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OBJECTIVES

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.

GUIDELINES ON USING THE MIND MAP


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.

*It can be used at any stage of the lesson.

MINDMAP YEAR 5

Investigating Living Things

1.1 Understanding that microorganism is a living thing Microorganism

Bacteria

Fungi

Protozoa

Virus

Characteristics

Breathe

Move

Grow

Cannot see with naked eyes

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

Food to turns bad

Tooth decay

Non Contagious

Contagious

Prevention Wash hand Drink boiled water Cover mouth & nose when coughing & sneezing Quarantine patients

Stomach upset

Measles Chicken pox Conjunctivitis Mumps AIDS

Dengue

Cover wounds

How animals take care of their eggs and young.


Examples animals that take care of their eggs and young.
Bird, Frog, Fish, Snake, Turtle, Kangaroo, Elephant Bird - eggs with shell covering Frog - slimy eggs and having bad smell Fish - keep their young in their mouths Snake, Tiger - attack in order to protect their eggs or young Turtle - hide their eggs Kangaroo - carry their young in their pouches Elephant - stay in herds

2.1 Survival of The Animals

Why animals take care of their eggs and young.


To ensure the survival of their species

2.3 Importance

Shortage of food resource

The animals and other species may face extinction

2.2 Survival of Plant Species

Special characteristic
Light

Examples

Coconut

Water

Have air space

Pong pong

Light Small in size Angsana Lalang

Wind

Have wing-like structure Have fine hairs

Agents of dispersal Explosive mechanism

Rubber fruit Dry when ripe Explodes when mature Balsam fruit Chestnut Ocra Fleshy Rambutan Mango Love grass Mimosa Watermelon

Animal

Brightly coloured Edible Have smells Have hooks

3.1 Food Chain

Animals and the food they eat

Producer

Classify animals into herbivore, carnivore and omnivore.

Construct food chain

Consumer

Tiger eats meat Bird eats fruits / insect Panda eats bamboo shoots

Green plants produced their own food

Herbivore : Animals that eat plants only. e.g.: cow, goat, deer

The food relationship among living things can be shown by a food chain.

Animals that eat plant or other animals are called consumers.

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

In a food chain the arrow

means eaten by

3.2 Synthesizing food chain to construct food web.


What will happen to a certain species of animals if they eat only one type of food

Food web

Food web of different habitats

What will happen If there is a change in population of a certain species in a food web

Food web is a combination of several food chains

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

E.g. in a Paddy field

Investigating Force And Energy

Examples of situations : Jumping, holding things, Pulling things

ENERGY

- by living things to carry out life processes. Ex : moving, breathing, growing -to move, boil, melt, - to bounce nonliving things

When and where energy is needed

Why energy is needed? 1.1 The Uses of Energy Sun

Water
- moving or falling water produce energy

The Sources of Energy

- main source of energy - produces light and heat

Food Batteries Fuel


- wood, coal, petroleum, natural gas

Wind
- Moving air - Used to pump water, drive small wind mills

-Food stored chemical energy

- device that produced electrical energy from chemical energy

Lighting torch light

Lighting candle

E.g. Heat energy

Light energy

E.g. Kinetic energy E.g. Moving toy car

Sound energy E.g.

FORM OF ENERGY

Potential energy E.g. Stretched rubber band Chemical 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

Energy can be transformed

Example of appliance that make use of energy transform

a) a burning candle Chemical energy heat energy + light energy


b) solar powered signal light Solar energy electrical
energy light energy

a) Electric iron Electrical energy heat energy b) Electric Radio Electrical energy sound energy c) Television Electrical energy sound energy + light energy

Resources natural gas, Petroleum, Coal.

Energy that cannot be replenished

ENERGY

Energy that can be replenished when it is used up

Resources solar, wind, biomass, water

Why renewable energy is better then non-renewable energy

Non-renewable energy 1.3 Renewable and Non-renewable Energy

Renewable energy

Why use energy wisely


Avoid wastage Some energy resources cannot be replenished when used up To save cost

How to save energy

Reduce pollution

Turn off the television when no one watching it

Switch off the lights before going to leave the room

Electricity
Precautions
Sources

Dry cell Dynamo Solar cell

Danger of mishandling electrical appliances


Type of circuit Fire Burn Parallel circuit Series circuit

Accumulator

Electric shock Electrocution

Symbol and component

Name Dry cell

Symbol

Safety precautions to be taken when using appliances


Do not touch electrical appliances with wet hand Do not repair electrical appliances on your own

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

How shadow is formed

mirror

Side mirror of a car


Opaque object

Position of the object

Light
Shadow form

Heat

Gain Loss

Warmer Cooler

The effects of heat on matter

How to measure temperature using the correct technique

Matter expands when heated

Matter contracts when cooled

Investigating Materials

wood

water

milk

air

Solid
stone

Liquid

Gas
steam

examples

1.1 Matter exist in the form of solid, liquid or gas

Properties of solid

Properties of liquid

Properties of gas
has mass

has mass

has fixed shape has mass has fixed volume

has fixed volume

no fixed shape

no fixed volume

no fixed shape
(Takes the shape of the container)

can be compressed

solid

liquid

melting

boiling

1.2 CHANGING STATES OF MATTER

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

1.3 Understanding the water cycle.


evaporation

condensation
rain

Importance of water.

Formation of clouds and rain.

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

To prevent living aquatic from being destroyed and undergoing extinction

To avoid infected diseases

To regulate the formation of clouds and rain

Reasons to keep our water resources clean.

To ensure the cleanliness of water supply

1.4 Appreciating the importance of water resources.

Ways to keep our water resources clean Keep the rivers clean Cleanliness campaign

2.1 The properties of acidic, alkaline and neutral substances.

Identify acidic, alkaline and neutral substances using litmus paper. Changes in colour of litmus papers blue to red red to blue

Identify the taste of acidic and alkaline food.

Conclude the properties of acidic, alkaline and neutral substances.

bitter

sour

Properties of acid Properties of alkali Properties of neutral substances

acid
no changes neutral

alkaline

Taste bitter & change red litmus paper blue

Taste sour & change blue litmus paper red

Other tastes no changes in litmus paper

Investigating Earth And Universe

planting

harvesting desert

Indicates Seasons

Importance of constellation
Show directions

sea

What constellation is

1.1 Understanding the constellation


A group of stars that form a certain pattern in the sky June - August Scorpion

Southern Cross
direction
shape when

Identify constellation

Scorpion
South

Orion
South April June

Big dipper
Hunter

North

Kite or Cross Water ladle North December - January

THE EARTH , THE MOON AND THE SUN

Earth rotates on it axis

Moon rotates on it axis


Moon rotates and at the same time moves around the Earth

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

2.3 Phases Of The Moon


The phases of the moon The Moon Does Not Emit Light

The Moon appears bright when it reflects sunlight

New moon Crescent Half moon Full moon

Investigating Technology

1.1 The shapes of objects in a structure


The shapes of objects Identify shapes in structure

Cylinder
Sphere Cube

Cuboid

Cylinder

Sphere

Pyramid

Cone

Shapes of objects that are stable


Cube, cone, pyramid

The factors that affect stability of objects

1.2 The strength and stability of a structure

Height , base area

How base area affects stability


Bigger base area more stable Smaller base area less stable

How height affects stability


Design a model that is strong and stable Suggested design strong and stable Bridge one with manila card one with plywood Lower object more stable Higher object less stable

The factors that affect the strength of a structure


Types of materials used Steel ,Iron, Wood

USEFUL RELATED WEBSITES


http://www.mindtools.com/pages/article/n
ewISS_01.htm http://www.peterrussell.com/MindMaps/mi ndmap.php http://www.studygs.net/mapping/ http://www.edrawsoft.com/MindMap.php

Sample T&L Activities


TOPIC: Renewable Energy and Non-renewable Energy Learning Objectives: 1.3 Understanding renewable and non-renewable energy. Learning Outcomes: State what renewable energy is. State what non-renewable energy is. List renewable energy resources List non-renewable energy resources. Explain why we need to use energy wisely. Explain why renewable energy is better than nonrenewable energy. Give examples on how to save energy. Practice saving energy

Activity : Using Mind Map:


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.

Non-renewable energy

Renewable energy

Renewable Energy and Non-Renewable Energy

Why use energy wisely

How to save 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

How shadow is formed

Factors that cause the size of a shadow change

Factors that cause the shape of a shadow change

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.