Year 5 – Science 五年级科学 Investigating Living Things 探讨生物世界

Week 周次 Learning Objectives Suggested Learning Activities Learning Outcomes Notes 学习目标 建议活动 学习成果 备录 1. Microorganism 微生物 1.1 Understanding Pupils view video showing various types of Pupils Teacher uses the that microorganism is microorganism, e.g. bacteria, virus, fungi and following recipe to 学生 a living thing. protozoa. make dough. 了解微生物是生物 学生观看有关微生物种类的录像带,例:细菌、 state types of 教师利用以下材料制作 microorganisms. 病毒、真菌和原生动物。 粉团: 说出微生物种类。 Pupils make a qualitative comparison Ingredients: 材料: between the size of microorganism and 1 cup of flour that of human and conclude that ½ cup of warm water microorganism is very tiny. 1 teaspoon of dried 学生比较微生物与人类的形体大小,并做出总 yeast 1 teaspoon of sugar 结:微生物是形体非常细小的生物。 state that yeast is an 1杯面粉 example of microorganism. Pupils discuss that yeast is a fungi, an ½杯温水 确认酵母菌是其中一种微生物。 1茶匙酵母菌 example of microorganism. 学生讨论:酵母菌是其中一种微生物。 1茶匙糖 state that microorganism breathes. Pupils observe the effect of yeast on dough Method: 制作法: 说明微生物会呼吸。 and infer that microorganism breathes 1.Mix all ingredients. and causes the dough to rise. 2.Cover the 学生观察酵母菌在面粉团所造的影响已推断面 mixture with a damp state that microorganism 粉团发酵是微生物呼吸所造成的。 cloth. grows. 3.Leave it for 20 Pupils carry out activity and observe the effect 说明微生物会生长。 minutes. when a test tube filled with 2 teaspoon of 1.把所有材料混合。 dried yeast, 1 teaspoon of sugar and half test 2.用湿布把混合物盖着。 tube of water. The mouth of the test tube is 3.搁置 20 分钟。 attached to a balloon. 学生进行以下活动并做出观察:将2茶匙干酵 Ensure pupils use 母菌、1茶匙糖和半试管的水加入一个试管内, microscope or 然后在试管口套上一个汽球。 magnifying glass / hand lens. 确保学生使用显微镜或 放大镜。 Learning Objectives Suggested Learning Activities Learning Outcomes Notes Vocabulary 词汇 yeast- ragi 酵母菌 harmful- berbahaya 有害的 magnifying glasskanta pembesar 放大镜 uses- kegunaan 用处 sprinkling – merenjis 少量/洒

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Year 5 – Science 五年级科学 Investigating Living Things 探讨生物世界
周次 学习目标 1.2 Understanding that some microorganisms are harmful and some are useful. 了解有些微生物有 害而有些微生物有益 建议活动 Pupils gather information on the uses of microorganisms, e.g. a) making bread, b) making tapai, c) making tempe, d) making fertiliser. 学生收集有关微生物的用处的资料,例制作: a. 面包 b. 发酵饭或木薯(Tapai) c. 发酵豆饼(tempe) d. 堆肥 Pupils gather information on the harmful effects of microorganisms, e.g. a) causing illness, b) causing food poisoning, c) causing food to turn bad, d) causing tooth decay. 学生收集有关微生物的害处资料,例: a. 引起疾病 b. 造成食物中毒 c. 使食物腐坏 d. 蛀牙 Pupils gather information on diseases caused by microorganisms e.g. stomach upset, measles, cough, flu, chicken pox, dengue, conjunctivitis, mumps and AIDS. 学生收集有关微生物所引起的疾病资料,例: 肠胃不适,麻疹,咳嗽,流行性感冒,蛀牙, 结膜炎,腮腺炎和爱滋病。 Pupils discuss that diseases caused by microorganisms can spread from one person to another. 学生讨论由微生物引起的疾病会 通过人互相传染。 Suggested Learning Activities 学习成果 Pupils 学生 state examples of use of microorganisms. 举例活命微生物的用处。 备录 Pupils need not know the methods of making bread, tapai, tempe and fertiliser. 学生不需要知道有关制 作面包、发酵饭或木薯、 发酵豆饼和堆肥的方法。 词汇 contagiousberjangkit 会传染 quarantine – diasingkan 隔离 measles- campak 麻疹 chicken pox- cacar 水痘 stomach upsetsakit perut 肠胃不适 cough- batuk 咳嗽 harm- kesan buruk 害处 dengue – denggi 骨痛热症 Tooth decay – gigi reput 蛀牙 sneezing – bersin 打喷嚏 Scabies – kudis 疥苍 flu - selsema 流行性感冒 mumps – beguk 腮腺炎 conjunctivitis – sakit mata 结膜炎

state the harmful effects of microorganisms. 说明微生物所带来的害处。

describe that diseases  caused by microorganisms can spread from one person to another. 描述由微生物引起的疾病会 通过人互相传染。

Teacher just need to mention the common diseases. 教师只需举出一些常见 的疾病

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Year 5 – Science 五年级科学 Investigating Living Things 探讨生物世界
周次 学习目标 建议活动 Pupils discuss on how diseases caused by microorganisms can be prevented from spreading, e.g. a) by washing hands before handling food, b) by boiling water before drinking, c) by covering mouth and nose when coughing or sneezing, d) by washing hands after using the toilet, e) by putting patients who have chicken pox, conjunctivitis or mumps into quarantine. f) by covering wounds. 学生讨论如何预防由微生物传染的疾病,例: a.接触事物前要洗手。 b. 饮用煮沸的水 c. 打喷嚏或咳嗽时要掩盖嘴巴和鼻子。 d. 如厕后,要洗手。 e. 隔离水痘、腮腺炎或结膜炎的病患。 f. 伤口要包扎好。 学习成果 explain ways to prevent  diseases caused by microorganisms. 阐明预防由微生物所引起的 疾病方法 备录 词汇

2. Survival of The Species 物种的生存 2.1 Understanding Pupils gather information to find examples of that different animals animals that take care of their eggs and have their own ways young, e.g. to ensure the survival a) cow, of their species. b) hen, c) cat, 2.1 了解动物以各种 d) bird. 方法确保其物种的生 学生收集有关会照顾卵和幼儿的动物资料,例: 存 a. 牛 b. 鸡 c. 猫 d. 鸟

Pupils 学生 give examples of animals that take care of their eggs and young. 举例说明会照顾卵和 幼儿的动物

Teacher may explain that species means similar types of living things that can breed among themselves 教师讲解物种是同类生 物之间的繁殖

Survival – kemandirian 生存 adaptmenyesuaikan 适应 take care- menjaga 照顾 protect- melindungi 保护 young – anak 幼儿 Vocabulary

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Year 5 – Science 五年级科学 Investigating Living Things 探讨生物世界
周次 学习目标 建议活动 Pupils view video on how animals ensure the survival of their eggs and young, e.g. a) keep their young in their mouths, e.g fish, b) feed their young, e.g. bird, c) attack in order to protect their eggs or young when they are disturbed, e.g. snake or tiger, d) lay slimy eggs, e.g frog, e) hide their eggs, e.g. turtle, f) carry their young in their pouches, e.g kangaroo, g) stay in herds e.g. elephant. 学生观看有关动物如何确保卵和幼儿生存的录 像带,例: a. 把幼儿藏在嘴里,如:鱼 b. 喂养幼儿,如:鸟 c. 攻击威胁卵或幼儿的敌人,如:蛇或老虎 d. 卵有一层黏液包裹着,如:青蛙 e. 把卵产在隐蔽的地方,如:海龟 f. 将幼儿装在育儿袋里,如:袋鼠 g. 群居,如:大象 Pupils discuss and conclude that animals take care of their eggs and young to ensure the survival of their species. 学生讨论并总结:动物照顾卵和幼儿以确保物 种得以延续。 学习成果 explain how animals take  care of their eggs and young. 讲解动物如何照顾卵和幼儿 备录 词汇 slimy – berlendir 黏稠的 pouch – kantong 育儿袋 herd – kumpulan yang besar 群居 disturbeddiganggu 被干扰 plenty – banyak 大量 attack- menyerang 攻击 hide – menyembunyikan 藏 ensurememastikan 确保 feed – memberi makan 喂

explain why animals take  care of their eggs and young. 解释动物照顾卵和幼儿的原 因

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Year 5 – Science 五年级科学 Investigating Living Things 探讨生物世界
周次 学习目标 2.2 Understanding that different plants have their own ways to ensure the survival of their species 2.2 了解植物以各 种方法确保物种的生 存 建议活动 Pupils study live specimens, view video or computer simulation to find out the on how plants ensure the survival of species, e.g. a) by water, b) by wind, c) by animal, d) by explosive mechanism. 学生用实物、观赏录像带、电脑模式片段以找 出植物传播种子和果实的方法,例如: a. 水力 b. 风力 c. 动物 d. 自动爆裂 Pupils discuss and conclude that plants need to disperse their seeds or fruits to ensure the survival of their species. 学生讨论和总结植物须传播种子或果实以确保 物种的延续。 Pupils gather information to give examples of plants that disperse seeds and fruits by: a) water, b) wind, c) animal, d) explosive mechanism. 学生收集资料以列出用以下方法传播种子和果 实的植物 a. 水力: b. 风力 c. 动物 d. 自动爆裂 学习成果 Pupils 学生 state various ways plants disperse their seeds and fruits. 说明植物传播种子和果实 的方法 explain why plants need  to disperse seeds or fruits. 解释为何植物需要传播种 子或果实 give examples of plant that disperse seeds and fruits by water. 举例靠水力传播种子和果 实的植物 give examples of plant that disperse seeds and fruits by wind. 举例靠风力传播种子和果 实的植物 give examples of plant that disperse seeds and fruits by animals. 举例靠动物传播种子和果 实的植物 give examples of plant that disperse seeds by explosive mechanism. 举例靠自动爆裂传播种子 和果实的植物 备录 词汇 various – pelbagai 各种 waxy – berlilin 蜡质的 husk – sabut 外皮 shell – tempurung 壳 Examples of plants that disperse seeds and fruits by: 例: a) water, e.g. coconut and pong-pong, 水力:椰子、莲 b) wind, e.g. lallang and angsana, 风力:茅草、青龙木 c) animals, e.g. watermelon, love grass and rambutan 动物:西瓜,相思草, 红毛丹 d) explosive mechanism, e.g. balsam, rubber, flame of the forest, chestnut and ocra. 自动爆裂:凤仙花,橡 胶,凤凰木,栗子,羊 角豆 disperse – encaran 传播 edible – boleh dimakan 可吃的 flame of the forest – semarak api 凤凰木 chestnut – buah berangan 栗子 balsam – keembung 凤仙花 lady’s finger / ocra – kacang bendi 羊角豆 love grass – kemuncup 相思草

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Year 5 – Science 五年级科学 Investigating Living Things 探讨生物世界
Week 周次 Learning Objectives 学习目标 Suggested Learning Activities 建议活动 Learning Outcomes 学习成果 Notes 备录 Vocabulary 词汇

Pupils study live specimens or view video and relate characteristics of discuss the relationship between seeds and fruits to the ways characteristics of seeds and fruits and their they are dispersed. ways of dispersal : 联系种子和果实的特征和 a) by water – light and have air space 其传播的方法 b) by wind – light, have wing-like structure, dry, have fine hairs and small c) by animals – fleshy, brightly coloured, edible, have smells or have hooks. d) explosive mechanism – dry when ripe. 学生以实物或观赏录像带带以讨论种子和果实 的特征和其传播方法的关系 a.水力:果实轻、果实内有空气 b.风力:轻、有薄翅、干燥、有细毛、细小 c.动物:有果肉、颜色鲜艳、味道香甜、可吃、 有钩刺 d.自动爆裂:果实成熟后变干 2.3 Realising the importance of survival of the species 2.3 意识物种生存的 重要性 Pupils discuss and predict the consequences if certain species of animals and plants become extinct, e.g. a) shortage of food resources, b) other species may also face extinction. 学生讨论和预测如果某些动物、植物绝种所造 成的影响,例: a. 食物来源短缺 b. 其它生物也会面临绝种 Pupils predict what will happen if  some species of animals or plants do not survive. 学生 预测如果某些动植物 的物种无法生存所造成的影响 extinction – kepupusan 绝种 shortage – kekurangan 短缺

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Year 5 – Science 五年级科学 Investigating Living Things 探讨生物世界
Week 周次 Learning Objectives Suggested Learning Activities 学习目标 建议活动 3. Food Chain and Food Web 食物链和食物网 3.1 Understanding Pupils carry out a brainstorming session on food chains animals and the food they eat. 3.1 了解食物链 学生进行有关动物和它们的食物之脑力激荡环 节活动 Pupils discuss and classify animals into the following groups according to the food they eat: a) herbivore b) carnivore c) omnivore 学生根据动物的食物进行讨论和分类。 a. 草食动物 b. 肉食动物 c. 杂食动物 Pupils build food chains to show the food relationship among organisms. 学生绘制食物链以显示动物及其食物的关系 From the food chains pupils identify the producers and the consumers 学生通过食物链确认生产者和消费者 3.2 Synthesizing food chains to construct food web. 3.2 综合食物链以设 计食物网 Pupils construct a food web based on food chains given. 学生根据食物链设计一个食物网 Pupils walk around the school compound to study food webs in places such as field, science garden, pond or under flower pot. 学生研究在校园内,如草场、科学园、水池或 花盆下的食物网 Learning Outcomes 学习成果 Pupils 学生 identify animals and the food they eat. 确认动物和它们的食物 classify animals into herbivore, carnivore and omnivore. 将动物分为草食动物、肉食 动物及杂食动物 Notes 备录 Food chains must begin with plants as producers. 食物链以作为生产者的 绿色植物开始 Vocabulary 词汇 food chain-rantai makanan 食物链 producer-pengeluar 生产者 consumerpengguna 消费者

construct food chain 绘制食物链. identify producer. 确认生产者 identify consumer. 确认消费者

Pupils 学生 · construct a food web 绘制一个食物网 · construct food webs of different habitats. 在不同的生态环境绘制食 物网.

教师确定适合的活动 地点。

Food web – 食物网

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Year 5 – Science 五年级科学 Investigating Living Things 探讨生物世界
Week 周次 Learning Objectives 学习目标 Suggested Learning Activities 建议活动 Based on the organisms identified, pupils construct food chains and then food webs for the habitats they have studied. 根据已确认的生物绘制食物链及食物网 Pupils discuss and predict what will happen if there is a change in the population of a certain species in a food web. 学生讨论和预测如果食物网内某些物种的数量、 产生变化所造成的后果。 Pupils carry out simulation or play games based on food webs. 学生根据食物网进行模拟活动或游戏。 Pupils view video to study various species that are facing extinction because they only eat one type of food. 学生观赏录像带以了解某些动物因只吃一种食 物而濒临绝种。 Pupils conclude that certain species of animals that eats one type of food only has difficulty to survive because their only source of food may run out, e.g. a) panda eats bamboo shoots only, b) koala bear eats eucalyptus leaves only, c) pangolin eats ants only. 学生总结:某些只吃一种食物的动物,会因为 它们唯一的食物被耗尽而难以生存,例: a. 熊猫,只吃竹笋 b. 树熊,只吃尤加利叶 c. 穿山甲只吃蚂蚁 Learning Outcomes 学习成果 Notes 备录 Vocabulary 词汇

· predict what will happen if there is a change in population of a certain species in a food web. 预测如果食物网内某些物 种的数量、产生变化所造成的 后果。

· explain what will happen to certain species of animals if they eat only one type of food 阐明如果某些动物只吃 一种食物的后果

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