OBJECTIVES

Enable pupils to master and memorize science facts and

concepts easily.
Helps pupils to organize notes and detect missing key
relationship between ideas.
Helps pupils to understand concept faster.
Helps pupils to capture information easily.
Helps pupils to get a different sensory perception and
imagination of the text.

GUIDELINES ON USING THE MIND MAP

Brainstorm the main ideas based on the Learning Outcomes by viewing

the teaching courseware or referring to reading materials.
Teacher writes all the pupils ideas and discuss the ideas related to the
topic.
Teacher introduces main sub-topic.
Pupils make notes and record their findings.
Pupils develop and present their mind maps.
Pupils do counter check by referring the mind map produced by teacher
through power point slides.

*It can be used at any stage of the lesson.

MINDMAP
YEAR 5

Investigating Living
Things

1.1 Understanding that microorganism is a living thing

Microorganism

Bacteria

Fungi

Protozoa

Virus

Characteristics

Breathe

Move

Grow

Cannot see with

naked eyes

1.2 Understanding that some microorganism are harmful and some are useful
Microorganisms

Useful

Harmful
Can cause

Making bread/
tapai/tempe/fertiliser
Disease /
Illness

Non Contagious

Stomach upset

Contagious

Measles
Chicken pox
Conjunctivitis
Mumps
AIDS

Dengue

Food
poisoning

Food to
turns bad

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

Cover wounds

Tooth
decay

How animals take care of

their eggs and young.
Examples animals that take
care of their eggs and young.
Bird, Frog, Fish, Snake,
Turtle, Kangaroo, Elephant

2.1
Survival of The Animals

Why animals take care of

their eggs and young.
To ensure the survival
of their species

Bird - eggs with shell covering

Frog - slimy eggs and having bad smell
Fish - keep their young in their mouths
Snake, Tiger - attack in order to protect their eggs
or young
Turtle - hide their eggs
Kangaroo - carry their young in their pouches
Elephant - stay in herds

2.3
Importance

Shortage of food resource

The animals and other

species may face extinction

2.2
Survival of Plant
Species

Special characteristic

Water

Examples

Light

Coconut

Have air space

Pong pong

Light

Wind

Small in size

Angsana

Have wing-like

Lalang

structure
Have fine hairs

Agents of dispersal

Rubber fruit

Explosive
mechanism

Dry when ripe

Balsam fruit

Explodes when mature

Chestnut
Ocra

Fleshy

Animal

Brightly coloured
Edible
Have smells
Have hooks

Rambutan
Mango
Love grass
Mimosa
Watermelon

3.1 Food Chain

Animals and the

food they eat

Tiger eats meat

Bird eats fruits / insect
Panda eats bamboo shoots

Producer

Green plants
produced their
own food

Classify animals into

herbivore, carnivore
and omnivore.

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

Construct food chain

The food relationship

among living things
can be shown by
a food chain.

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

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

A food chain starts

with a plant as
producer.

In a food chain
the arrow

means eaten by

Consumer

Animals that eat plant

or other animals
are called consumers.

3.2 Synthesizing food chain

to construct food web.

Food
web

Food
web of different
habitats

Food web is a
combination of
several food chains

What will happen

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

What will happen

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

A change in the population

of a certain species
will effect the population
of other species

They will face difficulty

to survive if the
source of food
runs out

E.g. in a garden

E.g. : - Panda eats bamboo

shoots only.
- Koala bear eats
eucalyptus leaves only.
- Pangolin eats ants only

E.g. in a Paddy field

Investigating
Force And Energy

- by living things to carry

out life processes.
Ex : moving, breathing,
growing

ENERGY

Examples of situations :
Jumping, holding things,
Pulling things

Why energy
is needed?

When and where

energy is needed

1.1 The Uses of Energy

Water
- moving or
falling water
produce
energy

Sun

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

- main source of energy

- produces light and heat

The Sources of Energy

Food
Batteries

- device that
produced
electrical energy
from chemical energy

Fuel
- wood, coal,
petroleum,
natural gas

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

-Food stored
chemical energy

Lighting torch
light

Lighting
candle

Light
energy

E.g.
Heat
energy

Sound
energy

E.g.
Kinetic
energy

FORM OF
ENERGY

Moving
toy car

Potential
energy

E.g.

E.g.

Ringing
telephone

Stretched
rubber band

Electrical
energy
E.g.

Chemical
energy
Solar energy

E.g.
Switching on
the lights

E.g.

Solar
powered
calculator

E.g.
Candle

ENERGY
1.2 Energy can be transformed from
one form to another

Energy can be
transformed

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

Example of appliance that make use of

energy transform

a) Electric iron
Electrical energy heat energy
b) Electric Radio
Electrical energy sound energy
c) Television
Electrical energy sound energy + light energy

Resources
natural gas,
Petroleum,
Coal.

ENERGY

Energy that
cannot
be replenished

Energy that
can be
replenished when
it is used up

Resources
solar, wind,
biomass,
water

Why renewable energy is better

then non-renewable energy

Non-renewable energy

Renewable energy
1.3 Renewable and
Non-renewable Energy
How to save energy

Why use energy wisely

Avoid
wastage
Some energy
resources cannot
be replenished
when used up

Reduce
pollution
To save
cost

Turn off the

television when
no one
watching it

Switch off the

lights before
going to leave
the room

Dry cell

Electricity
Sources

Precautions

Dynamo
Solar cell

Danger of mishandling
electrical appliances

Accumulator
Type of
circuit

Fire

Burn

Electric shock

Parallel circuit

Series circuit

Electrocution

Symbol and component

Name
Dry cell

Safety precautions to
be taken when using
appliances
Do not touch electrical
appliances with wet hand
Do not repair electrical
appliances on your own

Connecting
wire
Differences of
brightness of
bulbs
The bulb in the parallel circuit is brighter
then the bulb in the series circuit

Switch
Bulb

Symbol

Light
Travel in a straight line

Can be reflected
How ?
The light that falls
on objects bounces
off the objects and
comes to your eyes

Shadow

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

Kaleidoscope

Side mirror of a car

Opaque object

Light
Shadow form

Distance
of the
object from
the light
source

How
shadow is
formed

Position
of the
object

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

mirror

Heat

The effects of heat

on matter

Matter expands
when heated

Matter contracts
when cooled

Gain

Warmer

Loss

Cooler

How to measure temperature

using the correct technique

Investigating
Materials

wood

water

Solid

milk

air

Liquid

stone

Gas
steam

examples

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

Properties of solid

has mass

Properties of liquid

has mass

has fixed
shape

has fixed
volume

Properties of gas

has mass

has fixed
volume

no fixed shape
(Takes the shape of the container)

no fixed
shape

no fixed
volume

can be
compressed

solid

liquid

melting

boiling

1.2
CHANGING
STATES OF
MATTER

liquid gas

evaporation
Rate of evaporation
*Affected by windy and hot weather
*Takes place at the surface of the liquid at
room temperature
*Happen at any temperature

gas

liquid
condensation

liquid solid

freezing

1.3
Understanding the water cycle.

condensation
evaporation

Importance of water.

Formation of clouds
and rain.

rain

sea

Circulation of water in
the environment.
Changes in the states of
matter in the water cycle
Gas liquid (Condensation)
Liquid
gas
(evaporation)

Droplets of water will

become bigger and
heavier rain

To prevent living aquatic from being

destroyed and undergoing extinction

Reasons to keep our

water resources clean.

To regulate
the formation of
clouds and rain

To avoid infected
diseases

To ensure the cleanliness

of water supply

1.4
Appreciating the importance
of water resources.

Ways to keep our water

resources clean
Keep the rivers clean

Cleanliness campaign

2.1 The properties of acidic,

alkaline and neutral substances.

Identify acidic, alkaline

and neutral substances
using litmus paper.
Changes in colour
of litmus papers
blue to red

Identify the taste of acidic

and alkaline food.

Conclude the properties of

acidic, alkaline and neutral
substances.

red to blue

acid

alkaline
no changes
neutral

bitter

sour

Properties of acid
Properties of alkali

Taste bitter & change

red litmus paper blue

Properties of
neutral substances

Taste sour & change

blue litmus paper red

Other tastes
no changes in litmus paper

Investigating Earth
And Universe

planting

harvesting
desert

Importance of
constellation

Indicates
Seasons

sea

Show
directions

What constellation is

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

certain pattern in the sky

Southern Cross

Scorpion

Scorpion

Identify
constellation

South

Orion
direction

shape

South

when

April June

Big dipper
Hunter

North

Kite or Cross
Water ladle

North

December - January

THE EARTH , THE MOON

AND THE SUN

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

Earth rotates
on it axis

Earth rotates
and at the
same time
moves around
the sun

Moon rotates
on it axis
Moon rotates
and at the
same time
moves around
the Earth

The Moon and

The changes
the Earth move
in length and position
round the Sun at
of the shadow
the same time
throughout the day

night-time

daytime
the Earth

the Sun

It is night time for

the part of the Earth facing
away from the Sun.

It is day time for the part

of the Earth facing the Sun.

2.2
The occurrence of day and night
axis
Day and night occur
due to the rotation of the Earth
on its axis.

west

east

2.3 Phases Of The Moon

The phases
of the moon
The Moon Does Not Emit Light

The Moon appears bright

when it reflects sunlight

New moon Crescent Half moon Full moon

Investigating
Technology

1.1
The shapes of objects in a structure
The shapes of objects

Identify shapes in structure

Cylinder
Sphere
Cube

Sphere

Cuboid

Cylinder

Pyramid

Cone

Shapes of objects that are

stable
Cube, cone, pyramid

The factors that affect

stability of objects

1.2
The strength
and
stability
of a structure

Height , base area

How base area affects

stability
Bigger base area more stable
Smaller base area less stable

How height affects stability

Design a model that
is strong and stable
Suggested design strong and stable
Bridge one with manila card
one with plywood

Lower object more stable

Higher object less stable

The factors that affect the

strength of a structure
Types of materials used
Steel ,Iron, Wood

USEFUL RELATED WEBSITES

http://www.mindtools.com/pages/article/n

ewISS_01.htm
http://www.peterrussell.com/MindMaps/mi
ndmap.php
http://www.studygs.net/mapping/
http://www.edrawsoft.com/MindMap.php

Sample T&L Activities

TOPIC: Renewable Energy and Non-renewable
Energy
Learning Objectives:
1.3 Understanding renewable and non-renewable energy.
Learning Outcomes:

State what renewable energy is.

State what non-renewable energy is.

List renewable energy resources

List non-renewable energy resources.

Explain why we need to use energy wisely.

Explain why renewable energy is better than nonrenewable energy.

Give examples on how to save energy.

Practice saving energy

Activity : Using Mind Map:

1. Pupils view the CD teaching courseware / get information
from text book/ article from related web sites.
2. Teacher discusses with pupils to list the main ideas about

the topic based on what they viewed in the courseware.

3. Teacher lists all the pupils ideas on the board.
4. Pupils discuss in groups to construct a mind map from all the ideas listed
or pupils discuss in groups to complete the blank mind map given by the
teacher.
5. Pupils present their mind map in front of class using transparency or
power point slide or mahjong paper.

6. Teacher displays power point slides about the topic and ask students to
cross check the ideas in their mind map.

Non-renewable energy

Renewable energy

Renewable Energy and

Non-Renewable Energy

Why use energy wisely

How to save energy

Topic: Light
Learning Objectives:
3.1 Understanding that light travels in a straight line.
3.2 Understanding that light can be reflected.
Learning Outcomes:
State that light travels in a straight line.
Give examples to verify that light travels in a straight line.
Describe how shadow is formed.
Design a fair test to find out what factors cause the size of
shadow to change by deciding what to keep the same,
what to change, and what to observe.
Design a fair test to find out what factors cause the shape of
a shadow to change by deciding what to keep the same,
what to change, and what to observe.
State that the light can be reflected.
Draw ray diagram to show reflection of light.
Give examples of uses of reflection of light in everyday life.

Suggested activity
1. Pupils view the CD teaching courseware / get information from
text book/ article from related web sites.
2. Teacher discusses with pupils to list the main ideas about the
topic based on what they viewed in the courseware.
3. Teacher lists all the pupils ideas on the board.
4. Pupils discuss in groups to construct a mind map from all the
ideas listed or pupils discuss in groups to complete the blank
mind map given by the teacher.
5. Pupils present their mind map in front of class using
transparency or power point slide or mahjong paper.
6. Teacher displays power point slides about the topic and ask
students to cross check the ideas in their mind map.

Light
Can be reflected
How ?

Shadow

Uses of reflection

How
shadow is
formed

Opaque object

Light
Shadow form

Factors that
cause the
size of a
shadow
change

Factors that
cause the
shape of a
shadow
change

mirror

Activity 2: Experiment 1
Topic: Factor that cause the size of shadow to change
1. Teacher asks pupils to place an opaque object in front of
light source and state their observation.
2. Pupils give reason based on their observation.
3. Teacher asks pupils some questions to generate the ideas
about the size of a shadow.
Q1: What will happen to the size of shadow when the
opaque object move towards the light source?
A : The size of the shadow increases / become bigger.
Q2: What will happen to the size of the shadow when the opaque object
move backwards?
A : The size of the shadow decreases / become smaller

4. Teacher explains the aim of the experiment that the pupils will
carry
out.
Aim: To find out the factor cause the size of shadow to change
5. Teacher asks pupils to identify what to change, what to
observe and
what to remain the same in the experiment.
6. Pupils discuss in small groups to plan the experiment.
7. Pupils carry out the experiment by changing the distance
between the opaque object and the light source and
measure the height of the shadow.
8. Pupils record their findings in a table.
9. Based on their findings pupils answer the questions
provided in the worksheets.
10. Pupils form a conclusion base on the result of the
experiment.

Activity 2: Experiment 2
Topic: Factor that cause the shape of shadow to change
1. Teacher asks pupils to place a cylinder in different position
in front of a light source and state their observation.
2. Pupils give reason based on their observation.
3. Teacher asks pupils some questions to generate the ideas
about the changing of shape of a shadow.
Q1: What is the shape of the shadow when the cylinder is
placed vertically?
A: The shape of shadow is rectangular.
Q2: What is the shape of the shadow when the cylinder is
placed horizontally?
A: The shape of the shadow is round.

4. Teacher explains the aim/purpose of the experiment

that the pupils will carry out.
Aim: To find out the factor cause the shape of shadow
to change
5. Teacher asks pupils to identify what to change, what
observe and what to keep the same in the
experiment.
6. Pupils discuss in small groups to plan the experiment.
7. Pupils carry out the experiment by changing the
position of the object ( wooden pyramid block, plastic
cup etc) in font of the light source and draw the shape
of the shadow formed.
8. Pupils draw their findings in a table.
9. Based on their findings pupils answer the questions
provided in the worksheets.
10. Pupils form a conclusion of experiment.