MIND MAP FOR SCIENCE YEAR 5

OBJECTIVES 

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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 

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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

Harmful Can cause

Making bread/ tapai/tempe/fertiliser Disease / Illness

Non Contagious

Stomach upset

Contagious

Measles Chicken pox Conjunctivitis Mumps AIDS Dengue

Food poisoning

Food to turns bad

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

Tooth decay

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

2.1 Survival of The Animals

Why animals take care of their eggs and young. To ensure the survival of their species

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

2.2 Survival of Plant Species

Special characteristic • Light

Water

• Have air space

Examples

• Coconut • Pong pong

• Light

Wind

• Small in size

• Angsana

• Have wing-like

• Lalang

structure • Have fine hairs

Agents of dispersal

• Rubber fruit

Explosive mechanism

• Dry when ripe

• Balsam fruit

• Explodes when mature

• Chestnut • Ocra

• Fleshy

Animal

•Brightly coloured • Edible • Have smells • Have hooks

• Rambutan • Mango • Love grass • Mimosa • Watermelon

3.1 Food Chain

Animals and the food they eat

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

Producer

Green plants produced their own food

Classify animals into herbivore, carnivore and omnivore.

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

Construct food chain

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

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

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

A food chain starts with a plant as producer.

In a food chain the arrow means ‘eaten by’

Consumer

Animals that eat plant or other animals are called consumers.

3.2 Synthesizing food chain to construct food web.

Food web

Food web of different habitats

Food web is a combination of several food chains

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

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

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

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

ENERGY

Examples of situations : Jumping, holding things, Pulling things

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

Why energy is needed?

When and where energy is needed

1.1 The Uses of Energy

Water - moving or falling water produce energy

Sun

-to move, boil, melt, - to bounce nonliving things

- main source of energy - produces light and heat

The Sources of Energy

Food Batteries

- device that produced electrical energy from chemical energy

Fuel - wood, coal, petroleum, natural gas

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

-Food stored chemical energy

Lighting candle

Light energy

E.g. Heat energy

Sound energy

Lighting torch light E.g. Kinetic energy

FORM OF ENERGY

Moving toy car

Potential energy

E.g.

E.g.

Ringing telephone Electrical energy E.g.

Chemical energy Solar energy E.g.

Switching on the lights

E.g.

Solar powered calculator

E.g. Candle

Stretched rubber band

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 Electrical energy → sound energy + light energy

Resources – natural gas, Petroleum, Coal.

ENERGY

Energy that cannot be replenished

Energy that can be replenished when

Resources – solar, wind, 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 resources cannot be replenished when used up

Reduce pollution To save cost

Turn off the television when no one watching it

Switch off the lights before going to leave the room

Dry cell

Electricity Sources

Precautions

Dynamo Solar cell

Danger of mishandling electrical appliances

Accumulator Type of circuit

Fire

Burn

Electric shock

Parallel circuit

Series circuit

Electrocution

Symbol and component

Name Dry cell

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

Symbol

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

Shadow

Uses of reflection Periscope Factor that cause the size of a shadow change

Kaleidoscope

Side mirror of a car Opaque object

Light Shadow form

Distance of the object from the light source

How shadow is formed

Position of the object

Factor that cause the shape of a shadow change When light is completely or partially blocked by an opaque and a translucent object

mirror

Heat

The effects of heat on matter

Matter expands when heated

Matter contracts when cooled

Gain

Warmer

Loss

Cooler

How to measure temperature using the correct technique

Investigating Materials

wood

water

Solid

milk

air

Liquid

stone

Gas steam

examples

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

Properties of liquid

has mass

has fixed shape

has fixed volume

Properties of gas

has mass

has fixed volume

no fixed shape (Takes the shape of the container)

no fixed shape

no fixed volume

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.

Importance of water.

Formation of clouds and rain.

condensat ion

evaporati on sea

rain

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

Reasons to keep our water resources clean.

To regulate the formation of clouds and rain

To avoid infected diseases

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

Identify the taste of acidic and alkaline food.

• Conclude the properties of acidic, alkaline and neutral substances.

blue to red red to blue acid

alkaline

bitter

sour

Properties of acid Properties of alkali

Taste sour & change Properties of blue litmus paper red Taste bitter & changeneutral substances no changes red litmus paper blue neutral

Other tastes – no changes in litmus paper

Investigating Earth And Universe

planting

harvesting desert

Importance of constellation

Indicates Seasons

sea

Show directions

What constellation is

1.1 Understanding the constellation A group of stars that form a June - August

certain pattern in the sky

Southern Cross

Scorpion

Scorpion

Identify constellation

South

Orion direction

shape

South

when

April – June

Big dipper Hunter

Kite or Cross

Water ladle

North

North

December - January

THE EARTH , THE MOON AND THE SUN

2.1 The movements of the Earth, the Moon and the Sun The earth rotates on its axis from west to east

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 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 Earth

the Sun

It is night time for the part of the Earth facing away from the Sun.

It is day time for the part of the Earth facing 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 Moon Does Not Emit Light

The phases of the moon

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

Sphere

Cuboid

Cylinder

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 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

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

Light Can be reflected How ?

Shadow

Uses of reflection

Dia gra m

How shadow is formed

Opaque object

Light Shadow form

Factors that cause the size of a shadow change

Factors that cause the shape of a shadow change

mirror

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.