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Enable pupils to master and memorize science facts and concepts easily. Helps pupils to organize notes and detect missing key relationship between ideas. Helps pupils to understand concept faster. Helps pupils to capture information easily. Helps pupils to get a different sensory perception and imagination of the text.
Brainstorm the main ideas based on the Learning Outcomes by viewing the teaching courseware or referring to reading materials. Teacher writes all the pupils ideas and discuss the ideas related to the topic. Teacher introduces main sub-topic. Pupils make notes and record their findings. Pupils develop and present their mind maps. Pupils do counter check by referring the mind map produced by teacher through power point slides.
MINDMAP YEAR 5
Bacteria
Fungi
Protozoa
Virus
Characteristics
Breathe
Move
Grow
1.2 Understanding that some microorganism are harmful and some are useful Microorganisms
Useful
Making bread/ tapai/tempe/fertiliser
Disease / Illness Food poisoning
Harmful
Can cause
Tooth decay
Non Contagious
Contagious
Prevention Wash hand Drink boiled water Cover mouth & nose when coughing & sneezing Quarantine patients
Stomach upset
Dengue
Cover wounds
2.3 Importance
Special characteristic
Light
Examples
Coconut
Water
Pong pong
Wind
Rubber fruit Dry when ripe Explodes when mature Balsam fruit Chestnut Ocra Fleshy Rambutan Mango Love grass Mimosa Watermelon
Animal
Producer
Consumer
Tiger eats meat Bird eats fruits / insect Panda eats bamboo shoots
Herbivore : Animals that eat plants only. e.g.: cow, goat, deer
The food relationship among living things can be shown by a food chain.
Carnivore: Animals that eat other animals. e.g.: tiger, lion A food chain starts with a plant as producer.
Omnivore: Animals that eat plants and other animals e.g. bird, rat
means eaten by
Food web
What will happen If there is a change in population of a certain species in a food web
A change in the population of a certain species will effect the population of other species
E.g. in a garden
They will face difficulty to survive if the source of food runs out
E.g. : - Panda eats bamboo shoots only. - Koala bear eats eucalyptus leaves only. - Pangolin eats ants only
ENERGY
- by living things to carry out life processes. Ex : moving, breathing, growing -to move, boil, melt, - to bounce nonliving things
Water
- moving or falling water produce energy
Wind
- Moving air - Used to pump water, drive small wind mills
Lighting candle
Light energy
FORM OF ENERGY
Ringing telephone
Electrical energy E.g. Switching on the lights Solar energy
E.g.
Solar powered calculator
E.g.
Candle
ENERGY
1.2 Energy can be transformed from one form to another
a) Electric iron Electrical energy heat energy b) Electric Radio Electrical energy sound energy c) Television Electrical energy sound energy + light energy
ENERGY
Renewable energy
Reduce pollution
Electricity
Precautions
Sources
Accumulator
Symbol
Connecting wire Differences of brightness of bulbs The bulb in the parallel circuit is brighter then the bulb in the series circuit
Switch
Bulb
Light
Travel in a straight line Can be reflected How ?
The light that falls on objects bounces off the objects and comes to your eyes Factor that cause the shape of a shadow change When light is completely or partially blocked by an opaque and a translucent object
Uses of reflection
Periscope Kaleidoscope
Factor that cause the size of a shadow change Distance of the object from the light source
Shadow
mirror
Light
Shadow form
Heat
Gain Loss
Warmer Cooler
Investigating Materials
wood
water
milk
air
Solid
stone
Liquid
Gas
steam
examples
Properties of solid
Properties of liquid
Properties of gas
has mass
has mass
no fixed shape
no fixed volume
no fixed shape
(Takes the shape of the container)
can be compressed
solid
liquid
melting
boiling
liquid gas
evaporation
Rate of evaporation *Affected by windy and hot weather *Takes place at the surface of the liquid at room temperature *Happen at any temperature
gas
liquid
condensation
liquid solid
freezing
condensation
rain
Importance of water.
sea
Circulation of water in the environment. Changes in the states of matter in the water cycle Gas liquid (Condensation) Liquid gas (evaporation) Droplets of water will become bigger and heavier rain
Ways to keep our water resources clean Keep the rivers clean Cleanliness campaign
Identify acidic, alkaline and neutral substances using litmus paper. Changes in colour of litmus papers blue to red red to blue
bitter
sour
acid
no changes neutral
alkaline
planting
harvesting desert
Indicates Seasons
Importance of constellation
Show directions
sea
What constellation is
Southern Cross
direction
shape when
Identify constellation
Scorpion
South
Orion
South April June
Big dipper
Hunter
North
2.1 The movements of the Earth, the Moon and the Sun
The earth rotates on its axis from west to east
Earth rotates and at the same time moves around the sun
The Moon and The changes the Earth move in length and position round the Sun at of the shadow the same time throughout the day
night-time
daytime
the Sun the Earth
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.
2.2 The occurrence of day and night axis Day and night occur due to the rotation of the Earth on its axis.
west
east
Investigating Technology
Cylinder
Sphere Cube
Cuboid
Cylinder
Sphere
Pyramid
Cone
6. Teacher displays power point slides about the topic and ask students to
cross check the ideas in their mind map.
Non-renewable energy
Renewable energy
Topic: Light
Learning 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 activity
1. Pupils view the CD teaching courseware / get information from text book/ article from related web sites. 2. Teacher discusses with pupils to list the main ideas about the topic based on what they viewed in the courseware. 3. Teacher lists all the pupils ideas on the board. 4. Pupils discuss in groups to construct a mind map from all the ideas listed or pupils discuss in groups to complete the blank mind map given by the teacher. 5. Pupils present their mind map in front of class using transparency or power point slide or mahjong paper. 6. Teacher displays power point slides about the topic and ask students to cross check the ideas in their mind map.
Light
Can be reflected How ?
Uses of reflection
Shadow
mirror
Opaque object
Light
Shadow form
Activity 2: Experiment 1
Topic: 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 2
Topic: 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 that the pupils will carry out. Aim: To find out the factor cause the shape of shadow to change 5. Teacher asks pupils to identify what to change, what observe and what to keep the same in the experiment. 6. Pupils discuss in small groups to plan the experiment. 7. Pupils carry out the experiment by changing the position of the object ( wooden pyramid block, plastic cup etc) in font of the light source and draw the shape of the shadow formed. 8. Pupils draw their findings in a table. 9. Based on their findings pupils answer the questions provided in the worksheets. 10. Pupils form a conclusion of experiment.