Teacher Notes Cycles (STD)

My Pals are Here!
Science Primary 5&6 Teachers Notes on Activity Books Cycles
Theme: Cycles
Chapter 1 From parents to young
Activity 1.1 What did I inherit?
Approximate time frame: 1 period
Suggested venue: Classroom
Please take note of the following:
Pg 2 For question 1 (c) (ii), it must be made clear that inheritance occurs before
the child is born, i.e. when fertilisation occurs.
Pg 2 For question 1 (d) (ii) answer, the children inherited their thin lips from their
father instead of their mother.
Concepts
Heredity is the passing on of characteristics from the parents to the offspring.
Some characteristics such as eye colour, hair colour and tongue rolling ability can be
passed on from parents to offspring.
Specific objectives
Pupils should be able to:
state the physical features that they have inherited from their parents
infer that characteristics can be inherited either from the father or the mother
explain that some traits such as fingerprint and iris pattern cannot be inherited and
belong uniquely to an individual
Process skills
Skill/process
Meaning
How is it applied in this activity?
Observing
To use the senses and/or instruments

to notice the surroundings, in order to
learn or understand the characteristics,
properties, similarities, differences and
changes of objects or events
By studying the characteristics that

are passed on to them by their
parents
Comparing
To identify the similarities or differences

between objects, ideas, principles or
series of actions
By sharing the similarities and

differences in physical features
that can be observed on
themselves and their classmates
Inferring
To give explanations to observations of

objects or events
By inferring that some traits cannot

be inherited and belong uniquely to
an individual
Teaching suggestion
Teaching strategy
Questioning
Explanation
Cycles of questionsanswers-questions
2009 Marshall Cavendish International (Singapore) Pte Ltd
Teaching suggestion
Discuss the questions in the Activity Book
with the pupils.
My Pals are Here! Science Primary 5&6 Teachers Notes on Activity Books Cycles
Reinforcement (page 3)
Teaching strategy
Concept mapping
Description
Pupils are to complete the

concept map.
Comment
Pupils may refer to the Cycles
Textbook.
Theme: Cycles
Chapter 1 From parents to young
Activity 1.2 Family tree
Concepts
In sexual reproduction, the offspring carries some characteristics from the father and
some characteristics from the mother.
A family tree can be used to show how people in a family are related. In addition,
traits can also be included in a family tree.
Symbols are used to represent the female and the male members of a family in a
family tree.
Specific objectives
state the relationships between the individuals in a family tree
state that some characteristics such as eye and hair colour can be inherited, but
some characteristics such as fingerprint and iris pattern cannot be inherited
Process skills
Skill/process
Meaning
Observing

learn or understand the characteristics,
properties, similarities, differences and
By studying the relationships

between the individuals in a family
tree
Inferring
To give explanations to observations of

objects or events
By inferring that some traits cannot

be inherited and belong uniquely to
an individual
Teaching suggestion
Teaching strategy
Questioning
Explanation
Skill/process
Inferring
Meaning
To give explanations to
observations of objects or events
Teaching suggestion
with the pupils.

By inferring that unique characteristics
can be used to identify individuals
Theme: Cycles
Chapter 2 Reproduction in flowering plants
Activity 2.1 Parts of a flower
Approximate time frame: 1.5 periods
Suggested venue: Science laboratory
Pg 7 For Procedure 3, the pupils only need to label one petal in their drawing
instead of multiple petals.
Pg 8 For Reinforcement question (g) answer, one ovule contains only one egg cell
instead of multiple egg cells.
Concepts
Flowers have either/both male (stamen) and female (pistil) parts.
Some plants have both the male and the female parts in the same flower, but some
plants have them in separate flowers.
Specific objective
label the parts that make up the stamen and the pistil of a flower respectively
Process skills
Skill/process
Observing
Meaning
How is it applied in
this activity?
To use the senses and/or instruments to notice

the surroundings, in order to learn or understand
the characteristics, properties, similarities,
differences and changes of objects or events
By observing the
different parts of a
dissected flower
Communicating To understand and be able to inform others of

information that is presented in different forms
words, diagrams, pictures, tables, graphs etc.
By drawing the various

parts of a dissected
flower
Analysing
By explaining the
functions of the various
parts of a flower
To consider carefully and in detail objects, ideas,

principles or series of actions in order to
determine the patterns and relationships
Material list
Material
Per class
Dissected
tiger lily
Magnifying
glass
Quantity
Per group
1
Remarks
Per pupil
Each group can have two

pupils.
Each pupil can take turns to
observe the dissected tiger lily.
Teaching suggestions
Teaching strategy
Explanation
Teaching suggestion
Questioning

with the pupils.
SAIL
Instruction and
assessment
A rubric can be used to assess each

pupils scientific drawing.
Rubric
For assessing the pupils scientific drawing
Skill(s): Performing and Observing
Beginning
1
Making
observations
Meets at least
one but not all
the criteria in
level 3
Developing
2
Meets at least
two but not all
the criteria in
level 3
Accomplished
3
Presenting
data
Meets at least
one but not all
the criteria in
level 3
Meets at least
two but not all
the criteria in
level 3
Score
Drawing is done
accurately to show
sufficient details, e.g.
different parts of the pistil
and stamen are shown
(no labels required)
Label lines are pointing to
the correct structures
Both the outer parts and
the inner parts of the
flower are shown in the
drawing
Size of the drawing is
more than of the space
given
Drawing is done neatly in
pencil with clear,
continuous lines
Label lines are ruled and
do not cross each other
No spelling mistakes
Total
Teaching strategy
Explanation
Questioning
Teaching suggestion
Ask the pupils to identify the function of each
part of the flower and state whether it belongs
to the stamen or pistil.
Extension (page 8)
Skill/process
Analysing
Meaning
To consider carefully and in detail

objects, ideas, principles or series of
actions in order to determine the
patterns and relationships

Ask the pupils to list the function of
each part of the flower.
Theme: Cycles
Activity 2.2 The need to disperse seeds
Pg 10 For question 2 answer, the plants in pot A also have to compete for light, in
addition to water, nutrients and space.
Concepts
Fruits and seeds can be dispersed by water, animals, wind or explosive action
(splitting mechanism).
When too many young plants grow very closely in one place, they compete among
themselves for water, minerals and sunlight, leading to overcrowding.
Specific objective
state that seed dispersal is important as it prevents overcrowding of young plants
Process skills
Skill/process
Meaning
Comparing
To identify the similarities or

differences between objects, ideas,
principles or series of actions
By comparing the growth patterns of

plants in an overcrowded
environment and a sparsely scattered
one
Analysing

By identifying the conditions

necessary for the proper growth of
plants
Inferring
To give explanations to observations

of objects or events
By inferring that plants need to

disperse their seeds to avoid
overcrowding
Material list
Material
Tomato seed
Quantity
Per group
a packet
Garden soil
two cups
Transparent plastic pot
50 mL beaker (filled with

tap water)
Per class
Remarks
Per pupil
Each group can
have two pupils.
Teaching strategy
Explanation
Teaching suggestion
Questioning
Cycles of questions-answersquestions
Discuss the questions in the

Activity Book with the pupils.
Investigating
To carry out a scientific inquiry in

order to achieve a certain learning
objective
Get the pupils to make a

hypothesis for the experiment
and discuss with them the
variables that should be kept
constant in the experiment.
Cooperative
learning
An environment in which pupils

assume different roles to contribute
to the completion of tasks
Get the pupils to divide the

tasks among themselves.
Extension (page 10)

Skill/process
Inferring
Meaning

By inferring the way that each type of
fruit is likely to be dispersed from the
physical descriptions given
Theme: Cycles
Activity 2.3 Conditions necessary for seed germination
Pg 12 For Extension question 2, the vacuum in jar A can be better created by a
machine continually attached to its opening instead of placing a cork into the opening.
Pg 12 For Extension question 2 answer, the seeds require all three conditions of
warmth, air and water to germinate.
Concepts
Seeds need water, oxygen and the right temperature to germinate.
Seedlings cannot make food. They get energy from the food stored in their seed
leaves.
The young plants start making their own food when their first leaves appear.
Specific objective
state the conditions necessary for seeds to germinate
Process skills
Skill/process
Meaning
Observing

learn or understand the
characteristics, properties, similarities,
differences and changes of objects or
events
By observing the effect of not

providing water for seed
germination
Using
apparatus and
equipment
To know how to use, which to choose

and how to handle apparatus and
equipment correctly for different
purposes
By planting the same number of

bean seeds in each of the two petri
dishes and ensuring that only one
variable (i.e. the presence of
water) is changed
Analysing

By listing the conditions necessary

for seed germination
Predicting
To determine whether an outcome will

happen on the basis of observations,
experiences or scientific reasons
By predicting whether the bean

seeds in both petri dishes will
germinate
Material list
Material
Green bean seed
Quantity
Per group
10
Cotton wool
a handful
Petri dish
Per class
Teaching strategy
Remarks
Per pupil
Each group can have
four pupils.
Each pupil can take
turns to take the
measurement.
Explanation
Teaching suggestion
Questioning
Discuss the questions in the Activity Book with

the pupils.
SAIL
Instruction and
assessment
A rubric can be used to assess each pupils

performance during cooperative-learning.
Rubric
For assessing the pupils performance during cooperative-learning
Skill(s): Collaborative work skills
Criteria
Contributions
Beginning
1
Participates only
when prompted
Developing
2
*Quality of
work
Provides work that

usually needs to be
checked or redone
by other group
members to ensure
quality (e.g. while
taking the
measurement,
he/she does not
ensure that the
measurement is
taken properly and
makes more than
two mistakes)
Participates
with occasional
prompting
A satisfactory
group member
who does what
is required
Provides work that

occasionally needs
to be checked or
redone by other
group members to
ensure quality (e.g.
while taking the
measurement,
he/she only makes
one or two
mistakes)
Accomplished
3
Score
Participates
without prompting
Routinely
provides useful
ideas
A definite leader
who contributes a
lot of effort
Provides work of the

highest quality (Note:
No mistake was
made while taking the
measurement.)
10
Time
management
**Problemsolving
Working with
others
Rarely gets
things done
The group has
to change work
responsibilities
because of this
pupil
Usually task
focused but gets
distracted
occasionally and
needs to be
reminded to stay on
task
Is consistently
focused on the task
and uses time well
throughout the
experiment to ensure
that things get done
on time
Does not try to

solve problems
or help others
solve problems
Lets others do
the work
Does not suggest

or refine solutions,
but is willing to try
out solutions
suggested by
others
Actively looks for and

suggests solutions to
problems (e.g.
suggests using a
strand of string to
assist in measuring
the height of the
seedling if the stem is
not straight to
improve the accuracy
of the readings)
Rarely listens to,

shares with or
supports the
efforts of others
Is not a good
team player
Often listens to,

shares with and
supports the efforts
of others, but stays
aloof and indifferent
when there is a
conflict among the
group members
Almost always
listens to, shares
with and supports
the efforts of
others
Tries to keep the
group members
working well
together
Total
* Note: The pupils can be asked to measure the height of each seedling in dish A and take
the average of the five measurements. In order to effectively measure this criterion, every
pupil must carry out this activity.
** Note: The teacher can pose the problem verbally and get the pupils in the group to write
down the solution at a specific location in the Activity Book without going through any
discussion.
Extension (page 12)
Skill/process
Meaning
Inferring
To give explanations to observations

of objects or events
By inferring how the seed is

dispersed through the study of its
physical appearance for question 1
Analysing

By analysing the three jars and

deciding in which jar would
germination be likely to occur
11
Theme: Cycles
Activity 2.4 Reproduction in ferns
Concepts
Non-flowering plants such as mosses and ferns reproduce by spores.
Spores are contained in spore bags found on the underside of the leaf of a fern.
Spores are released from the spore bags once they are mature.
Specific objectives
state that spores are contained in spore bags found on the underside of the leaf of a
fern
infer that spores are dispersed by wind
Process skills
Skill/process
Meaning
Observing
To use the senses and/or

instruments to notice the
surroundings, in order to learn or
understand the characteristics,
properties, similarities, differences
and changes of objects or events
By observing:
the spore bags found on the
underside of the leaf of a
fern using a magnifying glass
the spores under a
microscope
Using
apparatus and
equipment
To know how to use, which to

choose and how to handle
apparatus and equipment correctly
for different purposes
By using the microscope to study

spores
Inferring
By inferring the method of dispersal

for spores (i.e. by wind) from its
appearance
Communicating
To understand and be able to

inform others of information that is
presented in different forms
words, diagrams, pictures, tables,
graphs etc.
By drawing:
the arrangement of spore
bags on the underside of a
fern leaf
a spore
12
Material list
Material
Magnifying glass
Quantity
Per group
1
Mature fern leaf with spores
A4 paper
a sheet
Metal spoon
Glass slide
Microscope
Per class
Teaching strategy
Questioning
Explanation
Instruction and
assessment
Each group
can have
two pupils.
Teaching suggestion(s)
SAIL
Remarks
Per pupil

with the pupils.
Ask the pupils to infer the method of
dispersal for spores.

performance during the experiment.
Rubric
For assessing the pupils performance during the experiment
Demonstrating
experimental
techniques and
skills
Beginning
1
Developing
2
Meets at least
one but not
all the criteria
in level 3
Meets at
least two but
not all the
criteria in
level 3
Accomplished
3
Score
Stage is lowered to the

minimum height before the
slide is placed on it
Slide is clipped onto the
stage
Only the coarse adjustment
knob is used when the
objective with the lowest
magnifying power (i.e. 10X
magnification) is in use
Only the fine adjustment
knob is used when
objectives with higher
magnifying power (i.e. 40X
and 60X magnifications)
are in use
13
Making
observations
Meets at least
one but not
all the criteria
in level 3
Meets at
least two but
not all the
criteria in
level 3
Presenting
data
Meets at least
one but not
all the criteria
in level 3
Meets at
least two but
not all the
criteria in
level 3
Identifies that the spore

bags are found only on the
underside of the leaf of a
fern (Note: This criterion
can be assessed using
question 4 from the
Procedures and
observations section.)
Drawing of the fern leaf is
done accurately to show
sufficient details, e.g. the
shape of the leaf,
arrangement of the spore
bags (only labels for the
spore bags are required)
Describes the appearance
of the spores clearly (Note:
This criterion can be
assessed using question 6
from the Procedures and
observations section.)
Size of the drawing of the
spore is more than of the
space given
Drawing is done neatly in
pencil with clear,
continuous lines (no labels
are required for this
drawing)
Writes down the
magnification of the spore
at the bottom of the
drawing (Note: The teacher
needs to remind the pupils
to write down the
magnification of this
drawing.)
Total

Teaching strategy
Concept mapping
Extension (page 14)

Teaching strategy
Description

concept map.
Explanation
Comment
Textbook.
Teaching suggestion
14
Questioning

with the pupils.
15
Theme: Cycles
Chapter 3 Reproduction in humans
Activity 3.1 Human reproductive systems
Concepts
The ovaries produce eggs, which are the female reproductive cells. The testes
produce sperms, which are the male reproductive cells.
Fertilisation is the process whereby the nucleus of the egg fuses with the nucleus of
the sperm.
After fertilisation, the embryo will implant itself into the uterine lining of the mothers
womb and continue its development and growth until it is time for delivery.
The developing baby is connected to the mother through a structure called the
umbilical cord, which allows the exchange of food, oxygen and wastes between the
mother and the baby.
Specific objectives
discuss how and where a baby develops in a female
state the roles of the human male and female reproductive organs
Process skills
Skill/process
Evaluating
Meaning
To determine whether objects,

ideas, principles or series of actions
are reasonable, accurate, of good
standard and capable of being used
Communicating To understand and be able to inform

others of information that is
graphs etc.
Teaching strategy
Explanation
By assessing the credibility of the

information given
By correcting the inaccurate

information and replacing it with the
right information
Teaching suggestion
Questioning

with the pupils.
SAIL
Instruction and
assessment

pupils reasoning ability.
16
Rubric
For assessing the pupils reasoning ability
Skill(s): Analysing and Evaluating
Criteria
Beginning
1
Developing
2
Accomplished
3
Evaluating
information
Identifies that one

statement is wrong
Identifies that all

statements are wrong
Justifying
decision
Gives reasons to
explain why one of
the statements is
wrong
Identifies that two

statements are
wrong
Gives reasons to
explain why two of
the statements are
wrong
Sentence
fluency
Many run-ons,
fragments and
awkward
phrasings
Some run-ons,
fragments and
awkward phrasings
Sentences are clear,

concise and complete
Knowledge on
scientific
terminology
Makes many
errors in scientific
terminology
Makes a few errors

in scientific
terminology
Makes no errors in
scientific terminology
Score
Gives reasons to
explain why all of the
statements are wrong
Total
17
Theme: Cycles
Activity 3.2 My nine-month journey
Pg 17 For question 1 (c) answer, the pupils mothers should have experienced the
first kick around the 4th or 5th month.
Concepts
Gestation is the period of time during which the foetus develops inside the female.
The length of gestation for humans range between 3742 weeks.
Gestation is divided into three periods known as trimesters. Each trimester is three
months long.
Specific objective
discuss about his/her development in his/her mothers womb
Process skills
Skill/process
Comparing
Meaning


presented in different forms words,
diagrams, pictures, tables, graphs
etc.
Teaching suggestion
Teaching strategy
Questioning
Explanation
By comparing their own physical

features with those of their
classmates
By gathering information about
their own development in their
mothers womb through
questioning

with the pupils.
Get the pupils to share the information that
they have collected with their classmates.
18
Theme: Cycles
Activity 3.3 Sexual reproduction in humans and plants
Pg 18 For the diagram, the labels for filament and anther should be swopped.
Pg 18 For the diagram, the anther is the reproductive part that contains the pollen
grains instead of the filament.
Concepts
In both flowering plants and animals, characteristics are passed from parents to their
young through sexual reproduction.
In flowering plants, the female organs involved in reproduction are the stigma, style
and ovary. In humans, the female organs involved in reproduction are the vagina,
ovaries and fallopian tubes.
In flowering plants, the male organs involved in reproduction are the anther and
filament. In humans, the male organs involved in reproduction are the testes and
penis.
In flowering plants, the male sex cell in the pollen grain fuses with the female sex cell
in the ovule during fertilisation.
In flowering plants, fertilisation takes place in the ovary, while in humans, fertilisation
takes place in one of the fallopian tubes.
Specific objective
discuss the differences between the reproductive organs of flowering plants and
humans
Process skills
Skill/process
Comparing
Meaning

By comparing the reproductive parts

in flowering plants with that of
humans

graphs etc.
Teaching suggestion
Teaching strategy
Questioning
Explanation
By presenting the differences

between the reproductive organs of
flowering plants and humans using
a table
Teaching suggestion
with the pupils.
19
Theme: Cycles
Chapter 4 Water and changes of state
Activity 4.1 From gas to liquid
Pg 19 For Materials, the beaker of cold water should be sufficiently cold and
should not be at room temperature.
Pg 20 For Observations question 5 (a) answer, the tiny water droplets can be seen
at the side of the cup, specifically on the inner surface of the cup above the water
level.
Pg 21 For question 1 (b) answer, the plastic cup in the control experiment should
be half-filled instead of one-third filled with water at room temperature.
Pg 21 For question 2, cup B should contain hot water instead of cold water.
Concepts
Water can change from one state to another when it gains or loses heat.
Condensation occurs when water vapour loses heat and changes from gaseous to
liquid state.
Evaporation occurs when liquid gains heat and changes from liquid to gaseous state.
Specific objective
work in a team in an experiment
Process skills
Skill/process
Meaning
Observing

By observing what happens when:

water vapour condenses on
the surface of a cup of cold
water
steam condenses on the
cool surface of a piece of
cling wrap
Using
apparatus and
equipment

By filling one cup half full with hot

water and another cup half full with
cold water before covering both
cups with cling wrap
Inferring
By inferring that water droplets form

on the outer surface of the cup
containing cold water and that water
droplets form on the inner surface
of the cling wrap covering the cup
containing hot water
20
Material list
Material
Cling wrap
Quantity
Per group
two pieces
Tall, clear plastic cup
Hot water
a beaker full
Cold water
a beaker full
Magnifying glass
Per class
Remarks
Per pupil
Each group can
have two pupils.
Each pupil can
take turns to
record the
observations.
Safety pointer
Be careful of the beaker of hot water while handling it.
Teaching strategy
Explanation
Teaching suggestion
Questioning
Discuss the questions in the Activity

Book with the pupils.
Investigating
To carry out a scientific

inquiry in order to achieve
a certain learning objective
Get the pupils to make a hypothesis for

the experiment and discuss with them
the variables that should be kept
SAIL
Instruction and
assessment

pupils performance during cooperativelearning.
Rubric
Criteria
Contributions
Beginning
1
Participates only
when prompted
Developing
2
Participates
with occasional
prompting
A satisfactory
group member
who does what
is required
Accomplished
3
Score
Participates
without prompting
Routinely
provides useful
ideas
A definite leader
who contributes a
lot of effort
21
*Quality of
work
Provides work that

usually needs to be
checked or redone
by the partner to
ensure quality (Note:
Makes two of the
following mistakes:
Fails to fill the
cups to half
full
Fails to
completely
cover the
mouth of the
cups using
cling wrap
Fails to draw
the
observations
made for the
assigned cup
(Note: This
criterion can
be assessed
using either
question 4(a)
or 5(a) from
the
Procedures
and
observations
section,
depending on
the cup that
the pupil is in
charge of.))
Provides work that

occasionally needs
to be checked or
redone by the
partner to ensure
quality (Note:
Makes one of the
mistakes in level 1.)

Makes none of the
Time
management
Usually task
focused but gets
distracted
occasionally and
needs to be
reminded to stay on
task
Is consistently
focused on the task
and uses time well
throughout the
experiment to ensure
that things get done
on time
Rarely gets
things done
The partner has
to change work
responsibilities
because of this
pupil
22
**Problemsolving
Working with
others
Does not try to

solve problems or
help the partner
solve problems
Lets the partner
do the work
Rarely listens to,

shares with or
of the partner
Does not suggest

but is willing to try
out solutions
suggested by the
partner

problems (e.g. if the
cup is wet, he/she
will wipe the cup dry
before starting the
experiment so that
the observations
made later will be
accurate)
Often listens to,

shares with and
of the partner
Almost always listens

to, shares with and
of the partner
Total
* Note: The teacher needs to make sure that each member is in charge of one of the cups,
so that each pupil in a pair can effectively be assessed for that criterion.
** Note: The teacher can intentionally distribute wet cups to the pupils and observe whether
they try to wipe the cups dry before starting the experiment.
23
Theme: Cycles
Activity 4.2 The melting of ice
Approximate time frame: 2 periods
Pg 22 For Materials, a retort stand should also be used in the activity.
Concepts
When water gains or loses heat, it changes its state.
The freezing point of water and the melting point of ice are both 0oC.
Specific objective
state that the rate of melting for a piece of ice is affected by the surrounding
temperature
Process skills
Skill/process
Meaning
Observing

By observing the effect of the

surrounding temperature on the
melting rate of an ice cube
Using
apparatus and
equipment

By placing the four petri dishes at

different locations and subjecting
four identical ice cubes to different
treatments
Comparing

By comparing the time taken for an

ice cube to be completely melted at
different locations
Communicating

graphs etc.
By recording the time taken for an

ice cube to be completely melted at
different locations
Inferring
By inferring that the ice cube placed

under the Sun will take the shortest
time to melt completely, while the ice
cube placed over the ice water will
take the longest time to melt
completely
24
Material list
Material
Per class
Quantity
Per group
(Experiment A)
Experiment A
Glass funnel
with crushed ice
Temperature
sensor
Retort stand
Beaker
Stopwatch
Experiment B
Beaker
Stopwatch
Petri dish
Ice cube
Ice water
Warm water
Teaching strategy
Explanation
Remarks
Per pupil
(Experiment B)
The teacher
can get the
pupils to work
as a pair for
experiment A.
The teacher
can get the
pupils to work
individually for
experiment B,
so as to
effectively
assess each
pupil.
a beaker filled
a beaker filled
a beaker filled
Teaching suggestion
Questioning
Discuss the questions in the Activity

Book with the pupils.
Investigating
To carry out a scientific

inquiry in order to achieve
a certain learning objective
Get the pupils to make a hypothesis for

the experiment and discuss with them
the variables that should be kept
SAIL
Instruction and
assessment

pupils performance for experiment B.
25
Rubric
For assessing the pupils performance during the experiment
Demonstrating
experimental
techniques and
skills
Beginning
1
Developing
2
Meets at
least one
but not all
the criteria in
level 3
Meets at least
two but not
all the criteria
in level 3
Accomplished
3
Making
observations
and recording
results
Meets at
least one
but not all
the criteria in
level 3
Meets at least
two but not
all the criteria
in level 3
Score
Labels the two beakers as X

and Y respectively
Fills beaker X with ice water
and beaker Y with warm
water respectively
Places all petri dishes at the
appropriate locations
Places one ice cube onto
each petri dish at the same
time
Records the time taken for
each ice cube to melt
completely
States that it is the heat
from the surroundings that
causes the ice cubes to
melt (Note: This criterion
question 1 from the
Questions section.)
States the condition under
which the ice cube melted
the fastest (Note: This
criterion can be assessed
using question 3 from the
Questions section.)
26
Skill(s): Analysing
Drawing
conclusions
Beginning
1
Developing
2
Meets at
least one
but not all
the criteria in
level 3
Meets at least
two but not all
the criteria in
level 3
Accomplished
3
Score
Deduces from the results in

experiment A that ice melts
at 0oC (Note: This criterion
question 1 from the
Conclusions section.)
Deduces from the results in
experiment B that ice melts
the fastest when the
surrounding temperature is
the highest (Note: This
criterion can be assessed
using question 2 from the
Conclusions section.)
*Identifies at least one key
source of experimental
error and explains how it
affects the accuracy of the
results (e.g. failing to label
the beakers would result in
confusion during the later
part of the experiment,
failing to place the ice
cubes in the different
locations at the same time
would affect the accuracy of
the results)
Total
*Note: The teacher can assess the pupil on this criterion through verbal questioning or
including an additional question in the Activity Book for the pupil to answer. The question can
be phrased as, Explain how one experimental error can affect the accuracy of the results.
27
Theme: Cycles
Activity 4.3 Changing water to steam
Concepts
Evaporation is the process by which water changes from liquid to gaseous state.
Evaporation can occur at any temperature below boiling point, but boiling only occurs
at the fixed boiling point of a pure liquid.
Evaporation occurs only at the surface of a liquid, but boiling takes place throughout a
liquid.
Condensation is the process by which water vapour is converted to water droplets.
Specific objectives
state the effects of heating and cooling on liquid and gas respectively
describe how boiling and condensation take place
Process skills
Skill/process
Meaning
Observing

surroundings, in order to learn
or understand the
characteristics, properties,
similarities, differences and
By observing:
the conversion of water from liquid
to gaseous state during boiling
the conversion of water vapour
from gaseous state to liquid state
during condensation
Comparing

differences between objects,
ideas, principles or series of
actions
By listing the differences observed in

boiling and condensation
Inferring
observations of objects or
events
By inferring:
that when water is subjected to
heating, it gains heat and will be
converted to water vapour
that when water vapour touches a
cool surface, it loses heat and will
be converted to water droplets
28
Material list
Material
Per class
1
Beaker
Bunsen burner
Laboratory thermometer
Retort stand
Wire gauze
Tripod
Glass funnel
Metal tray
Quantity
Per group
Remarks
Per pupil
This experiment
is a teacher
demonstration.
Safety pointers
Be careful of the lighted Bunsen burner. Pupils are advised to be careful of the flame
while taking readings.
Pupils are not supposed to place their hands over the mouth of the glass funnel as
steam comes out from it.
Teaching strategy
Explanation
Teaching suggestion
Questioning

the pupils.
SAIL
Instruction and
assessment

ability to give clear explanations.
Rubric
For assessing the pupils ability to give clear explanations
Skill(s): Observing and Inferring
Criteria
Data collection
(Note: This criterion
can be assessed
using question 2
from the
Procedures and
Beginning
1
Records one
temperature
reading
correctly in the
Activity Book
Developing
2
Records two
temperature
reading
correctly in the
Activity Book
Accomplished
3
Score
Records all
temperature readings
correctly in the Activity
Book
29
observations
section.)
Observation (Note:
This criterion can be
assessed using
questions 3 and 4
from the
Procedures and
observations
section.)
Gives one but

not all the
observations in
level 3
Gives two but

not all the
observations in
level 3
Answers for question 3

Observations at point A:
Bubbles were
produced in the
water as it was
heated.
The bubbles
became bigger
as the water
was heated
further.
Observation at point B:
When the water
started boiling,
steam formed
above the
mouth of the
beaker.
Answer for question 4
Water droplets start
forming on the
metal tray.
Making inference
(Note: This criterion
can be assessed
using all three
questions from the
Questions
section.)
Draws one but

not all the
conclusions in
level 3
Draws two but

not all the
conclusions in
level 3

Liquid Gas
The steam cools,
forming a mist of
tiny water droplets
in the air.
The steam
condensed and
changed from
gaseous to liquid
state as heat was
lost from the steam
to the metal tray.
Sentence fluency
Many run-ons,
fragments and
awkward
phrasings
Some run-ons,
fragments and
awkward
phrasings
Sentences are clear,

concise and complete
Knowledge on
Makes many
Makes a few
Makes no errors in
30
scientific
terminology
errors in
scientific
terminology
errors in
scientific
terminology
scientific terminology
Total
Extension (page 26)

Skill/process
Inferring
Meaning

Teaching strategy
Questioning
Explanation

By inferring from the diagram the
locations where condensation and
boiling take place respectively
Teaching suggestion
Discuss the flow chart in the Activity Book
with the pupils.
31
Theme: Cycles
Activity 4.4 What factors affect the rate of evaporation?
Approximate time frame: 2 periods
Pg 22 For Materials, a pair of scissors should not be used in the activity.
Concepts
Evaporation takes place all the time and at any temperature below boiling point.
Humidity is the amount of water vapour in the air.
The rate of evaporation of water is affected by temperature, wind, area of exposed
surface and humidity.
Specific objectives
state the factors that affect the rate of evaporation
infer that an increase in temperature, presence of wind and an increase in area of
exposed surface speed up the rate of evaporation
Process skills
Skill/process
Meaning
Observing

properties, similarities,
differences and changes of
objects or events
By observing how the following factors

affect the rate of evaporation:
Temperature
Presence/absence of wind
Area of exposed surface
Using
apparatus and
equipment

apparatus and equipment
correctly for different purposes
By subjecting the wet handkerchiefs to

different conditions and taking note of
the speed of drying for each
Inferring
By inferring that an increase in

temperature, presence of wind and an
increase in area of exposed surface
speed up the rate of evaporation
32
Material list
Material
Handkerchief
Quantity
Per group
3
Plastic plate
Table fan
Clothes peg
Plastic syringe
Per class
Teaching
Explanation
strategy
Questioning
SAIL
Remarks
Per pupil
Each group
can have two
pupils.
Teaching suggestion
with the pupils.
Instruction and
assessment

performance during cooperative-learning.
Rubric
Criteria
Beginning
1
Contributions
Participates only when

prompted
Developing
2
Participates
with
occasional
prompting
A
satisfactory
group
member
who does
what is
required
Accomplished
3
Score
Participates
without prompting
Routinely provides
useful ideas
A definite leader
who contributes a
lot of effort
33
*Quality of
work
Provides work that

usually needs to be
checked or redone by
the partner to ensure
quality (Note: Makes
two of the following
mistakes:
Fails to fill the
syringe to 10
mL
Fails to ensure
that the
handkerchief is
completely
dried before
recording the
results
Fails to fold
the
handkerchiefs
properly)
Provides work
that
occasionally
needs to be
checked or
redone by the
partner to
ensure quality
(Note: Makes
one of the
mistakes in
level 1.)

Makes none of the
Time
management
Rarely gets things

done
The partner has to
change work
responsibilities
because of this
pupil
Usually task
focused but
gets distracted
occasionally
and needs to be
reminded to
stay on task
Is consistently focused
on the task and uses
time well throughout
the experiment to
ensure that things get
done on time
Does not try to

solve problems or
help the partner
solve problems
Lets the partner do
the work
Does not
suggest or
refine solutions,
but is willing to
try out solutions
suggested by
the partner

problems (e.g. if there
is no sunny spot in the
Science laboratory,
he/she may suggest
using a table lamp
instead)
Often listens to,

shares with and
supports the
efforts of the
partner
Almost always listens

to, shares with and
supports the efforts of
the partner
**Problemsolving
Working with
others
Rarely listens to,

shares with or
supports the efforts of
the partner
Total
* Note: The teacher needs to make sure that each member has a chance to carry out the
three activities in the two experiments, so that each pupil in a pair can effectively be
assessed for that criterion.
** Note: The teacher can pose the problem verbally and get the pupils in the group to write
down the solution at a specific location in the Activity Book without going through any
discussion.
34

Teaching strategy
Concept mapping
Extension (page 30)

Teaching strategy
Questioning
Explanation

concept map.
Explanation
Teaching suggestion
Textbook.
Teaching suggestion
with the pupils.
35
Theme: Cycles
Chapter 5 The water cycle
Activity 5.1 A mini water cycle
Concepts
The water cycle is the continuous movement of water around the Earth.
The water cycle is important because it:
keeps the amount of water on the Earth the same over the years
ensures a constant supply of fresh water for the survival of all living things on
the Earth
The water cycle takes place because water can change from one state to another
when it gains or loses heat.
Specific objectives
state that the water cycle is driven by the heat from the Sun
describe how the water cycle takes place
Process skills
Skill/process
Meaning
How is it applied in this

activity?
Observing
To use the senses and/or instruments to

notice the surroundings, in order to learn or
understand the characteristics, properties,
similarities, differences and changes of
objects or events
By observing the changes

in the state of water in the
model
Using apparatus
and equipment
To know how to use, which to choose and

how to handle apparatus and equipment
correctly for different purposes
By assembling the items

given to come up with a
model that can be used to
explain the water cycle
Analysing
To consider carefully and in detail objects,

ideas, principles or series of actions in order
to determine the patterns and relationships
By using the model to

describe how water
changes from one state to
another in the water cycle
Material list
Material
Quantity
Per group
Per class
Beaker
Petri dish
Hot water
200 mL
Ice cube
a beaker full
Remarks
Per pupil
The teacher can
get the pupils to
work in pairs.
36
Teaching strategy
Explanation
Teaching suggestion
Questioning

the pupils.
SAIL
Instruction and
assessment

ability to give clear explanations.
Rubric
For assessing the pupils ability to give clear explanations
Skill(s): Observing and Inferring
Criteria
Beginning
1
Developing
2
Accomplished
3
Observation
(Note: This
criterion can
be assessed
using question
1 from the
Observation
section.)
Gives one
but not all the
observations
in level 3
Gives two but

not all the
observations
in level 3
Making
inference
(Note: This
criterion can
be assessed
using question
2 from the
Observation
section.)
Draws one
but not all the
conclusions
in level 3
Sentence
fluency
Many runons,
fragments
and awkward
phrasings
Some runons,
fragments and
awkward
phrasings
Sentences are clear, concise and

complete
Knowledge on
scientific
terminology
Makes many
errors in
scientific
terminology
Makes a few
errors in
scientific
terminology
Makes no errors in scientific

terminology
Draws two but

not all the
conclusions in
level 3
Score
It gets cloudy inside the

beaker.
Droplets of water start
appearing at the base of the
petri dish.
Some of the droplets of water
start dripping back into the
beaker.
Water in the beaker
evaporates and changes to
water vapour.
Water vapour loses heat and
condenses into water when it
comes into contact with the
cool base of the petri dish.
When the droplets of water
get bigger and heavier, they
fall back into the beaker.
Total
37
Theme: Cycles
Chapter 6 Water A precious resource
Activity 6.1 Water pollution
Concepts
Pollution is the process whereby various harmful substances are added to the
environment by human and natural activities.
Water pollution occurs when waste materials from agricultural, industrial and
domestic sources are discharged into rivers, lakes and seas.
Specific objective
describe the effects of detergent and oil on water plants
Process skills
Skill/process
Meaning
Observing

By observing the changes in the

appearance of duckweed/hydrilla
after it has been subjected to
detergent and oil treatments
respectively
Using apparatus
and equipment

By subjecting duckweed/hydrilla to
different treatments
Communicating

graphs etc.
By recording the changes in the

appearance of duckweed/hydrilla
that have been subjected to
different treatments through a
period of five days in the form of a
table
Predicting
To determine whether an outcome

will happen on the basis of
observations, experiences or
scientific reasons
By predicting the effects of

detergent and oil on
duckweed/hydrilla
38
Material list
Material
Beaker (100 mL)
Quantity
Per group
5
Pond water
500 mL
Liquid detergent
a tablespoon
Cooking oil
a tablespoon
Duckweed/Hydrilla
30 / 3 stalks
Measuring cylinder
Forceps
a pair
Per class
Teaching strategy
Explanation
Remarks
Per pupil
The teacher can
get the pupils to
work in pairs.
(Note: There is
an additional 200
mL of pond water
and two extra
beakers listed.
They are
required to
assess the
pupils problemsolving skills.)
Teaching suggestion
Questioning

with the pupils.
SAIL
Instruction and
assessment

problem-solving skills.
Rubric
For assessing the pupils problem-solving skills
Skill(s): Problem-solving skills
Criteria
*Generating
possibilities
Beginning
1
Does not look for
another possible
pollutant for this
experiment, but is
willing to try out
the suggestion
given by the
teacher
Developing
2
Actively looks
for another
possible
pollutant for this
experiment, but
is unsuccessful
Is willing to try
out the
suggestion
given by the
teacher
Accomplished
3
Score
Manages to
find one
possible
pollutant for
this experiment
Carries out this
part of the
experiment
without any
help from the
teacher
39
Investigation
Begins to collect
simple data or
information during
the investigation
with guidance
provided by the
teacher (Note: The
teacher needs to
hand-hold the pupil
throughout the
investigation.)
Begins to collect
data and information
during the
investigation with
less guidance
provided by the
teacher (Note: The
teacher only
provides verbal
guidance in the
beginning and does
not need to see the
pupil through the
investigation.)
Begins to collect
data and
information during
the investigation
without any
guidance provided
by the teacher
**Communication
Little scientific
language is used
to describe
observations even
with prompting
Needs frequent
reminders to stay
on task
More scientific
language is used to
describe
observations with
prompting
Is on task most of
the time
Scientific language
and vocabulary is
used consistently
without prompting
Time
management
Is on task all the

time
Total
* Note: The teacher can get the pupils to make use of a substance available in their bags and
each pupil can set up another beaker of pond water containing another type of pollutant. The
substance can be glue, ink, correction fluid or watercolour paint.
be phrased as, What is the effect of pollution on our water sources?
Teaching strategy
Questioning
Explanation
Cycles of questions-answersquestions
Teaching suggestion
Discuss the flowchart with the
pupils.
40
Theme: Cycles
Activity 6.2 What should I do?
Concepts
Conservation of water is the practice of using water carefully so that it can last for a
longer time.
We can conserve water by reducing, reusing and recycling.
Specific objective
describe the different methods through which water can be conserved at home
Process skills
Skill/process
Meaning
Generating
possibilities
To come up with other potential

possibilities besides the common
one
By brainstorming the different

possible methods of saving water at
home
Evaluating
To determine whether objects, ideas,

principles or series of actions are
reasonable, accurate, of good
standard and capable of being used
By deciding the effectiveness of

using each method to conserve
water at home
Analysing

By analysing how convenient,

inexpensive and acceptable each
method is and rate each method
according to these three criteria
Teaching strategy
Explanation
Teaching suggestion
Questioning

with the pupils.
SAIL
Instruction and
assessment

problem-solving skills.
41
Rubric
For assessing the pupils problem-solving skills
Skill(s): Problem-solving skills
Criteria
Beginning
1
Developing
2
Accomplished
3
Generating
possibilities
Does not suggest

but is willing to
adopt the
suggestions of
other group
members
Does not actively

suggest, but refines
solutions suggested
by other group
members
Actively suggests
and refines
solutions
Analysing
Begins to rate the

effectiveness of
each idea with
guidance provided
by the teacher
(Note: The teacher
needs to hand-hold
the pupil
throughout the
exercise.)
Begins to rate the

effectiveness of each
idea with less
guidance provided by
the teacher (Note:
The teacher only
provides verbal
guidance in the
beginning and does
not need to see the
pupil through the
exercise.)
Begins to rate the

effectiveness of
each idea without
any guidance
*Communication
Little scientific
language is used
to describe
observations even
with prompting
Needs frequent
reminders to stay
on task
More scientific
language is used to
describe
observations with
prompting
Is on task most of the
time
Scientific language
and vocabulary is
used consistently
without prompting
Time
management
Score
Is on task all the

time
Total
be phrased as, Why is it important to conserve water?
Extension (page 37)
Skill/process
Meaning

objects, ideas, principles or series
of actions in order to determine the
By identifying the positive

consequences and the negative effects
of using each solution to solve the
given problem
42
Analysing
Theme: Cycles
Activity 6.3 Helpful tables
Concept
Information recorded in a table is called data.
Specific objective
interpret data and represent it in a table
Process skill
Skill/process
Analysing
Meaning

activity?
To consider carefully and in detail objects,

ideas, principles or series of actions in order
to determine the patterns and relationships
By analysing the information

given in a table and using it
to answer questions
Teaching strategy
Explanation
Teaching suggestion
Questioning

the pupils.
SAIL
Instruction and
assessment

ability in the interpretation of data.
Rubric
For assessing the pupils ability in the interpretation of data
Skill(s): Analysing
Processing
data
Beginning
1
Developing
2
Meets at
least one
but not all
the criteria
in level 3
Meets at
least two
but not all
the criteria
in level 3
Accomplished
3
Score
States that Dr Atom uses

the most water for bathing
States that Dr Atom uses 4
L and 9 L more water than
Joe and Sue respectively
for bathing
States that Sue used 100
mL more water than Joe to
brush her teeth
States that they use a total
of 65.7 L of water in a day
43
Drawing
conclusions
Meets at
least one
but not all
the criteria
in level 3
Meets at
least two
but not all
the criteria
in level 3
Infers that the water on the

spaceship would not be
enough for them
Explains that on the Earth,
they would use about
3942 L of water in two
months
Gives a relevant
suggestion to reduce the
use of water.
Total
Note: All the criteria can be assessed using the questions from the Procedure and
observations section in the Activity Book.
Extension (page 3940)
Process skill(s)
Communicating,
analysing
Description
Pupils are to tabulate

the information that they
have collected
Comments
Get the pupils to identify the family that

uses the most water
Get the pupils to suggest methods
through which they can reduce their
water usage (Note: Pupils are to answer
question 2 on their own.)
44
Theme: Cycles
Revision Exercise Cycles
Section A: Multiple-choice questions
Question Content
Main topic(s)
domain
Process
skill(s)

question?
Physical
Science
Chapter 5 The
water cycle
Inferring
By inferring that heat from the

Sun is needed to drive the water
cycle
Life
Science
Chapter 6 Water
A precious
resource
Evaluating
By evaluating each statement

and identifying the one that
contains false information
Physical
Science
Chapter 6 Water
A precious
resource
Inferring
By deducing that the use of the

device that allows less water to
flow out of the tap is to conserve
water
Life
Science
Chapter 3
Reproduction in
humans
Inferring
By inferring the meaning of

fertilisation
Life
Science
Chapter 3
Reproduction in
humans
Analysing
By identifying the characteristics

that can be passed from the
parents to their offspring
Life
Science
Chapter 2
Reproduction in
flowering plants
Inferring
By inferring the features that

wind-dispersed fruits would
possess
Physical
Science
Chapter 4 Water
and changes of
state
Analysing
By identifying the process that is

wrongly named in the flowchart
45
Section B: Structured questions

Question Content
Main topic(s)
domain
Process
skill(s)

question?
Life
Science
Chapter 3
Reproduction in
humans
Analysing
By identifying the parent that

passes the traits dimples
and detached ear lobes
respectively
Life
Science
Chapter 6 Water
A precious
resource
Inferring
By deducing that water is

necessary for the
transportation of food and
other substances in our
body
Analysing
By identifying that water is

used for softening food in
our mouth
10
Physical
Science
Chapter 5 The
water cycle
Inferring
By interpreting the two

processes that lead to the
changes in the states of water
11
Life
Science
Chapter 2
Reproduction in
flowering plants
Analysing
By analysing the diagram and

identifying the different parts in
the cross-section of a flower
There should only be one egg
cell in the centre of the ovule
instead of two egg cells as
shown in the diagram.
12
Physical
Science
Chapter 4 Water
and changes of
state
Analysing
By analysing the data given in

a table to answer questions
13
Physical
Science
Chapter 6 Water
A precious
resource
Inferring
By inferring the impact of

water pollution on our
water sources
Analysing
By identifying one method

of preventing water
pollution
46

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Science Primary 5&6 Teachers Notes on Activity Books Cycles

How is it applied in this activity?

To use the senses and/or instruments

By studying the characteristics that

To identify the similarities or differences

By sharing the similarities and

To give explanations to observations of

By inferring that some traits cannot

2009 Marshall Cavendish International (Singapore) Pte Ltd

Pupils are to complete the

2009 Marshall Cavendish International (Singapore) Pte Ltd

How is it applied in this activity?

To use the senses and/or instruments

By studying the relationships

To give explanations to observations of

By inferring that some traits cannot

2009 Marshall Cavendish International (Singapore) Pte Ltd

How is it applied in this activity?

To use the senses and/or instruments to notice

Communicating To understand and be able to inform others of

By drawing the various

To consider carefully and in detail objects, ideas,

2009 Marshall Cavendish International (Singapore) Pte Ltd

Each group can have two

Discuss the questions in the Activity Book

A rubric can be used to assess each

2009 Marshall Cavendish International (Singapore) Pte Ltd

To consider carefully and in detail

2009 Marshall Cavendish International (Singapore) Pte Ltd

How is it applied in this activity?

How is it applied in this activity?

To identify the similarities or

By comparing the growth patterns of

To consider carefully and in detail

By identifying the conditions

To give explanations to observations

By inferring that plants need to

Transparent plastic pot

50 mL beaker (filled with

2009 Marshall Cavendish International (Singapore) Pte Ltd

Discuss the questions in the

To carry out a scientific inquiry in

Get the pupils to make a

An environment in which pupils

Get the pupils to divide the

Extension (page 10)

2009 Marshall Cavendish International (Singapore) Pte Ltd

How is it applied in this activity?

How is it applied in this activity?

To use the senses and/or instruments

By observing the effect of not

To know how to use, which to choose

By planting the same number of

To consider carefully and in detail

By listing the conditions necessary

To determine whether an outcome will

By predicting whether the bean

2009 Marshall Cavendish International (Singapore) Pte Ltd

Green bean seed

Discuss the questions in the Activity Book with

A rubric can be used to assess each pupils

Provides work that

Provides work that