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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

Cannot see with


Breathe Move Grow
naked eyes
1.2 Understanding that some microorganism are harmful and some are useful

Microorganisms

Useful Harmful
Can cause
Making bread/
tapai/tempe/fertiliser

Disease / Food Food to Tooth


Illness poisoning turns bad decay

Non Contagious Contagious Prevention

Wash hand
Stomach upset Measles
Drink boiled water
Chicken pox
Conjunctivitis Cover mouth & nose when coughing
& sneezing
Mumps
Quarantine patients
AIDS
Cover wounds
Dengue
How animals take care of
their eggs and young.
Examples animals that take Bird - eggs with shell covering
care of their eggs and young. Frog - slimy eggs and having bad smell
Fish - keep their young in their mouths
Bird, Frog, Fish, Snake, Snake, Tiger - attack in order to protect their eggs
Turtle, Kangaroo, Elephant 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. Shortage of food resource
2.3
To ensure the survival
of their species Importance

The animals and other


species may face extinction
2.2
Survival of Plant
Species Special characteristic Examples

• Light
• Coconut
Water • Have air space
• Pong pong

• Light
• Small in size • Angsana
Wind • Have wing-like • Lalang
structure

Agents of dispersal • Have fine hairs


• Rubber fruit
Explosive • Dry when ripe • Balsam fruit
mechanism • Explodes when mature • Chestnut
• Ocra

• Fleshy
• Rambutan
Animal •Brightly coloured
• Mango
• Edible
• Love grass
• Have smells
• Mimosa
• Have hooks
• Watermelon
3.1 Food Chain

Classify animals into


Animals and the
Producer herbivore, carnivore Construct food chain Consumer
food they eat
and omnivore.

Herbivore :
Animals that eat plants only. The food relationship Animals that eat plant
Tiger eats meat Green plants
e.g.: cow, goat, deer among living things or other animals
produced their can be shown by are called consumers.
Bird eats fruits / insect own food a food chain.
Panda eats bamboo shoots 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


Food Food What will happen to a certain species
web web of different If there is a change in of animals if they
habitats population of a certain eat only one type
species in a food web of food

Food web is a
combination of A change in the population They will face difficulty
several food chains of a certain species to survive – if the
will effect the population source of food
of other species runs out
E.g. in a garden

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 : ENERGY - by living things to carry
out life processes.
Jumping, holding things, Ex : moving, breathing,
Pulling things growing

-to move,
Why energy boil,
When and where is needed? melt,
energy is needed - to bounce
non-
1.1 The Uses of Energy Sun living things

- main source of energy


Water The Sources of Energy - produces light and heat

- moving or
falling water Food
produce Batteries
energy Fuel Wind -Food stored
chemical energy
- device that - wood, coal, - Moving air
produced petroleum, - Used to pump
electrical energy natural gas water, drive
from chemical energy small wind mills
Lighting torch
light
Lighting Light E.g.
candle E.g. energy
E.g. Moving
Heat Kinetic toy car
energy energy

Sound
energy FORM OF Potential
ENERGY energy

E.g. E.g.

Ringing
telephone Stretched
Electrical rubber band
Chemical
energy
energy
E.g. Solar energy

E.g. E.g.
Switching on
the lights
Solar Candle
powered
calculator
ENERGY
1.2 Energy can be transformed from
one form to another

Energy can be Example of appliance that make use of


transformed energy transform

a) a burning candle a) Electric iron


Chemical energy → Electrical energy → heat energy
heat energy + light energy
b) Electric Radio
b) solar powered signal light Electrical energy → sound energy
Solar energy → electrical
c) Television
energy → light energy Electrical energy → sound energy + light energy
Resources –
natural gas, Energy that ENERGY Energy that Resources –
Petroleum, cannot can be solar, wind,
Coal. be replenished replenished when biomass,
water
it is used up
Why renewable energy is better
then non-renewable energy
Non-renewable energy Renewable energy

1.3 Renewable and


Non-renewable Energy

How to save energy


Why use energy wisely

Avoid
wastage
Some energy
Turn off the Switch off the
resources cannot
Reduce television when lights before
be replenished
pollution no one going to leave
when used up
To save watching it the room
cost
Dry cell
Electricity
Precautions Sources Dynamo

Solar cell
Danger of mishandling Accumulator
electrical appliances
Type of
circuit

Fire Burn

Electric shock Parallel circuit Series circuit Symbol and component

Electrocution
Name Symbol
Dry cell
Safety precautions to
be taken when using Connecting
appliances wire
Differences of Switch
Do not touch electrical
brightness of
appliances with wet hand
bulbs Bulb
Do not repair electrical
appliances on your own The bulb in the parallel circuit is brighter
then the bulb in the series circuit
Light
Travel in a straight line Can be reflected

How ?

The light that falls


on objects
Uses of reflection Shadow ‘bounces off’ the
objects and comes
Periscope to your eyes

Factor that How Factor that


cause the shadow is cause the mirror
Kaleidoscope size of a formed shape of a
shadow shadow
change change
Side mirror of a car Position
of the
Opaque object Distance When light is
object
of the completely or
object from partially blocked
the light by an opaque
Light source and a
Shadow form translucent
object
Heat Gain Warmer

Loss Cooler

The effects of heat


on matter
How to measure temperature
using the correct technique

Matter expands Matter contracts


when heated when cooled
Investigating
Materials
wood water milk air

Solid Liquid Gas

stone 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 fixed has mass


shape
has fixed no fixed no fixed
has fixed has mass shape volume
volume
volume
no fixed shape can be
(Takes the shape of the container) compressed
solid liquid melting

boiling
1.2
liquid gas evaporation
CHANGING
STATES OF Rate of evaporation
*Affected by windy and hot weather
MATTER *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. condensat
ion
evaporati rain

Formation of clouds on sea


Importance of water.
and rain.
Circulation of water in
the environment.

Changes in the states of


matter in the water cycle

Gas → liquid (Condensation)

Liquid gas Droplets of water will


(evaporation) become bigger and
heavier → rain
To prevent living aquatic from being
destroyed and undergoing extinction To avoid infected
diseases

To regulate Reasons to keep our


the formation of water resources clean. To ensure the cleanliness
clouds and rain 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 Identify the taste of acidic


and neutral substances and alkaline food.
using litmus paper.

Changes in colour • Conclude the properties of


of litmus papers acidic, alkaline and neutral bitter sour
substances.
blue to red red to blue Properties of acid

Properties of alkali
acid alkaline Taste sour & change
Properties of blue litmus paper red
Taste bitter & changeneutral substances
no changes
red litmus paper blue
Other tastes –
neutral
no changes in litmus paper
Investigating
Earth And
Universe
planting harvesting
desert
Importance of
Indicates
constellation sea
Seasons

Show
What constellation is directions
1.1 Understanding
the constellation
A group of stars that form a
certain pattern in the sky June - August Scorpion

Scorpion
Identify
Southern Cross constellation South

Orion
direction when
shape

South April – June Big dipper North


Hunter
Kite or Cross
Water ladle North December - January
THE EARTH , THE MOON Earth rotates Moon rotates
AND THE SUN on it axis on it axis

Moon rotates
and at the
2.1 Earth rotates same time
and at the moves around
The movements same time the Earth
of the Earth, the Moon moves around
and the Sun the sun

The changes The Moon and


The earth
in length and position the Earth move
rotates on its axis
of the shadow round the Sun at
from west to east
throughout the day the same time
night-time

daytime

the Sun the Earth

It is night time for


It is day time for the part the part of the Earth facing
of the Earth facing the Sun. 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 Height , base area
The strength
How base area affects
and stability
stability
Bigger base area more stable
of a structure
Smaller base area less stable

How height affects stability


Lower object more stable
Design a model that
Higher object less stable
is strong and stable
The factors that affect the
Suggested design strong and stable
strength of a structure
Bridge – one with manila card
one with plywood Types of materials used
Steel ,Iron, Wood
USEFUL RELATED
WEBSITES
• http://www.mindtools.com/pages/article/n
http://www.mindtools.com/pages/article/
• http://www.peterrussell.com/MindMa
ps/mindmap.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
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
Non-renewable energy Renewable energy

Renewable Energy and


Non-Renewable Energy

How to save energy


Why use energy wisely
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
Light
Can be reflected

How ?

Uses of reflection Shadow

How Factors that Factors that


shadow is cause the cause the mirror
formed size of a shape of a
shadow shadow
m

change change
gra
Dia

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.