the experiment that the pupils will carry out.that the pupils will carry out.
Aim: To find out the factor cause the shape of shadow Aim: To find out the factor cause the shape of shadow to changeto change5. Teacher asks pupils to identify what to change, what 5. Teacher asks pupils to identify what to change, what observe and what to keep the same in the observe and what to keep the same in the experiment.experiment.6. Pupils discuss in small groups to plan the experiment.6. Pupils discuss in small groups to plan the experiment.7. Pupils carry out the experiment by changing the 7. Pupils carry out the experiment by changing the position of the object ( wooden pyramid block, plastic position of the object ( wooden pyramid block, plastic cup etc) in font of the light source and draw the shape cup etc) in font of the light source and draw the shape of the shadow formed.of the shadow formed.8. Pupils draw their findings in a table.8. Pupils draw their findings in a table.9. Based on their findings pupils answer the questions 9. Based on their findings pupils answer the questions provided in the worksheets.provided in the worksheets.10. Pupils form a conclusion of experiment. 10. Pupils form a conclusion of experiment.
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