MIND MAP FOR SCIENCE YEAR 5

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OBJECTIVES

 Enable pupils to master and memorize science facts and Enable pupils to master and memorize science facts and

concepts easily.

 Helps pupils to organize notes and detect missing key Helps pupils to organize notes and detect missing key

relationship between ideas.

 Helps pupils to understand concept faster.Helps pupils to understand concept faster.  Helps pupils to capture information easily.Helps pupils to capture information easily.

 Helps pupils to get a different sensory perception and Helps pupils to get a different sensory perception and

imagination of the text.

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GUIDELINES ON USING THE MIND MAP

 Brainstorm the main ideas based on the Learning Outcomes by viewing Brainstorm the main ideas based on the Learning Outcomes by viewing

the teaching courseware or referring to reading materials.

 Teacher writes all the pupils’ ideas and discuss the ideas related to the Teacher writes all the pupils’ ideas and discuss the ideas related to the

topic.

 Teacher introduces main sub-topic.Teacher introduces main sub-topic.

 Pupils make notes and record their findings. Pupils make notes and record their findings.  Pupils develop and present their mind maps.Pupils develop and present their mind maps.

 Pupils do counter check by referring the mind map produced by teacher Pupils do counter check by referring the mind map produced by teacher

through power point slides.

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

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MINDMAP

YEAR 5

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Investigating

Living Things

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1.1 Understanding that microorganism is a living thing Microorganism

Bacteria Fungi Protozoa Virus

Cannot see with naked eyes Grow

Move Breathe

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1.2 Understanding that some microorganism are harmful and some are useful Microorganisms Useful _Harmful Making bread/ tapai/tempe/fertiliser Food poisoning Food to

turns bad Tooth_decay Disease /

Illness

Prevention Wash hand

Drink boiled water

Cover mouth & nose when coughing & sneezing

Can cause

Non Contagious Contagious

Stomach upset Measles Chicken pox Conjunctivitis Mumps AIDS Dengue Quarantine patients Cover wounds

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2.1

Survival of The Animals

Examples animals that take

care of their eggs and young.

How animals take care of

their eggs and young.

Why animals take care of

their eggs and young.

Bird - eggs with shell 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

2.3 Importance

Shortage of food resource

The animals and other species may face extinction

Bird, Frog, Fish, Snake, Turtle, Kangaroo, Elephant

To ensure the survival of their species

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2.2 Survival of Plant Species Water Explosive mechanism Wind Animal • Light

• Have air space

• Light

• Small in size • Have wing-like structure

• Have fine hairs • Dry when ripe

• Explodes when mature

• Fleshy •Brightly coloured • Edible • Have smells • Have hooks • Coconut • Pong pong • Angsana • Lalang • Rubber fruit • Balsam fruit • Chestnut • Ocra • Rambutan • Mango • Love grass • Mimosa • Watermelon Agents of dispersal

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3.1 Food Chain

Animals and the food they eat

Classify animals into herbivore, carnivore

and omnivore.

Producer Construct food chain Consumer

Green plants produced their

own food

Herbivore :

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

Carnivore:

Animals that eat other animals. e.g.: tiger, lion

Omnivore:

Animals that eat plants and other animals

e.g. bird, rat

Animals that eat plant or other animals are called consumers. The food relationship

among living things can be shown by

a food chain.

A food chain starts with a plant as

producer.

In a food chain the arrow

means ‘eaten by’ Tiger eats meat

Bird eats fruits / insect Panda eats bamboo shoots

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3.2 Synthesizing food chain to construct food web.

Food web

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

web of different habitats

What will happen to a certain species

of animals if they eat only one type

of food

E.g. in a garden

A change in the population of a certain species will effect the population

of other species

They will face difficulty to survive – if the

source of food runs out Food web is a

combination of several food chains

E.g. in a Paddy field

E.g. : - Panda eats bamboo shoots only. - Koala bear eats

eucalyptus leaves only. - Pangolin eats ants only

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Investigating

Force And

Energy

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ENERGY

1.1 The Uses of Energy

Why energy is needed?

- by living things to carry out life processes.

Ex : moving, breathing, growing

The Sources of Energy

Sun

- main source of energy - produces light and heat

Food -Food stored chemical energy Wind - Moving air - Used to pump water, drive small wind mills

-to move, boil, melt, - to bounce non- living things Fuel Batteries - wood, coal, petroleum, natural gas - device that produced electrical energy

from chemical energy

Water

- moving or falling water produce energy

When and where energy is needed

Examples of situations : Jumping, holding things, Pulling things

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E.g. Sound energy FORM OF ENERGY Heat energy Light energy Electrical energy Kinetic energy Chemical energy Potential energy Solar energy Lighting candle Moving toy car Stretched rubber band Ringing telephone Switching on the lights Lighting torch light Solar powered calculator Candle E.g. E.g. E.g. E.g. E.g. E.g. E.g.

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ENERGY

1.2 Energy can be transformed from one form to another

Energy can be transformed

a) a burning candle Chemical energy →

heat energy + light energy b) solar powered signal light Solar energy → electrical energy → light energy

Example of appliance that make use of energy transform

a) Electric iron

Electrical energy → heat energy b) Electric Radio

Electrical energy → sound energy c) Television

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ENERGY

1.3 Renewable and Non-renewable Energy Renewable energy Energy that cannot be replenished Resources – natural gas, Petroleum, Coal. Non-renewable energy Energy that can be replenished when it is used up Resources – solar, wind, biomass, water

Why use energy wisely How to save energy

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

Turn off the television when no one

watching it

Switch off the lights before going to leave the room

Why renewable energy is better then non-renewable energy

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Electricity Sources Dry cell Accumulator Dynamo Solar cell Type of circuit Name Symbol Dry cell Connecting wire Switch Bulb

Symbol and component

Precautions

Safety precautions to be taken when using

appliances Danger of mishandling electrical appliances Fire Burn Electric shock Electrocution

Parallel circuit Series circuit

Differences of brightness of

bulbs

The bulb in the parallel circuit is brighter then the bulb in the series circuit

Do not touch electrical appliances with wet hand

Do not repair electrical appliances on your own

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Light

Can be reflected How ?

The light that falls on objects

‘bounces off’ the objects and comes to your eyes

mirror

Travel in a straight line

Shadow When light is completely or partially blocked by an opaque and a translucent object Factor that cause the size of a shadow change Factor that cause the shape of a shadow change How shadow is formed Position of the object Distance of the object from the light source Uses of reflection

Side mirror of a car Periscope

Kaleidoscope

Shadow form

Opaque object

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Heat

Gain

Loss Cooler

Warmer

How to measure temperature using the correct technique The effects of heat

on matter

Matter expands when heated

Matter contracts when cooled

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Investigating

Materials

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

Solid Liquid Gas

has mass

Properties of solid Properties of liquid Properties of gas

has fixed volume has fixed shape has mass examples

water milk air

no fixed shape

(Takes the shape of the container)

has fixed volume steam wood stone no fixed shape has mass no fixed volume can be compressed

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1.2 CHANGING STATES OF MATTER gas liquid liquid solid liquid gas

solid liquid melting

boiling

evaporation

condensation

freezing

Rate of evaporation

*Affected by windy and hot weather *Takes place at the surface of the liquid at

room temperature *Happen at any temperature

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1.3

Understanding the water cycle.

Circulation of water in Circulation of water in the environment. the environment. Formation of clouds Formation of clouds

and rain. and rain. Importance of water.

Importance of water.

Changes in the states of

matter in the water cycle

Liquid gas

(evaporation)

Droplets of water will

become bigger and

heavier → heavier → rain evaporati on condensat ion sea

Gas → liquid (Condensation)

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1.4

Appreciating the importance

of water resources.

To prevent living aquatic from being

destroyed and undergoing extinction

Reasons to keep our

water resources clean.

water resources clean. _{To ensure the cleanliness}_{To ensure the cleanliness}

of water supply of water supply To regulate To regulate the formation of the formation of

clouds and rain

To avoid infected

diseases

Ways to keep our water

resources clean

Keep the rivers clean

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2.1 The properties of acidic,

alkaline and neutral substances.

Identify the taste of acidic

and alkaline food.and alkaline food. Identify acidic, alkaline

Identify acidic, alkaline

and neutral substances and neutral substances using litmus paper.

using litmus paper.

• Conclude the properties of _{Conclude the properties of}

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

blue to red red to bluered to blue

no changes

bitter

bitter soursour

Properties of alkali Properties of alkali Properties of acid Properties of acid Properties of Properties of neutral substances neutral substances

Taste bitter & change

red litmus paper blue

Taste sour & change

blue litmus paper red

Other tastes –

no changes in litmus paper

acid

acid alkalinealkaline

neutral

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Investigating

Earth And

Universe

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Show directions Indicates

Seasons

A group of stars that form a certain pattern in the sky

Importance of constellation Identify constellation What constellation is 1.1 Understanding the constellation Big dipper Scorpion Orion Southern Cross North North South April – June

Kite or Cross Scorpion Hunter Water ladle South December - January June - August planting harvesting desert sea

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2.1

The movements

of the Earth, the Moon and the Sun

Earth rotates on it axis Earth rotates and at the same time moves around the sun Moon rotates on it axis Moon rotates and at the same time moves around the Earth

The Moon and the Earth move round the Sun at

the same time The earth

rotates on its axis from west to east

The changes

in length and position of the shadow throughout the day

THE EARTH , THE MOON AND THE SUN

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2.2

The occurrence of day and night It is day time for the part

of the Earth facing the Sun.

It is night time for

the part of the Earth facing away from the Sun.

Day and night occur

due to the rotation of the Earth on its axis.

the Sun the Earth

night-time night-time daytime daytime axis axis west

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2.3 Phases Of The Moon

The Moon Does Not Emit Light

The Moon appears bright when it reflects sunlight

The phases of the moon

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Investigating

Technology

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1.1 The shapes of objects in a structure

The shapes of objects Identify shapes in structure

Cuboid

Cube Cylinder

Sphere Pyramid Cone

Sphere Cylinder

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Shapes of objects that are stable

The factors that affect stability of objects

How base area affects stability

How height affects stability

1.2

The strength and

stability of a structure

The factors that affect the strength of a structure

Design a model that is strong and stable

Cube, cone, pyramid

Height , base area

Bigger base area more stable Smaller base area less stable

Lower object more stable Higher object less stable

Types of materials used Steel ,Iron, Wood Suggested design strong and stable

Bridge – one with manila card one with plywood

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USEFUL RELATED

WEBSITES

• http://www.mindtools.com/pages/article/newISS_01.htm

http://www.mindtools.com/pages/article/newISS_01.htm

• http://www.peterrussell.com/MindMa

http://www.peterrussell.com/MindMa

ps/mindmap.php

• http://www.studygs.net/mapping/

http://www.studygs.net/mapping/

• http://www.edrawsoft.com/MindMap.

http://www.edrawsoft.com/MindMap.

php

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Sample T&L Activities

TOPIC: Renewable Energy and Non-renewable TOPIC: Renewable Energy and Non-renewable

EnergyEnergy

Learning Objectives:

1.3 Understanding renewable and non-renewable

energy.

Learning Outcomes:

 State what renewable energy is.State what renewable energy is.

 State what non-renewable energy is.State what non-renewable energy is.  List renewable energy resourcesList renewable energy resources

 List non-renewable energy resources. List non-renewable energy resources.

 Explain why we need to use energy wisely. Explain why we need to use energy wisely.  Explain why renewable energy is better than Explain why renewable energy is better than

non-renewable energy.

 Give examples on how to save energy.Give examples on how to save energy.  Practice saving energy Practice saving energy

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Activity : Using Mind Map:

1. Pupils view the CD teaching courseware / get information

from text book/ article from related web sites.from text book/ article from related web sites.

2. Teacher discusses with pupils to list the main ideas about

the topic based on what they viewed in the courseware.the topic based on what they viewed in the courseware. 3. Teacher lists all the pupils ideas on the board.

3. Teacher lists all the pupils ideas on the board.

4. Pupils discuss in groups to construct a mind map from all the

ideas listed

or pupils discuss in groups to complete the or pupils discuss in groups to complete the blank mind mapblank mind map given by the

given by the

teacher.teacher.

5. Pupils present their mind map in front of class using

transparency or

power point slide or mahjong paper.power point slide or mahjong paper.

6. Teacher displays power point slides about the topic and ask

students to

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Renewable Energy and Non-Renewable Energy

Renewable energy Non-renewable energy

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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.

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Suggested activity

1. Pupils view the CD teaching courseware / get

information from

text book/ article from related web sites.text book/ article from related web sites.

2. Teacher discusses with pupils to list the main ideas

about the

topic based on what they viewed in the courseware.topic based on what they viewed in the courseware. 3. Teacher lists all the pupils ideas on the board.

3. Teacher lists all the pupils ideas on the board.

4. Pupils discuss in groups to construct a mind map from

all the

ideas listed or pupils discuss in groups to complete the ideas listed or pupils discuss in groups to complete the blank

blank

mind map

mind map given by the teacher. given by the teacher.

5. Pupils present their mind map in front of class using

transparency or power point slide or mahjong paper.transparency or power point slide or mahjong paper.

6. Teacher displays power point slides about the topic and

ask

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Light

Can be reflected How ? mirror Shadow Factors that cause the size of a shadow change Factors that cause the shape of a shadow change How shadow is formed Uses of reflection Shadow form Opaque object Light Dia gra m

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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?

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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.

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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?

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4. Teacher explains the aim/purpose of the experiment

that the pupils will carry out.that the pupils will carry out.

Aim: To find out the factor cause the shape of shadow Aim: To find out the factor cause the shape of shadow

to changeto change

5. Teacher asks pupils to identify what to change, what

observe and what to keep the same in the observe and what to keep the same in the

experiment.experiment.

6. Pupils discuss in small groups to plan the experiment.

7. Pupils carry out the experiment by changing the

position of the object ( wooden pyramid block, plastic position of the object ( wooden pyramid block, plastic

cup etc) in font of the light source and draw the shape cup etc) in font of the light source and draw the shape

of the shadow formed.of the shadow formed.

8. Pupils draw their findings in a table.

9. Based on their findings pupils answer the questions

provided in the worksheets.provided in the worksheets.

10. Pupils form a conclusion of experiment.