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My Pals are Here!

Science Primary 5&6 Teachers Notes on Activity Books Systems

Theme: Systems
Chapter 1 The plant transport system
Activity 1.1 In the flow
Approximate time frame: 1.5 periods
Suggested venue: Science laboratory
Please take note of the following:
Pg 2 For Observations question 1 answer, the diagrams for A and B should be
further sliced into half (showing only half of the U-shaped celery stalk).
Pg 3 For Extension question 2, the pupils are not expected to cut along the dotted
line on the page.
Concepts
Plants have a transport system.
Plants have a set of tubes that carry water from the roots to other parts of the plants,
also known as the xylem.
Specific objectives
Pupils should be able to:
state that plants have water-carrying tubes
state that the water-carrying tubes in plants transport water from the roots to other
parts of the plants
Process skills
Skill/process

Meaning

How is it applied in this


activity?

Observing

To use the senses and/or instruments


to notice the surroundings, in order to
learn or understand the characteristics,
properties, similarities, differences and
changes of objects or events

By observing the parts of the


celery stalk that are stained with
food colouring

Comparing

To identify the similarities or


differences between objects, ideas,
principles or series of actions

By comparing the movement of


water in different parts of the
celery stalk

Communicating To understand and be able to inform


others of information that is presented
in different forms words, diagrams,
pictures, tables, graphs etc.

By drawing the stained crosssection of the celery stalk

Inferring

By interpreting that tubes


transport water up the stem of
the celery stalk

To give explanations to observations of


objects or events

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My Pals are Here! Science Primary 5&6 Teachers Notes on Activity Books Systems

Material list
Material

Quantity
Per group

Per class

Remarks

Stalk of celery

Per pupil
1

Blue food colouring

a bottle

Red food colouring

a bottle

Beaker (1000 mL)

Knife

Teaching suggestions
Teaching strategy
Questioning

Explanation

Cycles of
questions-answersquestions

Teaching suggestion(s)

Ask the pupils to predict what will happen


before they conduct the experiment, e.g. will
there be a colour change on the leaves.
After the experiment, ask the pupils to
determine whether their predictions were
correct based on their observations.
Ask the pupils how they could improve the
experiment. (Suggested answer: Use
another similar set-up containing clear water
instead of coloured water as a control.)

SAIL

Instruction and
assessment

A rubric can be used to assess each pupils


performance during the experiment.

Rubric
For assessing the pupils performance during the experiment
Skill(s): Performing and Observing

Demonstrating
experimental
techniques and
skills

Beginning
1

Developing
2

Meets at
least one
but not all
the criteria
in level 3

Meets at
least two
but not all
the criteria
in level 3

Accomplished
3

Score

Cuts part of a celery stalk into


two equal halves
Fills two beakers with exactly 500
mL of water each
Ensures that the ends of the
celery stalk are fully submerged
in the coloured water

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My Pals are Here! Science Primary 5&6 Teachers Notes on Activity Books Systems

Making
observations
and recording
results

Meets at
least one
but not all
the criteria
in level 3

Meets at
least two
but not all
the criteria
in level 3

Draws the cross-section of parts


A and B of the celery stalk clearly
Colours the correct positions in
the diagrams drawn to represent
the stained spots
States that there is no mixing of
the blue and red colours at the
upper portion of the celery stalk
(Note: This criterion can be
assessed using question 2 from
the Observations section.)

Skill(s): Analysing

Drawing
conclusions

Beginning
1

Developing
2

Meets at
least one
but not all
the criteria
in level 3

Meets at
least two
but not all
the criteria
in level 3

Accomplished
3

Score

*States that the water-carrying


tubes are responsible for
transporting water from the roots to
other parts of the plant
Draws the arrangement of the
water-carrying tubes correctly in
the diagram provided (Note: This
criterion can be assessed using
the question from the Conclusion
section.)
Explains that the water-carrying
tubes in the celery stalk are
separate tubes, so there is no
mixing of the coloured water at the
upper portion of the celery stalk
(Note: This criterion can be
assessed using the question from
the Question section.)

Total
* Note: The teacher can assess the pupil on this criterion through verbal questioning or
including an additional question in the Activity Book for the pupil to answer. The question can
be phrased as, Name the set of tubes that is responsible for transporting water from the
roots to other parts of the plant.

Extension (page 3)
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My Pals are Here! Science Primary 5&6 Teachers Notes on Activity Books Systems

Question

Process skill

Description

Comment

Predicting

The pupils can use the knowledge


obtained from the activity on the celery
stalk to predict that repeating the steps
using a carnation stalk would produce
similar results.

If time permits,
get the pupils to
perform the
experiment using
a carnation stalk
to verify their
prediction.

Communicating

The explanation/reasoning can be better


communicated to the pupils through the
use of clear diagrams.

Pupils can ask a


florist.

Reason 1
stalk
water
stem is cut at an angle so that
the tubes are not covered by
the base of the beaker

Reason 2

tubes

cut the stem


at an angle

larger
surface area
is exposed

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My Pals are Here! Science Primary 5&6 Teachers Notes on Activity Books Systems

Theme: Systems
Chapter 1 The plant transport system
Activity 1.2 Sugar in the flow
Approximate time frame: 0.5 period
Suggested venue: Classroom
Concepts
Plants have a transport system.
Plants have a set of tubes that carry sugar (food) from the leaves to other parts of the
plants, also known as the phloem.
Specific objective
Pupils should be able to:
state that plants have food-carrying tubes
state that the food-carrying tubes in plants transport sugar (food) from the leaves to
other parts of the plants
Process skills
Skill/process

Meaning

How is it applied in this activity?

Observing

To use the senses and/or instruments


to notice the surroundings, in order to
learn or understand the characteristics,
properties, similarities, differences and
changes of objects or events

By observing the results of Joes


investigation shown on page 4 of
the Activity Book

Inferring

To give explanations to observations of


objects or events

By interpreting that sugar has


accumulated in the upper part of
the cut

Evaluating

To determine whether objects, ideas,


principles or series of actions are
reasonable, accurate, of good standard
and capable of being used

By assessing whether water is still


able to travel from the roots to
other parts of the plant

Teaching suggestions
Tell pupils that only the food-carrying tubes are removed. Lead them to understand
that water-carrying tubes are still present in the uncut part of the stem.

stem

The water-carrying
tubes are still present
in the uncut part.
Outer ring of the
stem is cut away.

Only food-carrying tubes are


removed in the cut part.

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My Pals are Here! Science Primary 5&6 Teachers Notes on Activity Books Systems

Teaching strategy

Explanation

Teaching suggestion

Demonstration

To scaffold the
learning process

The teacher may perform the experiment on a


sunflower stem one week before the activity
and show the pupils the results.

Questioning

Cycles of questionsanswers-questions

Discuss the questions in the Activity Book with


the pupils.

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My Pals are Here! Science Primary 5&6 Teachers Notes on Activity Books Systems

Theme: Systems
Chapter 2 Air and the respiratory system
Activity 2.1 The lung machine
Approximate time frame: 2 periods
Suggested venue: Science laboratory
Concepts
Humans have a respiratory system for breathing.
Air enters the respiratory system through the mouth and nose.
Lungs expand to draw in air and contract to push out air.
Specific objective
Pupils should be able to:
use the lung model to explain how the human respiratory system works
Process skills
Skill/process

Meaning

How is it applied in this activity?

Observing

To use the senses and/or


instruments to notice the
surroundings, in order to learn or
understand the characteristics,
properties, similarities, differences
and changes of objects or events

By observing what happens when


balloon B is stretched and released

Comparing

To identify the similarities or


differences between objects,
ideas, principles or series of
actions

By comparing the parts of the lung


model with those of the human
respiratory system

Using
apparatus and
equipment

To know how to use, which to


choose and how to handle
apparatus and equipment
correctly for different purposes

By using a measuring tape to


measure the chest size during
inhalation and exhalation (Note: To
measure the chest size, one pupil
should raise his/her arms slightly and
allow another pupil to place the
measuring tape just under the arms.)

Communicating

To understand and be able to


inform others of information that is
presented in different forms
words, diagrams, pictures, tables,
graphs etc.

By drawing the missing parts of the


human respiratory system

Analysing

To consider carefully and in detail


objects, ideas, principles or series
of actions in order to determine
the patterns and relationships

By identifying the parts of the human


respiratory system and how they work
together

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My Pals are Here! Science Primary 5&6 Teachers Notes on Activity Books Systems

Material list
Material

Transparent plastic cup

Per class
1

Straw

Balloon

Plasticine

a box

Measuring tape

Quantity
Per group

Remarks
Per pupil
The lung model
set-up is a teacher
demonstration.

The chest size


measurement is
group work. Each
group can have
two pupils.

Teaching suggestions
Note: Prepare the lung model before the activity commences and ensure it works properly.
Teaching strategy

Explanation

Teaching suggestion

Demonstration

To scaffold the
learning process

Pull balloon B and release it for pupils to


observe what happens to balloon A.

Questioning

Cycles of questionsanswers-questions

The teacher may link to the concept of matter


(anything that occupies space) by asking the
pupils why air enters balloon A.

Reinforcement (page 7)
Process skill
Description
Comparing

By comparing
the lung model
and the human
respiratory
system

Comments

Before asking the pupils to compare, the teacher may


ask the pupils, especially the high-ability pupils, to
evaluate the lung model and state its limitations.
(Possible answers: The plastic cup cannot represent
the movements of the ribs. The diaphragm contracts
to move downwards when we inhale, but balloon B in
the lung model must be stretched and vice versa.)
More than one similarity and one difference can be
discussed.

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My Pals are Here! Science Primary 5&6 Teachers Notes on Activity Books Systems

Theme: Systems
Chapter 2 Air and the respiratory system
Activity 2.2 Ill huff and Ill puff
Approximate time frame: 1 period
Suggested venue: Science laboratory
Please take note of the following:
Pg 8 For Procedure 1, the pupils can measure 100 mL of water in a beaker to
simplify the procedure.
Pg 8 For Procedure 1, the pupils should mark every 50 mL or 100 mL on the
plastic bottle. The diagram has been simplified.
Background information
This activity involves the measurement of the vital capacity, which is the maximum
amount of air expelled out of the lungs when we exhale.
This is different from the total lung capacity, which is the volume of air contained in
the lungs after a full inhalation (maximum inspiration).
Thus, the total lung capacity is greater than the vital capacity.
Concept
We can measure the volume of air we breathe out.
Specific objective
Pupils should be able to:
use a bottle set-up to measure the volume of air we breathe out
Process skills
Skill/process

Meaning

How is it applied in this


activity?

Observing

To use the senses and/or instruments to


notice the surroundings, in order to learn
or understand the characteristics,
properties, similarities, differences and
changes of objects or events

By observing the water level


as air is blown into the plastic
bottle through the rubber tube

Using apparatus
and equipment

To know how to use, which to choose


and how to handle apparatus and
equipment correctly for different
purposes

By marking readings onto the


plastic bottle and using it as
an instrument to measure the
volume of air we breathe out

Material list
Material

Beaker (100 mL)

Per class
1

1.5 L plastic bottle with a cap

Permanent marker

Trough

Quantity
Per group

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Remarks
Per pupil
This experiment
is a teacher
demonstration.

My Pals are Here! Science Primary 5&6 Teachers Notes on Activity Books Systems

Rubber tube (50 cm long)


1
Teaching suggestions
Note: Set up the trough of water and the graduated plastic bottle before the activity
commences.
Teaching strategy

Explanation

Teaching suggestion

Demonstration

To scaffold the
learning process

Get one pupil to do the demonstration.

Questioning

Cycles of questionsanswers-questions

Extend the activity by asking the pupils


whether the maximum volume of air breathed
out in one breath is different for everyone. Ask
the pupils what they would do to find out the
answer. (Suggested answer: Repeat step 6 for
different pupils and record the volume of air
blown into the bottle.)

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My Pals are Here! Science Primary 5&6 Teachers Notes on Activity Books Systems

Theme: Systems
Chapter 2 Air and the respiratory system
Activity 2.3 Fishy business
Approximate time frame: 1 period
Suggested venue: Science laboratory
Please take note of the following:
Pg 9 For Procedure 1, the fish can be placed in a bowl of ice cubes if crushed ice
is not available.
Background information
In fish, water flows through the mouth and then over the gills. Exchange of gases
occurs at the gills as shown in the diagram below.
blood rich in carbon dioxide

blood rich in oxygen

carbon dioxide leaves


the blood vessel
oxygen enters the
blood vessel
flow of water
rich in oxygen

gill filament

Concepts
Different animals have different parts in their respiratory systems.
Fish breathe through their gills.
Gills have a rich supply of blood to carry the oxygen that is obtained from the water.
Specific objectives
Pupils should be able to:
explain the role of gills in fish
infer why gills are deep red in colour
Process skills
Skill/process

Meaning

How is it applied in this


activity?

Observing

To use the senses and/or instruments to


notice the surroundings, in order to learn
or understand the characteristics,
properties, similarities, differences and
changes of objects or events

By observing where the


gills are found and the
colour of gills

Using apparatus
and equipment

To know how to use, which to choose and


how to handle apparatus and equipment
correctly for different purposes

By using a hand lens to


have a clearer observation
of things

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My Pals are Here! Science Primary 5&6 Teachers Notes on Activity Books Systems

Skill/process

Meaning

How is it applied in this


activity?

Communicating

To understand and be able to inform


others of information that is presented in
different forms words, diagrams,
pictures, tables, graphs etc.

By drawing the fish head


and where the gills are
found

Inferring

To give explanations to observations of


objects or events

By inferring that there are


many blood vessels in the
gills based on the
observation of their deep
red colour

Material list
Material

Small fish

Per class
1

Hand lens

Big bowl of crushed ice /


ice cubes

Quantity
Per group

Remarks
Per pupil
Pupils can take
turn to use the
hand lens.

Teaching suggestions
Teaching strategy
Explanation

Teaching suggestion(s)

Demonstration

To scaffold the
learning
process

The teacher should pull up the gill cover to let the


pupils observe the gills using the hand lens. Before
doing this, the teacher can ask the pupils where the
gills are found.

Questioning

Cycles of
questionsanswersquestions

Ask the pupils where the gills are located without


showing them first. (Answer: The gills are found
under the gill cover.)
Extend by asking the pupils what is the
advantage for gills to have many filaments.
(Answer: The gills have many filaments in order
to have a large surface area.) Next, ask why the
gills need to have a large surface area. (Answer:
The gills need to have a large surface area so
that they are in contact with the maximum
amount of water and are able to absorb as much
oxygen as they can.)
Extend by asking the pupils to compare and
contrast the lungs in humans and the gills in fish.

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12

My Pals are Here! Science Primary 5&6 Teachers Notes on Activity Books Systems

Theme: Systems
Chapter 3 The human circulatory system
Activity 3.1 Go with the flow
Approximate time frame: 0.5 period
Suggested venue: Classroom
Please take note of the following:
Pg 11 For the sentence to be completed by pupils, it must be made clear that the
lungs are not a part of the circulatory system. It is the blood, heart and blood vessels
in the circulatory system that work together with the lungs in the respiratory system.
Concepts
Our circulatory system transports various materials around the body.
The heart pumps blood to all parts of our body.
Some blood vessels carry oxygen-rich blood from the lungs to all parts of the body.
Some blood vessels carry carbon dioxide-rich blood from all parts of the body to the
lungs.
Specific objectives
Pupils should be able to:
explain the roles of the different parts of the circulatory system
describe the movement of blood in the circulatory system
Process skills
Skill/process

Meaning

How is it applied in this


activity?

Communicating To understand and be able to inform others


of information that is presented in different
forms words, diagrams, pictures, tables,
graphs etc.

By using a simple diagram


to describe the flow of blood
throughout the body

Analysing

By analysing the different


parts of the circulatory
system and how they work
together

To consider carefully and in detail objects,


ideas, principles or series of actions in order
to determine the patterns and relationships

Teaching suggestion
Teaching strategy
Questioning

Explanation
Cycles of questionsanswers-questions

Teaching suggestion
Ask the pupils what the roles of the heart,
blood vessels and blood are.

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My Pals are Here! Science Primary 5&6 Teachers Notes on Activity Books Systems

Theme: Systems
Chapter 3 The human circulatory system
Activity 3.2 Run for your life!
Approximate time frame: 1 period
Suggested venue: Science laboratory
Concepts
After every heartbeat, a pressure wave passes along the blood vessels.
The rate of heartbeat changes with age, health and the type of activity being done.
Specific objectives
Pupils should be able to:
measure the rate of heartbeat
state the factors that affect the rate of heartbeat
Process skills
Skill/process

Meaning

Using
apparatus and
equipment

To know how to use, which to choose and


how to handle apparatus and equipment
correctly for different purposes

By using a toothpick that is


stuck onto the wrist as a
pulse detector

Communicating

To understand and be able to inform


others of information that is presented in
different forms words, diagrams,
pictures, tables, graphs etc.

By recording the
measurements in a table

Inferring

To give explanations to observations of


objects or events

By inferring the factor that


affects the rate of heartbeat

Material list
Material

Plasticine

Quantity
Per group
a piece

Toothpick

Per class

Teaching suggestions
Teaching strategy

How is it applied in this


activity?

Remarks
Per pupil
Each group can
have two pupils.

Explanation

Teaching suggestion

Cooperative
learning

An environment in which pupils


assume different roles to contribute
to the completion of tasks

Get the pupils to take each


others rate of heartbeat one
after another.

Questioning

Cycles of questions-answersquestions

Ask the pupils to predict their


results before allowing them to
carry out the experiment.

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My Pals are Here! Science Primary 5&6 Teachers Notes on Activity Books Systems

Extension (page 13)


Process skill(s)
Communicating,
analysing

Description

Comment

Pupils are to plot a line graph


and give an estimation of a
value based on the line graph
plotted.

Ask the pupils what conclusion can be


drawn from the line graph. (Answer:
The rate of heartbeat for a person
slows down with age.)

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My Pals are Here! Science Primary 5&6 Teachers Notes on Activity Books Systems

Theme: Systems
Chapter 3 The human circulatory system
Activity 3.3 The ups and downs of life
Approximate time frame: 1 period
Suggested venue: Classroom
Concept
The rate of heartbeat changes with the type of activity being done.
Specific objective
Pupils should be able to:
analyse the graph of heart rate against time for a person performing different activities
Process skills
Skill/process

Meaning

How is it applied in this


activity?

Inferring

To give explanations to observations of


objects or events

By inferring the times when


the boy started running and
when he stopped running

Analysing

To consider carefully and in detail objects,


ideas, principles or series of actions in order
to determine the patterns and relationships

By analysing the graph of


heart rate against time

Teaching suggestion
Teaching strategy
Questioning

Explanation
Cycles of questionsanswers-questions

Reinforcement (page 16)


Teaching strategy
Concept mapping

Teaching suggestion
Discuss the questions in the Activity Book
with the pupils.

Explanation

Pupils are to complete the concept map


that links the different concepts in Activities
3.1, 3.2 and 3.3.

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Teaching suggestion
Pupils may refer to the
Systems Textbook.

16

My Pals are Here! Science Primary 5&6 Teachers Notes on Activity Books Systems

Theme: Systems
Chapter 4 The unit of life
Activity 4.1 Micro-organisms in pond water
Approximate time frame: 1.5 periods
Suggested venue: Science laboratory
Please take note of the following:
Pg 17 The pupils can read the Process recess on pg 19 before they begin the
activity.
Concepts
Micro-organisms need air, water and food to survive.
Some micro-organisms obtain their food through photosynthesis.
Some micro-organisms obtain their food by feeding on other micro-organisms.
Specific objectives
Pupils should be able to:
use a microscope to observe pond micro-organisms
state that micro-organisms need air, water and food to survive
Process skills
Skill/process

Meaning

How is it applied in this


activity?

Observing

To use the senses and/or instruments to


notice the surroundings, in order to learn
or understand the characteristics,
properties, similarities, differences and
changes of objects or events

By observing pond microorganisms

Using apparatus
and equipment

To know how to use, which to choose and


how to handle apparatus and equipment
correctly for different purposes

By using a microscope to
observe pond microorganisms

Inferring

To give explanations to observations of


objects or events

By inferring which microorganisms can


photosynthesise based on
whether they have green
pigments

Material list
Material
Per class

Quantity
Per group

Remarks

Prepared slides

Per pupil
a set

Microscope

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My Pals are Here! Science Primary 5&6 Teachers Notes on Activity Books Systems

Teaching suggestion
Teaching strategy
Questioning

Extension (page 18)


Teaching strategy
Questioning

Explanation
Cycles of questionsanswers-questions

Teaching suggestion
Discuss the questions in the Activity Book
with the pupils.

Teaching suggestion
Go through the questions in the
Activity Book with the pupils.

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Further extension
Ask the pupils to find out about
planktons from the Internet or
other print media.

18

My Pals are Here! Science Primary 5&6 Teachers Notes on Activity Books Systems

Theme: Systems
Chapter 4 The unit of life
Activity 4.2 Plant and animal cells
Approximate time frame: 1.5 periods
Suggested venue: Science laboratory
Please take note of the following:
Pg 19 For Materials, Elodea plant should be used in the activity instead of onions.
Pg 21 For Procedure 14, steps 9 to 11 should be repeated instead of steps 3 to 5.
Pg 22 For Extension question and answer, the pupils should be asked to observe
the cells of an onion bulbs scale leaf instead of an onion leaf. This is because the
onion bulbs scale leaf contains cells that do not carry out photosynthesis, while the
onion leaf contains cells that carry out photosynthesis.
Concepts
Living things are made up of cells.
Plant and animal cells have the nucleus, cytoplasm and cell membrane.
Plant cells have chloroplasts and cell walls, but animal cells do not.
Specific objectives
Pupils should be able to:
prepare slides
use a microscope and adjust the focus
observe plant and animal cells using a microscope
compare the plant cell and animal cell
Process skills
Skill/process

Meaning

How is it applied in
this activity?

Observing

To use the senses and/or instruments to notice


the surroundings, in order to learn or understand
the characteristics, properties, similarities,
differences and changes of objects or events

By observing the plant


and animal cells

Comparing

To identify the similarities or differences between


objects, ideas, principles or series of actions

Using
apparatus and
equipment

To know how to use, which to choose and how


to handle apparatus and equipment correctly for
different purposes

By comparing the
structures found in
plant and animal cells
By using the
microscope to study
plant and animal cells

Communicating

To understand and be able to inform others of


By drawing and
information that is presented in different forms labelling the parts of
words, diagrams, pictures, tables, graphs etc.
plant and animal cells

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19

My Pals are Here! Science Primary 5&6 Teachers Notes on Activity Books Systems

Material list
Material
Per class

Quantity
Per group

Remarks

Toothpick

Per pupil
1

Glass slide

Iodine solution

a bottle

Cover slip

Forceps

a pair

Elodea plant

Microscope

Glass dropper

Safety pointers
Broken slides and glassware may cut the skin easily. Notify the teacher if glass is
broken.
Carry the microscope carefully with two hands. One hand should hold the arm and
the other hand should be supporting the base of the microscope.
Do not touch the lenses of the microscope.
If using a microscope with a light, turn off the light before pulling out the plug when
not in use.
Always clean slides and microscope when the experiment is completed. Store the
microscope set on the lowest objective with the nosepiece turned to its lowest
position (using the coarse adjustment knob).
Cover the microscope with a dust cover and return it to the correct place.
Teaching suggestions
Teaching strategy

Explanation

Teaching suggestion

Questioning

Cycles of questionsanswers-questions

Discuss the questions in the Activity Book


with the pupils.

SAIL

Instruction and
assessment

A rubric can be used to assess each


pupils scientific drawing.

Note: A microscope digital imager could be used to show the pupils the results.
microscope digital imager

computer showing the image


of the cells observed

microscope
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20

My Pals are Here! Science Primary 5&6 Teachers Notes on Activity Books Systems

Rubric
For assessing the pupils scientific drawing
Skill(s): Performing and Observing

Making
observations

Beginning
1

Developing
2

Meets at
least one
but not all
the criteria
in level 3

Meets at
least two
but not all
the criteria
in level 3

Accomplished
3

Presenting
data

Meets at
least one
but not all
the criteria
in level 3

Meets at
least two
but not all
the criteria
in level 3

Score

Both the plant and animal cells


are drawn
Drawings are done accurately to
show sufficient details, e.g.
different parts of the plant and
animal cells are shown (no
labels required)
Label lines are pointing to the
correct structures
Size of each drawing is more
than of the space given
Drawing is done neatly in pencil
with clear, continuous lines
Label lines are ruled and do not
cross each other
No spelling mistakes

Total

Reinforcement (page 22)


Process skill
Comparing

Meaning

Description

To identify the similarities or


differences between objects, ideas,
principles or series of actions

Pupils are to complete a table that


compares the parts of a plant cell and
an animal cell.

Extension (page 22)


Process skill
Predicting

Description

Pupils need to understand that not all cells in a


plant have chloroplasts. With this knowledge,
pupils are to predict that an onion bulb, being an
underground stem, does not make food and
should not have chloroplasts. Other parts of the
cells in the onion bulb should be the same as the
leaf cell of the elodea.

2009 Marshall Cavendish International (Singapore) Pte Ltd

Further extension
If time permits, allow
the pupils to observe
the cells of an onion
leaf and onion bulb.

21

My Pals are Here! Science Primary 5&6 Teachers Notes on Activity Books Systems

Theme: Systems
Chapter 4 The unit of life
Activity 4.3 Leaf prints
Approximate time frame: 1 period
Suggested venue: Science laboratory
Please take note of the following:
Pg 25 The pupils can be informed that the underneath surfaces of leaves is often
called the undersides of leaves.
Concepts
There are different types of cells in a multi-cellular organism.
Different types of cells perform different functions.
Specific objectives
Pupils should be able to:
prepare a leaf peel and a slide
use the microscope and adjust the focus
observe plant cells using the microscope
predict whether the cells in the leaf surface are the same as the cells underneath the
leaf surface
Process skills
Skill/process

Meaning

How is it applied in this


activity?

Observing

To use the senses and/or instruments to


notice the surroundings, in order to learn
or understand the characteristics,
properties, similarities, differences and
changes of objects or events

By observing the cells in the


leaf surface

Using apparatus
and equipment

To know how to use, which to choose


and how to handle apparatus and
equipment correctly for different
purposes

By using the microscope to


observe plant cells

Predicting

To determine whether an outcome will


happen on the basis of observations,
experiences or scientific reasons

By predicting whether the peel


of the bottom surface of a leaf
would look the same as that of
the top surface of the leaf

2009 Marshall Cavendish International (Singapore) Pte Ltd

22

My Pals are Here! Science Primary 5&6 Teachers Notes on Activity Books Systems

Material list
Material

Microscope

Quantity
Per group
1

Glass slide

Cover slip

Nail polish

Leaf

Forceps

a pair

Per class

Teaching suggestion
Teaching strategy
Explanation
Questioning

Cycles of
questionsanswersquestions

Questioning

Per pupil
Each group can
have two pupils.

Teaching suggestions

Reinforcement (page 25)


Teaching strategy

Remarks

Discuss the questions in the Activity Book with the


pupils.
Ask the pupils why we need to prepare the peel
and not just place the leaf on the microscope
stage for observation. Ask them to try both ways.
(Answer: Light from the light source cannot pass
through the leaf but it can pass through the peel,
which makes it easier to observe the cells.)
Ask the pupils to try to label the diagram of an
epidermal cell and that of a guard cell. Get them
to present to the class.

Explanation

Cycles of questionsanswers-questions

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Teaching suggestion
Discuss the questions in the Activity Book
with the pupils.

23

My Pals are Here! Science Primary 5&6 Teachers Notes on Activity Books Systems

Theme: Systems
Chapter 4 The unit of life
Activity 4.4 My cell model
Approximate time frame: 1.5 periods
Suggested venue: Classroom
Concept
The parts of a cell and where they are found.
Specific objective
Pupils should be able to:
work in a team in a project work
Process skills
Skill/process

Meaning

How is it applied in this activity?

Generating
possibilities

To come up with other potential


possibilities besides the common
one

By generating different ways of


making a model

Communicating

To understand and be able to inform


others of information that is
presented in different forms
words, diagrams, pictures, tables,
graphs etc.

By drawing the model made (Note:


Pupils can also use a digital
camera to take a photograph of
their model, print it out and paste it
onto page 26 of the Activity Book.)

Material list
Material

Resealable plastic bag

Quantity
Per group
1

Honey or syrup

a bottle

An assortment of edible
objects, e.g. chocolate
balls, jelly beans

a bag

Per class

Teaching suggestions
Teaching strategy

Explanation

Remarks
Per pupil
Each group can
have three pupils.

Teaching suggestion

Questioning

Cycles of questionsanswers-questions

Ask the pupils which other models they have


come across.

SAIL

Instruction and
assessment

A rubric can be used to assess each pupils


performance during cooperative-learning.

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24

My Pals are Here! Science Primary 5&6 Teachers Notes on Activity Books Systems

Rubric
For assessing the pupils performance during cooperative-learning
Skill(s): Collaborative work skills
Criteria

Contributions

Beginning
1
Participates only
when prompted

Developing
2

Participates with
occasional
prompting
A satisfactory
group member
who does what
is required

Accomplished
3

Participates
without prompting
Routinely provides
useful ideas
A definite leader
who contributes a
lot of effort

Quality of
work

Provides work that


usually needs to be
checked or redone
by other group
members to ensure
quality

Provides work that


occasionally needs
to be checked or
redone by other
group members to
ensure quality

Provides work of the


highest quality (Note:
No mistake was made
while taking the
measurement.)

Time
management

Rarely gets
things done
The group has
to change work
responsibilities
because of this
pupil

Usually task focused


but gets distracted
occasionally and
needs to be
reminded to stay on
task

Is consistently
focused on the task
and uses time well
throughout the
experiment to ensure
that things get done
on time

Does not try to


solve problems
or help others
solve problems
Lets others do
the work
Rarely listens to,
shares with or
supports the efforts
of others

Does not suggest or


refine solutions, but
is willing to try out
solutions suggested
by others

Actively looks for and


suggests solutions to
problems

Often listens to,


shares with and
supports the efforts
of others

Almost always listens


to, shares with and
supports the efforts of
others

Problemsolving

Working with
others

Score

Total

2009 Marshall Cavendish International (Singapore) Pte Ltd

25

My Pals are Here! Science Primary 5&6 Teachers Notes on Activity Books Systems

Theme: Systems
Chapter 5 Electric circuits
Activity 5.1 Electrical components
Approximate time frame: 1 period
Suggested venue: Science laboratory
Please take note of the following:
Pg 27 For Procedure 2, the pupils should be asked to look at and draw the piece of
wire provided instead of some pieces of wire.
Concepts
There are different electrical components in an electric circuit.
A battery has positive and negative terminals.
A battery in an electric circuit is the energy source.
Connecting wires may have two parts the metal part and the plastic or rubber part.
A light bulb has parts such as a glass bulb, metal filament, metal casing and metal tip.
In order for a bulb to light up, it has to be properly connected in an electric circuit.
Specific objectives
Pupils should be able to:
state the role of each component in a simple electric circuit
connect a bulb, a battery and connecting wires correctly for the bulb to light up
Process skills
Skill/process

Meaning

How is it applied in this activity?

Observing

To use the senses and/or


instruments to notice the
surroundings, in order to learn or
understand the characteristics,
properties, similarities, differences
and changes of objects or events

By observing the parts of a battery,


connecting wire and light bulb

Using apparatus
and equipment

To know how to use, which to


choose and how to handle
apparatus and equipment correctly
for different purposes

By setting up a simple electric


circuit correctly such that a bulb
lights up

Communicating

To understand and be able to


inform others of information that is
presented in different forms
words, diagrams, pictures, tables,
graphs etc.

By drawing and labelling the parts


of a piece of connecting wire

Inferring

To give explanations to
observations of objects or events

By inferring how a bulb must be


connected in an electric circuit
after trying different ways of
connecting the given components
to cause a bulb to light up

2009 Marshall Cavendish International (Singapore) Pte Ltd

26

My Pals are Here! Science Primary 5&6 Teachers Notes on Activity Books Systems

Material list
Material
Per class

Quantity
Per group

Remarks
Per pupil
1

Battery (D-sized)

Wire

Bulb

Magnifying glass

Teaching suggestion
Teaching strategy
Questioning

Explanation
Cycles of questionsanswers-questions

Reinforcement (page 28)


Teaching strategy
Concept mapping

Explanation

Meaningful relationships
of concepts

2009 Marshall Cavendish International (Singapore) Pte Ltd

Teaching suggestion
Discuss the questions in the Activity Book
with the pupils.

Teaching suggestion
Discuss the roles of the components in
the electric circuit that pupils set up to
cause a bulb to light up.

27

My Pals are Here! Science Primary 5&6 Teachers Notes on Activity Books Systems

Theme: Systems
Chapter 5 Electric circuits
Activity 5.2 Closed circuits
Approximate time frame: 1.5 periods
Suggested venue: Science laboratory
Please take note of the following:
Pg 29 For Materials, three pieces of wire should be used in the activity instead of
two pieces of wire.
Pg 29 For Materials, the pupils can be informed that the clips at the ends of wires
are also called crocodile clips.
Pg 29 For Materials, a bulb can be used alone if a bulb holder is not available.
Concepts
In order for a bulb to light up, it has to be properly connected in an electric circuit.
An electric current will only flow if the components in an electric circuit form a
complete path without any gaps.
A circuit through which an electric current can flow is called a closed circuit.
Specific objectives
Pupils should be able to:
state that when a circuit is closed, an electric current can flow.
use a circuit tester
Process skills
Skill/process

Meaning

How is it applied in this activity?

Using apparatus
and equipment

To know how to use, which to


choose and how to handle
apparatus and equipment correctly
for different purposes

By setting up a simple circuit tester

Inferring

To give explanations to
observations of objects or events

By inferring how the paper clips


are connected behind a card

Material list
Material
Per class

Quantity
Per group

Remarks

Battery (D-sized)

Per pupil
1

Wire (without clips at the ends)

Wire (with clips at the ends)

Bulb in bulb holder / Bulb alone

Stiff cardboard

Paper clip

Masking tape

a roll

2009 Marshall Cavendish International (Singapore) Pte Ltd

28

My Pals are Here! Science Primary 5&6 Teachers Notes on Activity Books Systems

Teaching suggestion
Teaching strategy
Games

Extension (page 30)


Teaching strategy
Questioning

Explanation

Teaching suggestion

Playing or simulations for the


learning of concepts and skills

Explanation
Cycles of questionsanswers-questions

Pupils are to pair up and play the


game with each other.

Teaching suggestion
Discuss the questions in the Activity Book
with the pupils.

2009 Marshall Cavendish International (Singapore) Pte Ltd

29

My Pals are Here! Science Primary 5&6 Teachers Notes on Activity Books Systems

Theme: Systems
Chapter 6 Using electricity
Activity 6.1 More batteries in series
Approximate time frame: 2 periods
Suggested venue: Science laboratory
Concepts
If more batteries are connected in series to a simple electric circuit, the brightness of
the bulb increases.
If too many batteries are used, too much electric current flows and the bulb might
blow or fuse.
Specific objective
Pupils should be able to:
infer that when more batteries are connected in series to a simple electric circuit, the
bulb will be brighter
Process skills
Skill/process

Meaning

How is it applied in this


activity?

Observing

To use the senses and/or instruments


to notice the surroundings, in order to
learn or understand the characteristics,
properties, similarities, differences and
changes of objects or events

By observing the brightness of


the bulb each time a new
electric circuit is set up

Using apparatus
and equipment

To know how to use, which to choose


and how to handle apparatus and
equipment correctly for different
purposes

By setting up simple electric


circuits that are properly
connected

Communicating

To understand and be able to inform


others of information that is presented
in different forms words, diagrams,
pictures, tables, graphs etc.

By drawing circuit diagrams

Inferring

To give explanations to observations of


objects or events

By inferring that when more


batteries are connected in
series to a simple electric
circuit, the bulb will be brighter

Predicting

To determine whether an outcome will


happen on the basis of observations,
experiences or scientific reasons

By predicting how the


brightness of a bulb changes
when more batteries are
connected in series in a
simple electric circuit prior to
the experiment

2009 Marshall Cavendish International (Singapore) Pte Ltd

30

My Pals are Here! Science Primary 5&6 Teachers Notes on Activity Books Systems

Material list
Material
Per class

Quantity
Per group
4

Battery (D-sized) in battery


holder

Bulb in bulb holder

Connecting wire

Magnifying glass

Teaching suggestions
Teaching strategy

Remarks
Per pupil
Each group can
have two pupils.

Explanation

Teaching suggestion

Cooperative
learning

An environment in which pupils


assume different roles to contribute
to the completion of tasks

Tell pupils to divide their roles


among themselves to conduct
the activity.

Questioning

Cycles of questions-answersquestions

Discuss the questions in the


Activity Book with the pupils.

Extension (page 33)


Skill/process
Comparing

Meaning

To identify the similarities or differences between


objects, ideas, principles or series of actions

Communicating To understand and be able to inform others of


information that is presented in different forms
words, diagrams, pictures, tables, graphs etc.

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How is it applied in
this activity?
By comparing the
circuit in a torch to a
simple circuit
By drawing the circuit
diagram of the circuit
in a torch

31

My Pals are Here! Science Primary 5&6 Teachers Notes on Activity Books Systems

Theme: Systems
Chapter 6 Using electricity
Activity 6.2 More bulbs in series
Approximate time frame: 1.5 periods
Suggested venue: Science laboratory
Please take note of the following:
Pg 34 For Materials, three batteries should be used in the activity instead of one
battery.
Concept
If more bulbs are connected in series without increasing the number of batteries, the
brightness of the bulbs will decrease.
Specific objectives
Pupils should be able to:
infer that if more bulbs are connected in series in a simple electric circuit without
increasing the number of batteries, the brightness of each bulb will decrease.
state that when more bulbs are connected in series in a simple electric circuit, the
electric current will decrease.
Process skills
Skill/process

Meaning

How is it applied in this


activity?

Observing

To use the senses and/or instruments


to notice the surroundings, in order to
learn or understand the characteristics,
properties, similarities, differences and
changes of objects or events

By observing the brightness of


the bulbs each time a new
electric circuit is set up

Using apparatus
and equipment

To know how to use, which to choose


and how to handle apparatus and
equipment correctly for different
purposes

By setting up simple electric


circuits that are properly
connected

Communicating

To understand and be able to inform


others of information that is presented
in different forms words, diagrams,
pictures, tables, graphs etc.

By drawing circuit diagrams

Inferring

To give explanations to observations of


objects or events

By inferring that when more


bulbs are connected in series
to a simple electric circuit, the
bulb will be dimmer

2009 Marshall Cavendish International (Singapore) Pte Ltd

32

My Pals are Here! Science Primary 5&6 Teachers Notes on Activity Books Systems

Skill/process
Predicting

Meaning

How is it applied in this


activity?

To determine whether an outcome will


happen on the basis of observations,
experiences or scientific reasons

By predicting how the


brightness of each bulb
changes when more bulbs
are connected in series in
a simple electric circuit
prior to the experiment
By predicting whether the
bulbs will still light up if
more bulbs are connected
in series in the electric
circuit (see * on the next
page)

Material list
Material

Battery (D-sized) in battery holder

Quantity
Per group
3

Bulb in bulb holder

Connecting wire

Per class

Teaching suggestions
Teaching strategy

Explanation

Remarks
Per pupil
Each group
can have
two pupils.

Teaching suggestion

Cooperative
learning

An environment in which pupils


assume different roles to contribute
to the completion of tasks

Tell pupils to divide their roles


among themselves to conduct
the activity.

Questioning

Cycles of questions-answersquestions

Discuss the questions in the


Activity Book with the pupils.

Investigating

To carry out a scientific inquiry in


order to achieve a certain learning
objective

*If time permits, get the pupils to


test their prediction of whether
the bulbs still light up when
more bulbs are connected in
series to the electric circuit.

2009 Marshall Cavendish International (Singapore) Pte Ltd

33

My Pals are Here! Science Primary 5&6 Teachers Notes on Activity Books Systems

Theme: Systems
Chapter 6 Using electricity
Activity 6.3 Bulbs, re-arrange!
Approximate time frame: 1.5 periods
Suggested venue: Science laboratory
Please take note of the following:
Pg 36 For Materials, the pupils can be informed that batteries can also be called
cells. Thus, a battery holder can also be called a cell holder.
Pg 36 For Materials, two bulbs should be used in the activity instead of four bulbs.
Pg 36 For Procedure 1, the pupils should give the correct prediction that
connecting bulbs in series will make the bulbs dimmer.
Pg 36 For Procedure 1, the diagrams for circuits 1, 2 and 3 should contain one
battery instead of two batteries.
Concepts
The arrangement of bulbs in an electric circuit will affect the brightness of each bulb.
The bulbs arranged in parallel light up more brightly than the bulbs arranged in series.
Specific objectives
Pupils should be able to:
infer that the arrangement of bulbs in an electric circuit will affect the brightness of
each bulb
infer that bulbs arranged in parallel are more brightly lit than bulbs arranged in series
Process skills
Skill/process

Meaning

How is it applied in this


activity?

Observing

To use the senses and/or instruments to


notice the surroundings, in order to learn or
understand the characteristics, properties,
similarities, differences and changes of
objects or events

By observing the
brightness of the bulb
each time a new electric
circuit is set up

Using apparatus
and equipment

To know how to use, which to choose and


how to handle apparatus and equipment
correctly for different purposes

By setting up simple
electric circuits that are
properly connected

Communicating

To understand and be able to inform others


of information that is presented in different
forms words, diagrams, pictures, tables,
graphs etc.

By drawing circuit
diagrams

Inferring

To give explanations to observations of


objects or events

By inferring that bulbs


arranged in parallel are
more brightly lit than
bulbs arranged in series

Predicting

To determine whether an outcome will


happen on the basis of observations,
experiences or scientific reasons

By predicting how the


brightness of each bulb
changes when their
arrangement is changed

2009 Marshall Cavendish International (Singapore) Pte Ltd

34

My Pals are Here! Science Primary 5&6 Teachers Notes on Activity Books Systems

Material list
Material
Per class

Quantity
Per group

Remarks
Per pupil
4/1

Battery (D-sized) in
battery holder

Bulb in bulb holder

4/2

Connecting wire

12 / 6

Teaching suggestions
Teaching strategy

If four batteries, four bulbs


and 12 wires are supplied
to pupils, they can set up
circuits 2 and 3, then place
them side-by-side to
compare the brightness of
the bulbs.

Explanation

Teaching suggestion

Questioning

Cycles of questionsanswers-questions

Discuss the questions in the Activity Book with


the pupils.

SAIL

Instruction and
assessment

A rubric can be used to assess each pupils


performance during the experiment.

Rubric
For assessing the pupils performance during the experiment
Skill(s): Performing and Observing

Demonstrating
experimental
techniques and
skills

Making
observations
and recording
results

Beginning
1

Developing
2

Accomplished
3

Meets at
least one
but not all
the criteria
in level 3

Meets at
least two
but not all
the criteria
in level 3

Meets at
least one
but not all
the criteria
in level 3

Meets at
least two
but not all
the criteria
in level 3

Score

Places the batteries correctly


into the battery holders
Connects the battery holders
properly
Arranges all the electrical
components correctly
according to the diagrams
provided
Identifies that the bulbs in
circuits 1 and 3 light up as
brightly as each other (Note:
This criterion can be assessed
using question 1 from the
Observations section.)
Identifies that the bulbs in
circuit 2 light up less brightly
than the bulbs in circuits 1 and
3 (Note: This criterion can be
assessed using question 2
from the Observations
section.)

2009 Marshall Cavendish International (Singapore) Pte Ltd

35

My Pals are Here! Science Primary 5&6 Teachers Notes on Activity Books Systems

States one advantage of the


parallel circuit over the series
circuit (Note: The teacher can
ask the pupils to remove one of
the light bulbs in circuits 2 and
3, then observe the
differences. Thereafter, the
teacher can ask the pupils to
write down the advantage at a
specific location in the Activity
Book.)

Skill(s): Analysing

Drawing
conclusions

Beginning
1

Developing
2

Meets at
least one
but not all
the criteria
in level 3

Meets at
least two
but not all
the criteria
in level 3

Accomplished
3

Score

States that two bulbs arranged in


parallel will shine more brightly
than if they were arranged in
series (Note: This criterion can
be assessed using question 1
from the Questions section.)
Draws the three circuit diagrams
correctly (Note: This criterion can
be assessed using question 2
from the Questions section.)
Deduces that the arrangement of
bulbs in a circuit can affect the
brightness of the bulbs (Note:
This criterion can be assessed
using the question from the
Conclusions section.)

Total

Extension (page 38)


Skill/process
Meaning
Predicting

To determine whether
an outcome will
happen on the basis
of observations,
experiences or
scientific reasons

How is it applied in this activity?

By predicting the sequence of brightness of the


bulbs, given three electric circuits with different
bulb arrangements (see * below)
By predicting whether the other bulbs in an
electric circuit will still light up if one bulb is fused
By predicting how lamps in a home are arranged

2009 Marshall Cavendish International (Singapore) Pte Ltd

36

My Pals are Here! Science Primary 5&6 Teachers Notes on Activity Books Systems

Teaching
strategy
Questioning
Investigating

Explanation

Teaching suggestion

Cycles of questions-answers-questions

Discuss the questions in the


Activity Book with the pupils.

To carry out a scientific inquiry in order to


achieve a certain learning objective

*If time permits, get the pupils


to test their prediction.

2009 Marshall Cavendish International (Singapore) Pte Ltd

37

My Pals are Here! Science Primary 5&6 Teachers Notes on Activity Books Systems

Theme: Systems
Chapter 7 Conductors of electricity
Activity 7.1 Conductors and insulators
Approximate time frame: 1.5 periods
Suggested venue: Science laboratory
Please take note of the following:
Pg 39 For Materials, two batteries should be used in the activity instead of one
battery.
Pg 39 For Materials, the batteries can be used alone if the battery holders are not
available.
Concept
Electrical conductors and electrical insulators can be tested using a circuit tester.
Specific objectives
Pupils should be able to:
infer whether a material is a good conductor of electricity
classify materials into good conductors and bad conductors (insulators) of electricity
Process skills
Skill/process

Meaning

How is it applied in this


activity?

Classifying

To place objects or events into groups


according to the characteristics they
share

By grouping materials as good


conductors or bad conductors of
electricity

Using
apparatus and
equipment

To know how to use, which to choose


and how to handle apparatus and
equipment correctly for different
purposes

By setting up and using the


circuit tester

Inferring

To give explanations to observations of


objects or events

By inferring whether a material


is a good conductor or bad
conductor of electricity

Material list
Material
Per class

Quantity
Per group
2

Battery (D-sized) in battery


holder / battery alone

Bulb in bulb holder

Connecting wire

Common objects in the


classroom

2009 Marshall Cavendish International (Singapore) Pte Ltd

Remarks
Per pupil
Each group can
have three pupils.

38

My Pals are Here! Science Primary 5&6 Teachers Notes on Activity Books Systems

Teaching suggestions
Teaching strategy

Explanation

Teaching suggestion

Investigating

To carry out a scientific inquiry in


order to achieve a certain learning
objective

Tell pupils that they may test


other materials not suggested in
the Activity Book.

SAIL

Instruction and assessment

A rubric can be used to assess


each pupils performance during
cooperative-learning.

Rubric
For assessing the pupils performance during cooperative-learning
Skill(s): Collaborative work skills
Criteria

Contributions

Beginning
1
Participates only
when prompted

Developing
2

Participates with
occasional
prompting
A satisfactory
group member
who does what
is required

Accomplished
3

Participates
without prompting
Routinely provides
useful ideas
A definite leader
who contributes a
lot of effort

Quality of
work

Provides work that


usually needs to be
checked or redone
by other group
members to ensure
quality

Provides work that


occasionally needs
to be checked or
redone by other
group members to
ensure quality

Provides work of the


highest quality (Note:
No mistake was made
while taking the
measurement.)

Time
management

Rarely gets
things done
The group has
to change work
responsibilities
because of this
pupil

Usually task focused


but gets distracted
occasionally and
needs to be
reminded to stay on
task

Is consistently
focused on the task
and uses time well
throughout the
experiment to ensure
that things get done
on time

Does not try to


solve problems
or help others
solve problems
Lets others do
the work

Does not suggest or


refine solutions, but
is willing to try out
solutions suggested
by others

Actively looks for and


suggests solutions to
problems

Problemsolving

2009 Marshall Cavendish International (Singapore) Pte Ltd

Score

39

My Pals are Here! Science Primary 5&6 Teachers Notes on Activity Books Systems

Working with
others

Rarely listens to,


shares with or
supports the efforts
of others

Often listens to,


shares with and
supports the efforts
of others

Almost always listens


to, shares with and
supports the efforts of
others

Total

Reinforcement (page 41)


Teaching strategy
Concept mapping

Extension (page 41)


Skill/process

Explanation

Meaningful relationships of
concepts

Meaning

Teaching suggestion
Discuss the concept map with the
pupils.

How is it applied in this activity?

Classifying

To place objects or events into groups


according to the characteristics they
share

By classifying the parts of a bulb


into electrical conductors and
electrical insulators

Predicting

To determine whether an outcome will


happen on the basis of observations,
experiences or scientific reasons

By predicting whether each part of


the bulb will conduct electricity

2009 Marshall Cavendish International (Singapore) Pte Ltd

40

My Pals are Here! Science Primary 5&6 Teachers Notes on Activity Books Systems

Theme: Systems
Revision Exercise Systems
Approximate time frame: 1 period
Suggested venue: Classroom
Section A: Multiple-choice questions
Question Content
Main topic(s)
domain

Process
skill(s)

How is it applied in this


question?

Life
Science

Chapter 4 The
unit of life

Analysing

By analysing the relationships


between different parts of cells

Life
Science

Chapter 4 The
unit of life

Analysing

By analysing the relationships


between different parts of cells

Physical
Science

Analysing

By analysing which bulb(s) would


light up for different permutations
of switches being closed and open

Chapter 5
Electric
circuits
Chapter 6
Using
electricity

Physical
Science

Chapter 7
Conductors of
electricity

Evaluating

By evaluating the reasonableness


of each statement

Physical
Science

Chapter 7
Conductors of
electricity

Evaluating

By evaluating the reasonableness


of each statement

Section B: Structured questions


Question Content
Main topic(s)
domain

Process
skill(s)

How is it applied in this


question?

Life
Science

Chapter 3 The
human
circulatory
system

Analysing

By analysing the relationships


between different parts of the
circulatory system

Life
Science

Chapter 1 The
plant transport
system

Analysing

By analysing the relationships


between different parts of the
transport system in a plant

Predicting

By predicting whether the


different parts of a plant will
wither or grow if the tubes
carrying water and food are
removed from a section of the
stem as indicated in the
diagram

2009 Marshall Cavendish International (Singapore) Pte Ltd

41

My Pals are Here! Science Primary 5&6 Teachers Notes on Activity Books Systems

Physical
Science

Chapter 5
Electric
circuits
Chapter 6
Using
electricity
Chapter 7
Conductors
of electricity

Inferring

By inferring whether materials


A and B are electrical
conductors or insulators

Predicting

By predicting whether bulbs X


and Y will light up, given a
circuit containing the materials
A and B

2009 Marshall Cavendish International (Singapore) Pte Ltd

42