Theme: Energy
Chapter 1 Energy in food
Activity 1.1 Energy flow
Approximate time frame: 0.5 period
Suggested venue: Classroom
Please take note of the following:
Pg 3 For Procedure 3, the leaves can be cut using a pair of scissors instead of
plucking them.
Concepts
We rely on the energy stored in food to keep us alive and to do work.
All organisms need energy to carry out life processes, such as movement, respiration
and reproduction.
The Sun is the Earths main source of energy.
Specific objectives
Pupils should be able to:
state that animals depend directly or indirectly on plants for food
describe the transfer of energy along energy flow diagrams from producers to
consumers
Process skills
Skill/process
Meaning
Analysing
Teaching suggestion
Teaching strategy
Questioning
Explanation
Teaching suggestion
Cycles of questionsanswers-questions
My Pals are Here! Science Primary 5&6 Teachers Notes on Activity Books Energy
Theme: Energy
Chapter 1 Energy in food
Activity 1.2 Source of energy
Approximate time frame: 2 periods
Suggested venue: Science laboratory
Background information
Information on the experiment to test for the presence of starch in leaves
The leaves are boiled to kill the leaf cells so as to stop the process of
photosynthesis.
The alcohol helps to remove chlorophyll from the leaves.
The hot water helps to soften the decolourised leaves.
Concepts
Plants are able to convert light energy from the Sun into chemical potential energy
during photosynthesis.
Chlorophyll is a green pigment found in leaves that traps light energy from the Sun.
Specific objective
Pupils should be able to:
state that photosynthesis is the process whereby green plants manufacture food
using water and carbon dioxide in the presence of chlorophyll and sunlight
Process skills
Skill/process
Meaning
Observing
Comparing
Using apparatus
and equipment
Predicting
My Pals are Here! Science Primary 5&6 Teachers Notes on Activity Books Energy
Material list
Material
Per class
Quantity
Per group
Remarks
Per pupil
two leaves from
the plant
Potted plant
Paperclip
Black paper
two pieces
Beaker
Wire gauze
Tripod stand
Bunsen burner
Boiling tube
Scissors
a pair
Forceps
a pair
Alcohol
a bottle
Petri dish
Iodine solution
a bottle
Dropper
This can be
individual work if it
is going to be used
for assessment.
Alternatively, the
teacher can group
the pupils into
groups of four.
Safety pointers
Make sure that the beaker of hot water is only half-filled with water so that it would be
easier to remove the leaves from the beaker of hot water.
Let the hot water cool before removing the boiling tubes from the beaker.
Do not use a pair of forceps to remove the leaves from the boiling tubes. Drain the
alcohol in the sink instead and let the leaves slide out from each boiling tube.
Handle the leaves gently after removing them from the hot water as they are quite
soft and tear easily.
Handle the iodine solution carefully as it can stain the uniform.
Keep the alcohol away from flames.
Do not light the Bunsen burner in step 5 of part E with the alcohol-filled boiling tubes
in the beaker.
My Pals are Here! Science Primary 5&6 Teachers Notes on Activity Books Energy
Teaching suggestions
Teaching strategy
Explanation
Teaching suggestion
Questioning
Cycles of questionsanswers-questions
SAIL
Instruction and
assessment
Rubric
For assessing the pupils performance during the experiment
Skill(s): Performing and Observing
Beginning
1
Demonstrating
experimental
techniques and
skills
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
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
Score
My Pals are Here! Science Primary 5&6 Teachers Notes on Activity Books Energy
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
Total
* Note: The teacher can assess the pupil on this criterion through verbal questioning.
** 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.
My Pals are Here! Science Primary 5&6 Teachers Notes on Activity Books Energy
Theme: Energy
Chapter 1 Energy in food
Activity 1.3 Experiments on photosynthesis
Approximate time frame: 1 period
Suggested venue: Classroom
Please take note of the following:
Pg 8 For question 4 (b) answer, the slash is missing in the further/closer the lamp
is from/to the hydrilla.
Concepts
Stomata are tiny pores found mainly on the underside of the leaf, allowing gases
(carbon dioxide and oxygen) to move in and out of the leaf.
Carbon dioxide is taken in by a plant through the stomata during photosynthesis.
Water and carbon dioxide are changed into simple sugars during photosynthesis with
oxygen being produced as the waste product.
Specific objectives
Pupils should be able to:
write a word equation for photosynthesis
state that an increase in the intensity of light would increase the rate of
photosynthesis
Process skills
Skill/process
Meaning
Inferring
To give explanations to
observations of objects or
events
My Pals are Here! Science Primary 5&6 Teachers Notes on Activity Books Energy
Skill/process
Meaning
Predicting
To determine whether an
outcome will happen on the
basis of observations,
experiences or scientific
reasons
Teaching suggestions
Teaching strategy
Explanation
Teaching suggestion
Questioning
Cycles of questionsanswers-questions
SAIL
Instruction and
assessment
Rubric
For assessing each pupils ability in the interpretation of results
Skill(s): Analysing
Beginning
1
Processing
data
Drawing
conclusions
Developing
2
Accomplished
3
Meets at
least one
but not all
the criteria
in level 3
Meets at
least two
but not all
the criteria in
level 3
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
Total
My Pals are Here! Science Primary 5&6 Teachers Notes on Activity Books Energy
Theme: Energy
Chapter 2 Forms and uses of energy
Activity 2.1 Away we go!
Approximate time frame: 1 period
Suggested venue: Science laboratory
Concepts
Energy is the ability to do work.
A raised object possesses gravitational potential energy.
If there are two objects of the same mass being raised, the object that is raised higher
possesses greater gravitational potential energy.
Specific objectives
Pupils should be able to:
state that a raised object possesses gravitational potential energy
state that the higher an object is raised, the greater the amount of gravitational
potential energy it possesses
Process skills
Skill/process
Meaning
Observing
Using apparatus
and equipment
Inferring
Material list
Material
Per class
Quantity
Per group
1
Measuring tape
Toy car
Remarks
Per pupil
Each group can
have four pupils.
Each pupil can
take turns to
take the
measurement so
that the teacher
can effectively
asses each
pupil.
My Pals are Here! Science Primary 5&6 Teachers Notes on Activity Books Energy
Teaching suggestions
Teaching strategy
Explanation
Teaching suggestion
Questioning
Cycles of questionsanswers-questions
SAIL
Instruction and
assessment
Rubric
For assessing the pupils performance during cooperative-learning
Skill(s): Collaborative work skills
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
Participates
without prompting
Routinely
provides useful
ideas
A definite leader
who contributes a
lot of effort
Quality of
work
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 group has to
change work
responsibilities
because of this
pupil
Score
My Pals are Here! Science Primary 5&6 Teachers Notes on Activity Books Energy
Problemsolving
Working with
others
Almost always
listens to, shares
with and supports
the efforts of
others
Tries to keep the
group members
working well
together
Total
Meaning
10
My Pals are Here! Science Primary 5&6 Teachers Notes on Activity Books Energy
Theme: Energy
Chapter 2 Forms and uses of energy
Activity 2.2 Falling can
Approximate time frame: 1 period
Suggested venue: School field
Concepts
An object that is raised higher possesses greater gravitational potential energy.
The more gravitational potential energy an object has, the greater the depression it
can make when it is allowed to fall onto a tray of flour.
Specific objectives
Pupils should be able to:
state that the higher an object is raised, the greater the amount of gravitational
potential energy it possesses
state that the more gravitational potential energy an object has, the greater the
depression it can make when it is allowed to fall onto a tray of flour
Process skills
Skill/process
Meaning
Observing
Using apparatus
and equipment
Inferring
Material list
Material
Per class
Quantity
Per group
1
30 cm ruler
Remarks
Per pupil
Each group can
have four pupils.
Each pupil can take
turns to take the
measurement.
11
My Pals are Here! Science Primary 5&6 Teachers Notes on Activity Books Energy
Safety pointer
Make sure that every group member has cleared away from the tray of flour before
the mineral water bottle is dropped.
Teaching suggestions
Teaching strategy
Explanation
Teaching suggestion
Questioning
Cycles of questionsanswers-questions
SAIL
Instruction and
assessment
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
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
12
My Pals are Here! Science Primary 5&6 Teachers Notes on Activity Books Energy
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
Almost always
listens to, shares
with and supports
the efforts of
others
Tries to keep the
group members
working well
together
Total
* 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.
13
My Pals are Here! Science Primary 5&6 Teachers Notes on Activity Books Energy
Theme: Energy
Chapter 2 Forms and uses of energy
Activity 2.3 Super launcher
Approximate time frame: 1 period
Suggested venue: Science laboratory
Concepts
Elastic potential energy is present in a wound-up toy, stretched rubber band,
compressed or stretched spring.
Energy can be converted from one form to another.
Specific objectives
Pupils should be able to:
describe the changes in the forms of energy when a paper ball is launched by a
stretched plastic spoon
infer that with an increase in the amount of elastic potential energy in the stretched
plastic spoon, the distance covered by the paper ball launched by the plastic spoon
will be greater
Process skills
Skill/process
Meaning
Observing
Inferring
Using
apparatus
and
equipment
Material list
Material
Per class
Quantity
Per group
1
Chalk
Measuring tape
Remarks
Per pupil
The teacher can get
the pupils to work in a
pair and rotate
between themselves
when carrying out the
steps. This is to
facilitate the teacher in
assessing each pupil
using the rubric.
14
My Pals are Here! Science Primary 5&6 Teachers Notes on Activity Books Energy
Safety pointer
Make sure that nobody is standing in front of you when the paper ball is about to be
launched.
Teaching suggestions
Teaching strategy
Explanation
Teaching suggestion
Questioning
Cycles of questionsanswers-questions
SAIL
Instruction and
assessment
Rubric
For assessing the pupils performance during the experiment
Skill(s): Performing and Observing
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
15
My Pals are Here! Science Primary 5&6 Teachers Notes on Activity Books Energy
Making
observations and
taking
measurements
Meets at
least one but
not all the
criteria in
level 3
Meets at least
two but not all
the criteria in
level 3
Skill(s): Analysing
Beginning
1
Drawing
conclusions
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
Score
Total
Explanation
Cycles of questionsanswers-questions
Teaching suggestion
Discuss the energy conversions in a
pinball machine.
16
My Pals are Here! Science Primary 5&6 Teachers Notes on Activity Books Energy
Theme: Energy
Chapter 2 Forms and uses of energy
Activity 2.4 Stretch, twist and go!
Approximate time frame: 1 period
Suggested venue: Science laboratory
Concepts
Energy can be converted from one form to another.
Potential energy is a form of energy that can be stored.
Specific objective
Pupils should be able to:
work in a team to carry out an experiment
Process skills
Skill/process
Meaning
Predicting
Using
apparatus
and
equipment
Observing
Inferring
Material list
Material
Per class
Quantity
Per group
1
Rubber band
Remarks
Per pupil
Each group can
have four pupils.
Each pupil can
take turns to
take the
measurement.
17
My Pals are Here! Science Primary 5&6 Teachers Notes on Activity Books Energy
Teaching suggestions
Teaching
Explanation
strategy
Investigating
To carry out a
scientific inquiry
in order to
achieve a
certain learning
objective
Teaching suggestion(s)
Distance
covered
in the 1st
attempt
(cm)
Distance
covered
in the 2nd
attempt
(cm)
Distance
covered
in the 3rd
attempt
(cm)
Average
(cm)
10
20
30
SAIL
Instruction and
assessment
Rubric
For assessing the pupils performance during cooperative-learning
Skill(s): Collaborative work skills
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
18
My Pals are Here! Science Primary 5&6 Teachers Notes on Activity Books Energy
Quality of
work
Time
management
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
*Problemsolving
Working with
others
Almost always
listens to, shares
with and supports
the efforts of
others
Tries to keep the
group members
working well
together
Total
* 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.
19
My Pals are Here! Science Primary 5&6 Teachers Notes on Activity Books Energy
Theme: Energy
Chapter 2 Forms and uses of energy
Activity 2.5 Get energised!
Approximate time frame: 1 period
Suggested venue: Science laboratory
Concepts
Energy can be converted from one form to another.
Energy is needed for an object to do work.
There are three different forms of potential energy, namely chemical, elastic and
gravitational potential energy.
Specific objectives
Pupils should be able to:
describe the steps for carrying out each activity
state the changes in the forms of energy for each activity conducted
Process skills
Skill/process
Meaning
Observing
Communicating
By recording the
observations in a table
Using
apparatus and
equipment
Generating
possibilities
By generating different
methods of producing
different forms of energy for
activities D and E
20
My Pals are Here! Science Primary 5&6 Teachers Notes on Activity Books Energy
Material list
Material
Per class
Quantity
Per group
Remarks
Per pupil
Activity A
Light bulb
Connecting wire
Switch
Battery
Battery holder
two
pieces
Activity B
Rock
Activity C
Toy windmill
Activity D
Glass bottle half-filled
with water
Activity E
Plastic ruler (30 cm
long)
Plasticine (a small
lump)
Roll of tape
Metal spoon
Safety pointers
Handle the rock with care as there might be sharp edges.
Make sure that the bottle is not hit too hard as it may cause the bottle to topple over.
Make sure that nobody is standing next to you when you are catapulting the
plasticine.
Teaching suggestion
Teaching strategy
Explanation
SAIL
Instruction and
assessment
Teaching suggestion
A rubric can be used to assess each pupils ability in
the interpretation of results.
21
My Pals are Here! Science Primary 5&6 Teachers Notes on Activity Books Energy
Rubric
For assessing each pupils ability in the interpretation of results
Skill(s): Analysing
Beginning
1
Processing
data
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
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
Score
Total
Description
Comments
Ask pupils what are the conclusions that can be
drawn from the graph. (Answer: There are
continuous conversions of energy as Zoe swings
from one end to another. She possesses the
22
My Pals are Here! Science Primary 5&6 Teachers Notes on Activity Books Energy
23
My Pals are Here! Science Primary 5&6 Teachers Notes on Activity Books Energy
Theme: Energy
Chapter 2 Forms and uses of energy
Activity 2.6 Energy conversions
Approximate time frame: 1 period
Suggested venue: Classroom
Please take note of the following:
Pg 21 For Extension question, the arrow is missing after _____ energy (in moving
steam).
Concepts
There are different forms of energy.
Energy can be stored for later use, e.g. we can store chemical potential energy in
batteries.
We change energy to other form(s) that we can use, e.g. we use a fan to change
electrical energy to kinetic energy.
Specific objectives
Pupils should be able to:
state the forms of energy in each example of energy conversion
list the similarities and the differences between a fossil fuel power station and a
hydroelectric power station
Process skills
Skill/process
Meaning
Analysing
Teaching suggestion
Teaching strategy
Questioning
Explanation
Teaching suggestion
Cycles of questionsanswers-questions
Explanation
Cycles of
questionsanswersquestions
Teaching suggestions
24
My Pals are Here! Science Primary 5&6 Teachers Notes on Activity Books Energy
25
My Pals are Here! Science Primary 5&6 Teachers Notes on Activity Books Energy
Theme: Energy
Chapter 2 Forms and uses of energy
Activity 2.7 Energy transformations
Approximate time frame: 2 periods
Suggested venue: Science laboratory
Please take note of the following:
Pg 23 For Materials, the batteries can be used alone if the battery holders are not
available.
Pg 25 For the diagram, the width of the bands can be increased to improve the
swirling effect of the spiral.
Concepts
Energy can be converted from one form to another.
A candle and a battery possess chemical potential energy.
Specific objective
Pupils should be able to:
work in a team to carry out an experiment
Process skills
Skill/process
Meaning
Observing
Using apparatus
and equipment
Analysing
Predicting
26
My Pals are Here! Science Primary 5&6 Teachers Notes on Activity Books Energy
Material list
Material
Per class
Quantity
Per group
Experiment A
Cardboard (13 cm x 13 cm)
a sheet
a strand
Retort stand
Candle
Matches
a box
Experiment B
Battery (1.5 V)
Switch
Insulated wire
Metal pin
Eraser
Candle
Remarks
Per pupil
Each group can
have two pupils.
Safety pointers
Experiment A
Make sure that the paper spiral is not too near the candle before lighting it up.
Make sure that the paper spiral is tied properly to the retort stand.
Handle the burning candle with care.
Experiment B
Do not touch the nichrome wire during the experiment as it would be hot.
Do not touch the melting wax of the candle.
27
My Pals are Here! Science Primary 5&6 Teachers Notes on Activity Books Energy
Teaching suggestions
Teaching strategy
Explanation
Teaching suggestion
Questioning
Cycles of questions-answersquestions
Cooperative
learning
SAIL
Rubric
For assessing the pupils performance during cooperative-learning (Note: Only meant for
experiment A)
Skill(s): Collaborative work skills
Criteria
Contributions
Beginning
1
Participates only
when prompted
Developing
2
*Quality of
work
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
28
My Pals are Here! Science Primary 5&6 Teachers Notes on Activity Books Energy
Time
management
Problemsolving
Working with
others
cutting the
paper spiral
Fails to tie
one end of the
string properly
to the retort
stand and the
other end
properly to the
paper spiral
Fails to stick
the candle
firmly to the
retort stand)
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
Almost always
listens to, shares
with and supports
the efforts of the
partner
Total
* Note: The teacher needs to make sure that each member covers two of the tasks
mentioned in level 1 so that each pupil in a pair can effectively be assessed for that criterion.
Extension (pg 24)
Teaching strategy
Questioning
Explanation
Cycles of questionsanswers-questions
Teaching suggestion
Discuss the energy conversions that occur in
a floating paper lantern.
29
My Pals are Here! Science Primary 5&6 Teachers Notes on Activity Books Energy
Theme: Energy
Chapter 3 Sources of energy
Activity 3.1 Water wheel
Approximate time frame: 1.5 periods
Suggested venue: Science laboratory
Concept
Sources of energy can be classified as renewable or non-renewable.
Specific objectives
Pupils should be able to:
write down the energy conversions in a hydroelectric power station
state the advantages and disadvantages of having a hydroelectric power station over
a fossil fuel power station
Process skills
Skill/process
Meaning
Observing
Inferring
Using apparatus
and equipment
Material list
Material
Per class
Quantity
Per group
Remarks
Paper cup
Per pupil
1
Scissors
a pair
Pencil
Adhesive gum
a packet
Teaching suggestion
Teaching strategy
SAIL
Explanation
Instruction and
assessment
Teaching suggestion
A rubric can be used to assess each pupils
performance during the experiment.
30
My Pals are Here! Science Primary 5&6 Teachers Notes on Activity Books Energy
Rubric
For assessing the pupils performance during the experiment
Skill(s): Performing and Observing
Beginning 1
Demonstrating
experimental
techniques and
skills
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
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
Accomplished
3
Cuts four triangular slits
down the sides of the cup
towards the base properly
Presses the remaining
pieces down properly
Makes an angled bent
properly at one corner for
each blade
Uses adhesive gum to
secure the end that is
poked through by a pencil
properly
Score
Skill(s): Analysing
Beginning 1
Drawing
conclusions
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
Deduces from the results
that when there is a
greater flow of water, there
is more gravitational
potential energy and the
running water passes
more kinetic energy to the
water wheel, causing it to
turn faster
States a reason why
running water is not used
to generate electricity in
Singapore (Note: This
criterion can be assessed
using question 1(b) from
the Extension section.)
Score
31
My Pals are Here! Science Primary 5&6 Teachers Notes on Activity Books Energy
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.
Extension (page 29)
Teaching strategy
Questioning
Explanation
Cycles of questionsanswers-questions
Teaching suggestion
Discuss the questions in the Activity Book
with the pupils. (Note: Omit question 1(b) as
it has been used for assessing the pupils in
the rubric.)
32
My Pals are Here! Science Primary 5&6 Teachers Notes on Activity Books Energy
Theme: Energy
Chapter 3 Sources of energy
Activity 3.2 Windmill
Approximate time frame: 1 period
Suggested venue: Science laboratory
Concept
Renewable sources of energy such as running water, wind and waves can be used to
generate electricity.
Specific objectives
Pupils should be able to:
write down the energy conversions in a wind power station
state the advantages and disadvantages of having a wind power station over a fossil
fuel power station
Process skills
Skill/process
Meaning
Observing
Inferring
Using apparatus
and equipment
Material list
Material
Per class
Quantity
Per group
Remarks
Per pupil
a piece
Scissors
a pair
Adhesive gum
a packet
a piece
Eraser
Small fan
1 (to be shared
by four pupils in
The teacher
can place a
fan at each
bench and
get the
pupils to
share among
themselves.
The speed of
the fan can
be changed
to see what
effect it has
on their
windmills.
33
My Pals are Here! Science Primary 5&6 Teachers Notes on Activity Books Energy
a bench)
Teaching suggestion
Teaching strategy
Explanation
SAIL
Instruction and
assessment
Teaching suggestion
A rubric can be used to assess each pupils
performance during the experiment.
Rubric
For assessing the pupils performance during the experiment
Skill(s): Performing and Observing
Beginning 1
Demonstrating
experimental
techniques and
skills
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
Draws the diagonal lines on
the paper using a ruler
Makes five holes on the
paper at the appropriate
locations, each with a
diameter that is slightly
greater than that of the straw
Uses the adhesive gum to
secure the end properly
Threads the wire through the
straw properly so that the
windmill can turn freely
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
Score
Skill(s): Analysing
Beginning 1
Drawing
conclusions
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
Deduces from the results
that when there is an
increase in the wind
speed, the stronger wind
passes more kinetic
energy to the windmill,
causing it to turn faster
States a reason why wind
Score
34
My Pals are Here! Science Primary 5&6 Teachers Notes on Activity Books Energy
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.
Extension (page 32)
Teaching strategy
Questioning
Explanation
Teaching suggestion
Cycles of questionsanswers-questions
35
My Pals are Here! Science Primary 5&6 Teachers Notes on Activity Books Energy
Theme: Energy
Revision Exercise Energy
Approximate time frame: 1 period
Suggested venue: Classroom
Section A: Multiple-choice questions
Question Content
Main topic(s)
domain
Process
skill(s)
Life
Science
Chapter 1
Energy in food
Classifying
Life
Science
Chapter 1
Energy in food
Evaluating
Physical
Science
Chapter 3
Sources of
energy
Classifying
Physical
Science
Chapter 3
Sources of
energy
Classifying
Physical
Science
Chapter 2
Forms and
uses of energy
Inferring
Life
Science
Life
Science
Chapter 1
Energy in food
Chapter 1
Energy in food
Process
skill(s)
Inferring
Analysing
Analysing
Inferring
36
My Pals are Here! Science Primary 5&6 Teachers Notes on Activity Books Energy
Physical
Science
Chapter 2
Forms and uses
of energy
Inferring
Physical
Science
Chapter 3
Sources of
energy
Analysing
Chapter 2
Forms and
uses of
energy
Inferring
Chapter 1
Energy in
food
Analysing
Chapter 2
Forms and
uses of
energy
Inferring
10
11
Physical
Science
Physical
Science
Chapter 3
Sources of
energy
Analysing
37