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 MAPBrainstorm 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 thingMicroorganismBacteriaFungiProtozoaVirusCannot see with naked eyesGrowMoveBreatheCharacteristics

1.2 Understanding that some microorganism are harmful and some are usefulMicroorganismsUsefulHarmfulMaking bread/tapai/tempe/fertiliserFoodpoisoningFood to turns badToothdecayDisease / IllnessPreventionWash handDrink boiled waterCover mouth & nose when coughing& sneezingCan causeNon ContagiousContagiousStomach upsetMeaslesChicken poxConjunctivitisMumpsAIDSDengue

Quarantine patientsCover wounds

2.1Survival 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 coveringFrog - slimy eggs and having bad smellFish - keep their young in their mouthsSnake, Tiger - attack in order to protect their eggs or youngTurtle - hide their eggsKangaroo - carry their young in their pouches Elephant - stay in herds

2.3Importance Shortage of food resourceThe animals and other species may face extinctionBird, Frog, Fish, Snake,Turtle, Kangaroo, ElephantTo ensure the survival of their species

2.2Survival of PlantSpecies

WaterExplosive mechanismWindAnimal 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 WatermelonAgents of dispersalSpecial characteristicExamples

3.1 Food ChainAnimals and the food they eatClassify animals into herbivore, carnivore and omnivore.Producer Consumer Construct food chainGreen plants produced their own foodHerbivore :Animals that eat plants only.e.g.: cow, goat, deerCarnivore:Animals that eat other animals.e.g.: tiger, lion

Omnivore:Animals that eat plants and other animalse.g. bird, rat

Animals that eat plantor other animals are called consumers.

The food relationshipamong living things can be shown bya food chain.A food chain starts with a plant asproducer.

In a food chainthe arrow

means eaten by

Tiger eats meat

Bird eats fruits / insect

Panda eats bamboo shoots

3.2 Synthesizing food chainto construct food web.Food webWhat will happenIf there is a change in population of a certainspecies in a food web Foodweb of different habitatsWhat will happento a certain speciesof animals if theyeat only one typeof foodE.g. in a gardenA change in the populationof a certain specieswill effect the population of other speciesThey will face difficultyto survive if thesource of food runs outFood web is a combination of several food chainsE.g. in a Paddy fieldE.g. : - Panda eats bamboo shoots only. - Koala bear eats eucalyptus leaves only. - Pangolin eats ants only

Investigating Force And Energy

1.1 The Uses of Energy- by living things to carry out life processes. Ex : moving, breathing, growingThe Sources of EnergySun- main source of energy - produces light and heatFoodFood stored chemical energyWind- Moving air - Used to pump water, drive small wind mills to move, boil, melt, - to bounce non- living thingsFuelBatteries- wood, coal, petroleum, natural gas- device that produced electrical energy from chemical energyWater- moving or falling water produce energyWhen and where energy is neededExamples of situations :Jumping, holding things,Pulling things

E.g.FORM OF ENERGYKinetic energyLighting candleMoving toy carStretched rubber bandRinging telephoneSwitching on the lightsLighting torch lightSolar powered calculatorCandle E.g. E.g. E.g. E.g. E.g. E.g. E.g.

a) a burning candle Chemical energy heat energy + light energy b) solar powered signal light Solar energy electrical energy light energy

1.3 Renewable and Non-renewable EnergyRenewable energyEnergy that cannot be replenishedResources natural gas,Petroleum,Coal.Non-renewable energyEnergy that can be replenished when it is used upResources solar, wind,biomass,waterWhy use energy wiselyHow to save energy Some energy resources cannot be replenished when used upTo save costAvoid wastageReducepollutionTurn off thetelevision whenno onewatching itSwitch off the lights before going to leave the roomWhy renewable energy is better then non-renewable energy

ElectricitySourcesDry cellAccumulatorDynamoSolar cellType of circuitSymbol and componentPrecautionsSafety precautions to be taken when using appliancesDanger of mishandling electrical appliancesFireBurnElectric shockElectrocutionParallel circuitSeries circuitDifferences of brightness of bulbsThe bulb in the parallel circuit is brighter then the bulb in the series circuit

NameSymbolDry cellConnecting wireSwitchBulb

LightTravel in a straight lineShadow When light is completely or partially blocked by an opaque and a translucent objectFactor that cause the size of a shadow changeFactor that cause the shape of a shadow changeHow shadow is formedPosition of the objectDistance of the object from the light source

HeatGainLossCoolerWarmerHow to measure temperature using the correct techniqueThe effects of heat on matterMatter expands when heatedMatter contracts when cooled

Investigating Materials

1.1 Matter exist in the form of solid, liquid or gasSolidLiquidGashas massProperties of solidProperties of liquidProperties of gashas fixed volumehas fixed shapehas massexampleswatermilkairno fixed shape(Takes the shape of the container)has fixed volumesteamwoodstoneno fixed shapehas massno fixed volumecan be compressed

1.2 CHANGING STATES OF MATTER

gas liquidliquid solidliquid gassolid liquidmeltingboilingevaporationcondensationfreezingRate of evaporation*Affected by windy and hot weather*Takes place at the surface of the liquid at room temperature*Happen at any temperature

1.3Understanding the water cycle. Circulation of water in the environment.Formation of clouds and rain. Importance of water.Changes in the states of matter in the water cycleLiquid gas (evaporation)Droplets of water will become bigger and heavier rainevaporationcondensationseaGas liquid (Condensation) rain

1.4Appreciating the importance of water resources.

To prevent living aquatic from being destroyed and undergoing extinctionReasons to keep our water resources clean. To ensure the cleanliness of water supplyTo regulate the formation of clouds and rainTo avoid infected diseasesWays to keep our water resources clean Keep the rivers cleanCleanliness campaign

2.1 The properties of acidic, alkaline and neutral substances.

Identify the taste of acidic and alkaline food.

Identify acidic, alkaline and neutral substances using litmus paper. Conclude the properties of acidic, alkaline and neutral substances.Changes in colour of litmus papersblue to redred to blueno changesbittersour Properties of alkaliProperties of acidProperties of neutral substancesTaste bitter & change red litmus paper blueTaste sour & change blue litmus paper redOther tastes no changes in litmus paperacidalkalineneutral

Investigating Earth And Universe

Show directionsIndicates Seasons A group of stars that form a certain pattern in the skyImportance of constellationIdentify constellationWhat constellation is1.1 Understanding the constellationBig dipperScorpionOrionSouthern CrossNorthNorthSouthApril June Kite or Cross ScorpionHunterWater ladleSouthDecember - JanuaryJune - Augustplantingharvestingdesertseadirectionshape when

2.1 The movements of the Earth, the Moon and the SunEarth rotates on it axisEarth rotates and at the same time moves around the sunMoon rotates on it axisMoon rotates and at the same time moves around the EarthThe Moon and the Earth move round the Sun at the same timeThe earth rotates on its axis from west to eastThe changes in length and position of the shadow throughout the dayTHE EARTH , THE MOON AND THE SUN

2.2 The occurrence of day and nightIt 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 occurdue to the rotation of the Earthon its axis. the Sunthe Earthnight-timedaytimeaxiswesteast

2.3 Phases Of The MoonThe Moon Does Not Emit LightThe Moon appears bright when it reflects sunlightThe phases of the moon New moon Crescent Half moon Full moon

Investigating Technology

1.1 The shapes of objects in a structureThe shapes of objectsIdentify shapes in structureCuboidCubeCylinderSphereConePyramidSphereCylinder

Shapes of objects that are stable

The factors that affect stability of objectsHow base area affects stabilityHow height affects stability

1.2 The strength and stabilityof a structureThe factors that affect the strength of a structure

Design a model thatis strong and stable

Cube, cone, pyramidHeight , base areaBigger base area more stableSmaller base area less stableLower object more stableHigher object less stableTypes of materials usedSteel ,Iron, Wood

Suggested design strong and stableBridge one with manila card one with plywood

USEFUL RELATED WEBSITEShttp://www.mindtools.com/pages/article/newISS_01.htmhttp://www.peterrussell.com/MindMaps/mindmap.phphttp://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 resourcesList non-renewable energy resources. Explain why we need to use energy wisely. Explain why renewable energy is better than non-renewable 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.

Renewable Energy and Non-Renewable Energy

Topic: LightLearning 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 activity1. 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.

LightCan be reflectedHow ?

Shadow

Factors that cause the size of a shadow changeFactors that cause the shape of a shadow changeHow shadow is formed

Diagram

Activity 2: Experiment 1Topic: Factor that cause the size of shadow to change1. 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 change5. 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 2Topic: Factor that cause the shape of shadow to change1. 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 change5. 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.

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