Grade 5 Chapter 3 Lesson Plans

2012 Alston Publishing House Pte Ltd
Science SMART Teachers Guide Grade 5 Chapter 3 Lesson Plans
Lesson Plans
Chapter 3: States of Matter: Boiling, Evaporation and Condensation
Total number of periods: 22 periods (11 hours)
Overview of Lesson Plans

Why Do Changes in State Take Place? (2 periods)
Less
Specific Instructional Objectives
on
3.1
Pupils should:
- understand that heating or cooling is
needed for a change of state to take place
- know that the boiling point of water is 100
C and the melting point of ice is 0 C
What Is Boiling? (2 periods)

Less
on
3.2
Pupils should:
understand that water turns into steam
when it is heated to 100 C, but upon
cooling, the steam turns back into water
What Is Evaporation? (6 periods)

Less
on
3.3
Pupils should:
Cambridge Primary Scientific

Enquiry Skills
Collect sufficient evidence to test
an idea. (Ep5)

Enquiry Skills
Present results in bar charts and
line graphs. (Eo4)

Enquiry Skills
Make predictions of what will
Process
Skills
Observing
Predicting
Communicati
ng
Process
Skills
Observing
Comparing
Communicati
ng
Inferring
Measuring
Process
Skills
Observing
21st Century Skills

Think creatively
Communicate
clearly
Be self-directed
learners
Interact effectively
with others
Be responsible to
others
21st Century Skills
Communicate
clearly
with others
Be responsible to
others
21st Century Skills
Reason effectively
Number
of
Periods
2
Number
of
Periods
2
Number
of
Periods
6
1
know that evaporation occurs when a liquid

turns into a gas
know that when a liquid evaporates from a
solution, a solid is left behind
What Is Condensation? (4 periods)

Less
on
3.4
Pupils should:
- know that condensation occurs when a gas
turns into a liquid and that it is the reverse
of evaporation
- know that air contains water vapour and
when water vapour loses heat it will
condense
What Is the Water Cycle? (4 periods)

Less
on
3.5
Pupils should:
- understand how the water cycle works
happen based on scientific

knowledge and understanding, and
suggest how to test these. (Ep3)
Identify factors that need to be
taken into account into different
contexts. (Ep6)
Enquiry Skills
Recognise and make predictions
from patterns in data and suggest
explanation. (Eo7)

Enquiry Skills
Collect sufficient evidence to test
an idea. (Ep5)
Make predictions of what will
happen based on scientific
knowledge and understanding, and
suggest how to test these. (Ep3)
Why Do We Need to Conserve Water? (4 periods)

Less
on

Enquiry Skills
Comparing
Communicati
ng
Inferring
Measuring
Using systems
thinking
Communicate
effectively
Think creatively
Work independently
Process
Skills
21st Century Skills
Observing
Communicati
ng
Analysing
Inferring
Process
Skills
Observing
Inferring
Analysing
Communicati
ng
Process
Skills
Be responsible to
others
Make judgements
and decisions
Be self-directed
learners
Communicate
clearly
with others
21st Century Skills
Communicate
clearly
with others
Global awareness
21st Century Skills
Number
of
Periods
4
Number
of
Periods
4
Number
of
2
3.6
Pupils should:
- understand the importance of water as a
resource
Know that scientists have

combined evidence with creative
thinking to suggest new ideas and
explanations for phenomena. (Ep1)
Observing
Inferring
Communicati
ng
Communicate
clearly Interact
effectively with
others
Global awareness
Periods
4
Main Lesson Plans

Lesson 3.1
BSCS 5E
Lesson Notes
Background: Pupils have learnt in Grade 4 that matter can exist in three states solid, liquid and
gas. Some examples of the different states of water are given in the table below:
Snow
Solid
Ice
Liquid
Water
Stea
m
Resources
Gas
Water
vapour
Matter is anything that has mass and occupies space. Properties of matter are given in the table
below:
Engage:
Pupils are given
questions to
stimulate
thinking and
generate
interest in the
new topic
Explain:
Pupils are
taught that
temperature
changes can
affect states
Solid
Has a definite
shape
Has a definite
volume
Cannot be
compressed
Liquid
Has no definite
shape
Has a definite
volume
Cannot be
compressed
Gas
Has no definite
shape
Has no definite
volume
Can be
compressed
Textbook page 43
Teaching Tip: Draw out the tables above and get pupils to complete them.
Chapter opener
Use the scene in the opener to ask pupils:
What can you see that suggests Ari just had a hot bath? (Answer: There are clouds of water
droplets above the bath tub, the mirror is foggy/covered in water droplets.)
What caused the clouds of water droplets to form? (Answer: When hot air meets a cold surface, it
condenses to form water droplets.)
Why do you think Ari cant see himself clearly in the mirror? (Answer: The mirror is covered with
water droplets.)
What caused the substance to form that covered the mirror? (Answer: Water droplets are formed
when hot air touches the cold surface of the mirror and condense.)
Explain that:
Water can change from one state to another.
4
Explore:
Pupils discover
new
information in
real-life
situation
This change in state is due to heat gain or heat loss by the substance.
Process Skills: Observing, Predicting, Communicating
Activity: Take a mirror and breathe on the mirror. Show the pupils what has formed on the mirror.
Link back this example to Ari in the opening chapter.
Ask pupils:
What can you see forming on the mirror? (Answer: Water droplets)
Why does this happen? (Answer: This happen because you breathe out warm air and as it touches
the cold surface of the mirror, it condenses to form water droplets.)
Textbook page 44
Process Skills: Observing, Communicating

21st Century Skills: Communicate clearly; Be self-directed learners
Whats In This Chapter?, What Will I Learn?
Emphasise to pupils what their learning journey will be like for this chapter.
Water can change states through evaporation, condensation and boiling.
Water undergoes a cycle to ensure a continuous supply of fresh water on Earth.
Textbook page 45
Teaching Tip: Trace the path of the mind map by reading out loud.
Why Do Changes in State Take Place?
Background: Substances can change from one state to another, depending on the amount of heat
gained or lost. As matter changes from one form to another, it goes through different processes as
shown in the diagram below.
Liquid
Melting
Freezing
Solid
Evaporation/
boiling
Condensati
on
Gas
Sublimatio
Teaching Tip: Draw out the diagram nto show pupils the overview of the changes in states.
5
A summary of the process is given below:

Process
What happens?
Freezing
Liquid changes to
solid
Solid changes to
liquid
Liquid changes to
gas
Liquid changes to
gas
Gas changes to
liquid
Solid changes to
gas
Melting
Evaporatio
n
Boiling
Condensat
ion
Sublimatio
n
Analysing
Heat
change
Heat loss
Heat gain
Heat gain
Heat gain
Heat loss
Heat gain
Activity: Carry out Discover More! and get pupils

into groups. Allow them to do research and
compile their findings. Have each group share
their findings with the class.
Process Skills: Communicating, Organising,
21st Century Skills: Communicate clearly; Interact effectively with others; Be responsible to others
Lesson 3.2
BSCS 5E
Lesson Notes
What Is Boiling?
Teaching Tip: Show pupils a video of a kettle of water being put to boil. Alternatively, you can show
pupils a live demonstration. As the water boils, point out to pupils the various processes that are
happening.
Resources
Textbook page 46
URL 3.1
Explain that:
If a liquid is heated continuously, vapourisation takes place in all parts of the liquid at a particular
temperature.
The liquid undergoes a complete change of state into the gaseous state. When this happens, the
process is known as boiling.
The temperature at which liquid boils is known as its boiling point.
The boiling point of liquids is fixed and does not change although heat is continuously supplied
until all the liquid has changed to gas.
The graph below shows the change in temperature when water is heated from room temperature to
its boiling point.
Temperature
(C)
100
C
25
C
Explain:
Pupils learn the
correct concept
and clear
misconceptions
Time
(minutes)
Explain that:
As heat is supplied and absorbed over time, the temperature of the liquid increases. This is shown
by the increasing graph.
When the liquid reaches its boiling point (100 C), the temperature of the liquid remains constant
even though there is continuous heat being supplied. This is shown by the constant line in the
graph.
Common Misconception: Some pupils may mistakenly think that the white cloud that appears over
7
the kettle spout when the water is boiling is steam. Steam is vapourised water and is a pure and
completely invisible gas. When steam comes out of the kettle and meets the cooler air, its
temperature drops and it condenses into water droplets. The white cloud that we see above the spout
is water droplets and not steam. Although we cannot see steam, we can deduce that it is between
the spout of the kettle and the cloud of water droplets.
Explore:
Pupils discover
new
information
that can be
applied in reallife situations
Activity: Have pupils read through Discover More! and ask them to research on the other possible
factors that can affect the boiling point of water. Have pupils share their findings with the class.
Teaching strategy: Relating to real life
Process Skills: Observing, Inferring, Analysing, Communicating
21st Century Skills: Communicate clearly; Interact effectively with others; Be responsible to others
Teaching Tips:
1. Explain to pupils that the boiling point of a liquid can change if impurities are present. For
example, when salt is added to water, the boiling point of the water will increase. You can show
pupils a live demonstration of adding salt to water and taking the temperature of the boiled water.
Remind pupils to stand a safe distance away from the boiling water, and to be careful of the hot
water vapour that will rise from the kettle or the pot.
2. Similarly, you can bring up the topic of the presence of impurities and freezing. Remind pupils of
what they have learnt in Grade 4 Chapter 5: States of Matter. Tell pupils about how salt is spread
on roads in countries that experience winter and snowfall. Explain to pupils that slush (partially
melted snow) can be slippery and pose a danger to those driving cars. When salt is added to
roads, it will dissolve into the water and lower the freezing point of water to below 0 C.
Internet link for Lesson 3.2

URL 3.1:
Animation of water being put to boil

http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks3/science/changing_matter/index.htm
Lesson 3.3
BSCS 5E
Explain:
Pupils learn the
correct concept
and clear
misconceptions
Engage:
Pupils carry out
activity to test
their
predictions and
make
observations
Lesson Notes
What Is Evaporation?
Background: Evaporation is the process whereby liquid changes into gas. This occurs when water
gains heat. This causes the particles in the water to gain energy and vibrate faster. As the particles
continue to vibrate very fast, they attain enough energy to completely break the forces holding them
together. The particles would then be able to move freely as they are far apart. When this happens,
they become gas. This gas is known as water vapour.
Common Misconception: Explain to pupils that even though evaporation and boiling cause the
same change in the state of matter from liquid to gas, the process is different. The following table
summarises the differences between evaporation and boiling.
Evaporation
Boiling
Takes place all the time Takes place at a fixed temperature (at its
boiling point)
Occurs on the surface
Occurs throughout the liquid
of the liquid only
Very slow
Very fast
Resources
Textbook page 47
Textbook page 48
Activity: Get pupils to make their own sugar crystals. Prepare the materials below and have pupils
follow the instructions.
Materials
200 g of sugar
50 cm3 of water
Empty beaker
Pencil
Paper clip
String (10 to 12 cm)
Food colourings (optional)
Instructions
1. Dissolve 200 g of sugar in 50 cm3 of water in a clean beaker.
2. Tie one end of the string to a clean paper clip, and tie the other end to the middle of the pencil.
3. With the two ends of the pencil resting on the top of the beaker, lower the paper clip into the
sugar solution.
4. Allow the beaker to stand for a few days until all the water has dissolved.
5. Watch how crystals grow on the paper clip.
9
6. You may ask pupils to add food colourings.

URL 3.2
21st Century Skills: Think creatively; Work independently

Teaching Tip: Have pupils refer to the website for a clearer understanding of how the activity can be
carried out.
Ask pupils:
What happened to the water that was used to dissolve the sugar? (Answer: It evaporated.)
Why do you get sugar crystals? (Answer: When the water evaporated from the solution, the sugar
was left behind.)
Give other examples of solutions where a solid is left behind when the liquid evaporates. (Answer:
Salt solution, milk made from powdered milk. Accept all possible answers.)
Explain that:
When a liquid evaporates from a solution, a solid is left behind.
What Factors Affect the Rate of Evaporation?
Background: The rate of evaporation refers to how quickly or slowly evaporation takes place. The
rate of evaporation depends on several factors, as shown in the table below.
2.
Factors
Temperature of the surroundings
or water
Wind
3.
Exposed surface area
4.
Humidity
1.
What happens?
Faster when the temperature is higher
Faster on a windy day than on a still
day
Faster when the exposed surface area
is larger
Slower when humidity is higher
Temperature
Background: The higher the temperature, the faster the rate of evaporation. For example, when
comparing water at room temperature with water that has just been boiled, the boiled water will have
a greater rate of evaporation. The temperature of the surroundings also affects the rate of
evaporation. For example, laundry put outside to dry on a sunny day will dry much faster than on a
Textbook page 49
Workbook pages
3132
Activity 1: Iron Your
Handkerchief!
Workbook pages
3335
Activity 2:
Temperature Change
Workbook pages
3738
Activity 3: Drying
Towels!
Workbook page 44
Worksheet 2: How
Fast Do I Evaporate?
Workbook page 46
Worksheet 4: Rate of
10
cloudy day.
Evaporation
The graph below show what happens to the rate of evaporation as temperature increases.
Rate of
evaporation
Evaluate:
Pupils
understanding
of new concept
is assessed
through the
activity
Explain:
Pupils are
taught that
temperature
can affect the
rate of
evaporation
Temperature
(C)
Explain that:
As the temperature increases, the rate of evaporation increases.
Activity: Ask pupils to carry out the following activity:
1. Add one cup of water (at room temperature) to a ziplock bag. Get as much air out as possible, and
seal the bag securely. Lay the bag down flat.
2. Add one cup of hot water to a ziplock bag. Get as much air out as possible, and seal the bag
securely. Lay the bag down flat. This bag will serve as a heat source.
3. Give two pupils a dropper each. Ask each pupil to place one drop of the room temperature water
at the same time on the centre of two separate pieces of brown paper towel.
4. Allow the drops to spread for 10 to 20 seconds until they dont seem to be spreading any more.
5. Then, place each brown paper towel on either ziplock bag.
6. Observe the paper towels every few minutes. Compare the amount of water on each paper towel.
Ask pupils:
Which sample of water droplet will evaporate faster? (Answer: The sample of water placed on top
of the hot ziplock bag.)
Why do you use the same amount of water on each paper towel? (Answer: To ensure a fair test.)
What is the purpose of the bag filled with water at room temperature in this experiment? (Answer:
To act as a control.)
Textbook page 50
Explain that:
11
A higher temperature will cause the rate of evaporation to be faster.

21st Century Skills: Think creatively; Work independently
Wind
Background: Water evaporates at a faster rate in the presence of wind. The wind takes away the
water vapour around the wet object, which in turn allows more water vapour from the wet object to
evaporate into the air. A stronger wind helps to remove moisture that has evaporated from the water.
This helps the relative humidity stay unsaturated near the water surface. When the air is saturated,
the amount of moisture that evaporates into the air is minimised. In contrast, stronger winds will
continue to supply drier air to the water surface, thus allowing for a greater amount of evaporation. A
very strong wind also has the ability to churn water, such as the splashing of waves. This leads to a
greater surface area being exposed, which allows for more evaporation to take place.
The graph below shows what happens to the rate of evaporation as the strength of wind changes.
Rate of
evaporation
Evaluate:
Pupils
understanding
of new concept
is assessed
through the
activity
Wind
strength
Explain that:
The stronger the wind (or air movement), the faster the rate of evaporation.
1. Place 50 ml of water in two beakers.
2. Place one beaker in a corner and allow it to stand. Place the other beaker in front of a fan and turn
the fan on.
3. After an hour, observe the water level in each beaker.
Ask pupils:
12
What is the function of the fan in this activity? (Answer: To reduce the amount of humidity in the
surrounding air around the beaker.)
Why do you need two beakers? (Answer: One of the beakers is used as a control.)
Explain that:
The stronger the wind (or air movement), the faster the rate of evaporation.
Process Skills: Observing, Communicating, Measuring
21st Century Skills: Work independently; Be self-directed learners
Exposed surface area
Background: During evaporation, water vapour escapes into the air through the exposed surface
area. More water vapour will be able to escape into the air from a larger exposed surface area.
Therefore, the larger the surface area, the faster the rate of evaporation.
The graph below shows what happens to the rate of evaporation as the exposed surface area
increases.
Rate of
evaporation
Evaluate:
Pupils
understanding
of new concept
is assessed
through the
activity
Surface area
(cm2)
Explain that:
The bigger the exposed surface area, the faster the rate of evaporation.
1. Place 50 ml of water in three containers of different diameters.
2. Place all containers at the same place.
3. After an hour, observe the water level in each container.
Ask pupils:
Why must you vary the diameter of the containers? (Answer: To find out how fast water
13
evaporates from the different exposed surface areas.)

Why do you need three containers? (Answer: To ensure a fair test.)
Explain that:
The bigger the exposed surface area, the faster the rate of evaporation.
Textbook page 51
Consolidation
Worksheets 12
Process Skills: Observing, Communicating, Measuring

21st Century Skills: Work independently; Be self-directed learners
Humidity
Background: Humidity is the amount of water vapour the air contains. However, there is a limit to
the amount of water vapour that can be contained in a given volume of air. Hence, when the amount
of water vapour in the air is at its limit, the air is said to be saturated. The maximum amount of water
vapour the air can contain depends on the temperature. The higher the temperature, the greater the
amount of water vapour present. When the amount of water vapour in the air increases, humidity
also increases. The rate of evaporation is higher when humidity is low. Alternatively, the rate of
evaporation decreases when humidity is high. This is because there is a high amount of water vapour
in the air and the air cannot take in any more water vapour.
The graph below show what happens to the rate of evaporation as humidity increases.
Rate of
evaporation
Humidity
(%)
Explain that:
The higher the humidity (the more water vapour there is in the air), the lower the rate if
evaporation.
Activity: Carry out Build Your Skills! and have pupils discuss the questions.
14

URL 3.2:
Making edible sugar crystals

http://www.wikihow.com/Make-Edible-Sugar-Crystals
15
Lesson 3.4
BSCS 5E
Explore:
Pupils discover
new
information
that can be
Lesson Notes
What Is Condensation?
Background: Condensation is the process where a gas changes to a liquid. When gas comes into
contact with a cool surface, the steam and water vapour in the surrounding air condense into tiny
water droplets. This is because the surface cools the surrounding air, causing the water vapour in the
air to lose heat. When this happens, the particles in the gas slow down in their vibrations, resulting in
an eventual change of state to liquid.
Resources
Textbook page 52
Activity: Get pupils to fill a wide clear plastic cup about 2/3 full of hot water. Place a taller clear
plastic cup (with a smaller rim) over the top. Watch the cups for 12 minutes. Use a magnifier to look
at the sides and top of the top cup. Take the top cup off and feel the inside surface.
Safety Note: Remind pupils to be very careful when handling hot water.
Ask pupils:
What do you notice about the top cup? (Answer: There is mist forming.)
What do you think is on the inside of the top cup? (Answer: Water droplets)
Do you think that some of the water from the bottom cup is evaporating? (Answer: Yes)
How did the water droplets on the inside of the top cup get there? (Answer: Condensation
occurred when the steam from the hot water met the cooler air of the top cup, thus forming the
water droplets.)
Explain that:
When water changes from a liquid to gas (water vapour), it evaporates. Since condensation is the
opposite of evaporation, water vapour changes to liquid when it condenses.
16
Process Skills: Observing, Communicating, Analysing

Explore:
Pupils discover
new
information
that can be
21st Century Skills: Be responsible to others; Make judgments and decisions; Be self-directed
learners
Activity: Put some the ice cubes in a jug of water. Cover the jug. Then place the jug in a warm room.
Observe the outside of the jug after some time.
Ask pupils:
Would covering the jug prove that the droplets on the outside of the jug did not come from within
the jug? (Answer: No)
Why do cold water pipes drip during hot days? (Answer: The warm air comes into contact with the
cold surface of the water pipes, causing condensation to occur.)
Would the amount of moisture accumulated on a particular day depend on the level of humidity
on that day? (Answer: No)
What happens when one blows hot air on a cold window pane? (Answer: The window pane will fog
up.)
What do you think this condensation process has to do with rain? (Answer: When a warmer
surface meets a cooler surface, condensation occurs. Rain is a product of condensation.)
Explain that:
When air is cooled, it cannot hold as much moisture as compared to when the air is warm. When
saturation occurs,
the water is released in the form of droplets. This is known as condensation.
Tell pupils they will learn more about rain, which is part of the water cycle, in the coming lessons.
Explore:
Pupils develop
Process Skills: Observing, Inferring, Communicating
Workbook page 39
Activity 4: Is My
Glass Leaking?
Workbook page 43
Worksheet 1: Gain or
Loss?
Workbook page 47
Worksheet 5:
Condensation
Textbook page 53
Consolidation
Worksheet 3
17
their inquiry
skills by doing
research
21st Century Skills: Communicate clearly; Interact effectively with others; Be self-directed learners
Activity: Have pupils read through Discover More! and research on how cloud seeding helps in the
formation of water droplets.
Process Skill: Observing, Inferring, Analysing, Communicating
21st Century Skills: Communicate clearly; Interact effectively with others
18
Lesson 3.5
BSCS 5E
Lesson Notes
What Is the Water Cycle?
Background: The water cycle is a continuous cycle where water evaporates to form clouds, falls
down to the earth as precipitation, and then evaporates again. This cycle is repeated and is neverending. The water cycle ensures that water is constantly moving and changing from one state to
another (solid to liquid to gas). This results in a constant supply of water on Earth. Nearly all of the
Earths water is contained in the oceans, but only 3 % of it is fresh water. Thus, our water supply is
dependent on the water cycle.
Resources
Textbook page 54
Workbook page 43
Worksheet 3: The
Water Cycle
Teaching Tip: Explain to pupils the various stages of the water cycle.
Stage 1: Evaporation/Transpiration
Evaporation occurs when energy from the Sun heats up large water bodies such as streams, lakes,
seas and oceans and turns water into water vapour. Transpiration is the process where plants lose
water through their leaves into the surrounding air. Thus, plants also playing a part in the water cycle.
Stage 2: Condensation
Condensation occurs when water vapour in the air turns into water again. Water vapour in the air
rises as a gas until it meets cooler air. The water vapour is then turned into tiny water droplets. These
water droplets gather to form clouds.
Textbook page 55
Stage 3: Precipitation
As more water vapour condenses, the tiny droplets of water in the clouds combine to form larger
droplets. Precipitation occurs when these water droplets become too large and heavy for the clouds
to hold. At this stage, the force of gravity pulls the water down to Earth in the form of rain, snow, hail
and sleet.
Stage 4: Infiltration (a process of water entering the ground)
When it rains, water falls into oceans, seas, lakes, rivers, ponds and on land. When this happens,
water will seep into the Earth. This seeped water will then infiltrate the underground water systems
and will be taken in by plants and trees through their roots.
19
The water cycle can be summarised in the diagram below. You may draw it out on the board for
pupils.
Clouds
Rain
Elaborate
Pupils
understanding
of the concept
is assessed as
they answer
the questions
Condensatio
n takes
place
Water
vapour
Water on
Earth
Evaporation
takes place
Activity: Ask pupils to show that there is water vapour in the air by using a beaker of water and
some ice cubes. Put the ice cubes in the beaker and leave it to stand for a few minutes.
Ask pupils:
What will the ice cubes do to the water? (Answer: It will cool the water down.)
What will you observe after an hour? (Answer: There will be water droplets forming on the surface
of the beaker.)
What is the process that took place? (Answer: Condensation)
How does this process work? (Answer: The water vapour in the surrounding air loses heat when it
comes into contact with the cool surface of the beaker. Condensation occurred, forming the water
droplets.)
Explain that:
When any surface is cooler than the surrounding air, water vapour in the air will condense to form
water droplets.
Process Skills: Observing, Inferring, Analysing, Communicating
Textbook page 56
Consolidation
Worksheet 4
21st Century Skills: Communicate clearly; Interact effectively with others; Global awareness
Activity: Carry out Discover More! and have pupils discuss what other forms water droplets can take
20
when they fall back to the Earths surface.

Process Skills: Inferring, Analysing, Communicating
Lesson 3.6
21
BSCS 5E
Elaborate:
Pupils apply
what they have
learnt in reallife situations
Lesson Notes
Why Do We need to Conserve Water?
Background: Water is very important as it is essential to life. Water is crucial to the health and wellbeing of humans. It makes up more than two-thirds of the human body. Water also circulates
throughout the body, transporting, dissolving and replenishing nutrients and organic matter while
carrying away waste material. Water is also essential for plants to carry out photosynthesis. Wildlife
such as fishes and whales live in water while other animals such as mosquitoes and frogs breed in
water. Since water is important to life on Earth, it is important for us to conserve water so that it will
not run out. Water conservation refers to reducing the use of fresh water through technological or
social methods. Water conservation also helps prevent water pollution.
Resources
Textbook page 56
Teaching Tip: Explain to pupils that there are several methods of water conservation:
1. Recycling of water
Sewage water can be recycled to be fit for human consumption.
Factories can use recycled water to wash equipment and cool machinery.
2. Desalination
This process involves removing salt from seawater to get fresh water. However, desalination is
expensive.
3. Reducing
Take showers instead of baths.
Do not let the water run while washing your face or brushing your teeth.
Do not use running water to thaw meat or other frozen food.
4. Reusing
Water plants using water that was used to wash rice, fruits or vegetables.
Collect rainwater and use it to wash the front porch or corridors.
Textbook page 57
Workbook pages
4142
Activity 6: Mini
Water Cycle
URL 3.3
Activity: Ask pupils to think of other ways they can help to reduce, reuse or recycle water at home or
in school.
Process Skill: Communicating
Explore:
Pupils come up
with new ideas
through
research and
group work
Workbook page 40
Activity 5: Salt Water
to Fresh Water
21st Century Skills: Communicate clearly; Interact effectively with others; Global awareness
Project Idea: Get pupils in groups. Have each group imagine that they represent a company that is
in the business of water conservation and are trying to raise awareness on the importance of water
conservation. Each group` can design a leaflet, brochure or poster to carry out their objectives. The
Consolidation
Worksheet 5
Fun and Games
Exam Practice
22
printouts should contain the groups company name, mission and vision etc.
You can go a step further by asking pupils to come up with new and innovative ways of conserving
water. Tell the groups to imagine that the company they represent has the budget and resources to
build new machines or create new processes that can help in conserving water. These processes can
include any of the 3 Rs and desalination. Have these new ideas incorporated in the printouts as well.
Each group will then present to the class the content of their printouts. The group with the best
designed printouts and most innovative water conservation method will be the winner.
Process Skill: Communicating
21st Century Skills: Think creatively; Communicate clearly; Global awareness
Wrap up the chapter with the following:
Talk It Out
Teaching Tip: Read the new words out loud and have pupils repeat each word after you so they can
learn to pronounce the words correctly. Then, have pupils pair up to test each other on the meaning
of the words.
Map It Out
Teaching Tip: Go through the concepts with pupils after finishing the chapter. Trace the path of the
mind map by reading out aloud. You may wish to draw the map as you speak.
Water can undergo change in states through evaporation, condensation and boiling.
Evaporation happens all the time and is the process where water gains heat to become water
vapour.
Condensation is the process where water vapour loses heat to become water droplets.
The water cycle ensures a continuous supply of fresh water on Earth.
In the water cycle, evaporation results in the formation of water vapour while condensation results
in the formation of water droplets and falls back to Earth as rain.
Work It Out
Go through the worked example with pupils. Read the hint when answering part b.
Textbook page 58
Textbook page 59
Textbook page 60
Process Skills: Analysing, Observing

Science @ Work
23
Teaching Tip: To boost pupils reading and speaking confidence, have pupils take turns reading the
passage, e.g. each pupil could read one paragraph. Encourage pupils to read with enthusiasm and
emotion.
Background: We know that water is essential to life processes and that over time, the percentage of
fresh water available is being depleted. Hence, research is ongoing to find ways to make fresh water
available. This is how the process of desalination of salt water came about.
21st Century Skill: Global Awareness
URL 3.3:
Water desalination explained (corresponds with Internet Link 3.1 in Textbook)

http://www.youtube.com/watch?v=gA_XVxhBmTQ&feature=related
24

Grade 5 Chapter 3 Lesson Plans

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2012 Alston Publishing House Pte Ltd

Science SMART Teachers Guide Grade 5 Chapter 3 Lesson Plans

Overview of Lesson Plans

What Is Boiling? (2 periods)

What Is Evaporation? (6 periods)

Cambridge Primary Scientific

Cambridge Primary Scientific

Cambridge Primary Scientific

21st Century Skills

2012 Alston Publishing House Pte Ltd

know that evaporation occurs when a liquid

What Is Condensation? (4 periods)

What Is the Water Cycle? (4 periods)

Science SMART Teachers Guide Grade 5 Chapter 3 Lesson Plans

happen based on scientific

Cambridge Primary Scientific

Why Do We Need to Conserve Water? (4 periods)

Cambridge Primary Scientific

21st Century Skills

21st Century Skills

2012 Alston Publishing House Pte Ltd

Science SMART Teachers Guide Grade 5 Chapter 3 Lesson Plans

Know that scientists have

2012 Alston Publishing House Pte Ltd

Science SMART Teachers Guide Grade 5 Chapter 3 Lesson Plans

Main Lesson Plans

2012 Alston Publishing House Pte Ltd

Science SMART Teachers Guide Grade 5 Chapter 3 Lesson Plans

Process Skills: Observing, Communicating

2012 Alston Publishing House Pte Ltd

Science SMART Teachers Guide Grade 5 Chapter 3 Lesson Plans

A summary of the process is given below:

Activity: Carry out Discover More! and get pupils

2012 Alston Publishing House Pte Ltd

Science SMART Teachers Guide Grade 5 Chapter 3 Lesson Plans

2012 Alston Publishing House Pte Ltd

Science SMART Teachers Guide Grade 5 Chapter 3 Lesson Plans

Internet link for Lesson 3.2

Animation of water being put to boil

2012 Alston Publishing House Pte Ltd

Science SMART Teachers Guide Grade 5 Chapter 3 Lesson Plans

2012 Alston Publishing House Pte Ltd

Science SMART Teachers Guide Grade 5 Chapter 3 Lesson Plans

6. You may ask pupils to add food colourings.

21st Century Skills: Think creatively; Work independently

Exposed surface area

2012 Alston Publishing House Pte Ltd

Science SMART Teachers Guide Grade 5 Chapter 3 Lesson Plans

2012 Alston Publishing House Pte Ltd

Science SMART Teachers Guide Grade 5 Chapter 3 Lesson Plans

A higher temperature will cause the rate of evaporation to be faster.

2012 Alston Publishing House Pte Ltd

Science SMART Teachers Guide Grade 5 Chapter 3 Lesson Plans

2012 Alston Publishing House Pte Ltd

Science SMART Teachers Guide Grade 5 Chapter 3 Lesson Plans

evaporates from the different exposed surface areas.)

Process Skills: Observing, Communicating, Measuring

2012 Alston Publishing House Pte Ltd

Science SMART Teachers Guide Grade 5 Chapter 3 Lesson Plans

Process Skills: Observing, Communicating

Making edible sugar crystals

2012 Alston Publishing House Pte Ltd

Science SMART Teachers Guide Grade 5 Chapter 3 Lesson Plans

2012 Alston Publishing House Pte Ltd