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Enable pupils to master and memorize science facts and concepts easily. Helps pupils to organize notes and detect missing key relationship between ideas. Helps pupils to understand concept faster. Helps pupils to capture information easily. Helps pupils to get a different sensory perception and imagination of the text.
GUIDELINES ON USING THE MIND MAP
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 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 Making bread/ tapai/tempe/fertiliser Disease / Illness Food poisoning Harmful Can cause Food to turns bad Tooth decay Non Contagious Contagious Prevention Wash hand Drink boiled water Cover mouth & nose when coughing & sneezing Quarantine patients Stomach upset Measles Chicken pox Conjunctivitis Mumps AIDS Dengue Cover wounds .1.
Tiger .slimy eggs and having bad smell Fish . Frog. Elephant Bird .carry their young in their pouches Elephant . Fish.How animals take care of their eggs and young. To ensure the survival of their species 2.eggs with shell covering Frog . Bird. Turtle. Snake.keep their young in their mouths Snake. Kangaroo. Examples animals that take care of their eggs and young.hide their eggs Kangaroo .3 Importance Shortage of food resource The animals and other species may face extinction .attack in order to protect their eggs or young Turtle .stay in herds 2.1 Survival of The Animals Why animals take care of their eggs and young.
2.2 Survival of Plant Species Special characteristic • Light Examples • Coconut Water • Have air space • Pong pong • Light • Small in size • Angsana • Lalang Wind • Have wing-like structure • Have fine hairs Agents of dispersal Explosive mechanism • Rubber fruit • Dry when ripe • Explodes when mature • Balsam fruit • Chestnut • Ocra • Fleshy • Rambutan • Mango • Love grass • Mimosa • Watermelon Animal •Brightly coloured • Edible • Have smells • Have hooks .
Animals that eat plant or other animals are called consumers.3. bird.1 Food Chain Animals and the food they eat Producer Classify animals into herbivore. rat In a food chain the arrow means ‘eaten by’ . Construct food chain Consumer Tiger eats meat Bird eats fruits / insect Panda eats bamboo shoots Green plants produced their own food Herbivore : Animals that eat plants only. e. goat. Carnivore: Animals that eat other animals.: tiger.g. e.g.: cow. carnivore and omnivore. lion A food chain starts with a plant as producer. Omnivore: Animals that eat plants and other animals e.g. deer The food relationship among living things can be shown by a food chain.
in a garden They will face difficulty to survive – if the source of food runs out E. . .g.g.Panda eats bamboo shoots only.Koala bear eats eucalyptus leaves only. What will happen to a certain species of animals if they eat only one type of food Food web Food web of different habitats What will happen If there is a change in population of a certain species in a food web Food web is a combination of several food chains A change in the population of a certain species will effect the population of other species E.3. in a Paddy field .g.Pangolin eats ants only E.2 Synthesizing food chain to construct food web. : .
Investigating Force And Energy .
Pulling things ENERGY . breathing.1 The Uses of Energy Sun Water . growing -to move. Ex : moving. petroleum.produces light and heat Food Batteries Fuel .moving or falling water produce energy The Sources of Energy . drive small wind mills -Food stored chemical energy .Moving air .device that produced electrical energy from chemical energy .Used to pump water.wood.main source of energy . . boil. natural gas Wind .to bounce nonliving things When and where energy is needed Why energy is needed? 1. melt. coal. holding things.Examples of situations : Jumping.by living things to carry out life processes.
g. Heat energy Light energy E. Switching on the lights Solar energy E.g.g.g.g. Stretched rubber band Chemical energy Ringing telephone Electrical energy E. Solar powered calculator E. Candle . FORM OF ENERGY Potential energy E.Lighting torch light Lighting candle E. Kinetic energy E.g.g. Moving toy car Sound energy E.g.
2 Energy can be transformed from one form to another Energy can be transformed Example of appliance that make use of energy transform a) a burning candle Chemical energy → heat energy + light energy b) solar powered signal light Solar energy → electrical energy → light energy a) Electric iron Electrical energy → heat energy b) Electric Radio Electrical energy → sound energy c) Television Electrical energy → sound energy + light energy .ENERGY 1.
biomass. water Why renewable energy is better then non-renewable energy Non-renewable energy 1. Coal. Petroleum. Energy that cannot be replenished ENERGY Energy that can be replenished when it is used up Resources – solar.Resources – natural gas. wind.3 Renewable and Non-renewable Energy Renewable energy Why use energy wisely Avoid wastage Some energy resources cannot be replenished when used up To save cost How to save energy Reduce pollution Turn off the television when no one watching it Switch off the lights before going to leave the room .
Electricity Precautions Sources Dry cell Dynamo Solar cell Danger of mishandling electrical appliances Type of circuit Fire Burn Parallel circuit Series circuit Accumulator Electric shock Electrocution Symbol and component Name Dry cell Symbol 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 .
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 Factor that cause the shape of a shadow change When light is completely or partially blocked by an opaque and a translucent object Uses of reflection Periscope Kaleidoscope Factor that cause the size of a shadow change Distance of the object from the light source Shadow How shadow is formed mirror Side mirror of a car Opaque object Position of the object Light Shadow form .
Heat Gain Loss Warmer Cooler The effects of heat on matter How to measure temperature using the correct technique Matter expands when heated Matter contracts when cooled .
Investigating Materials .
1 Matter exist in the form of solid. liquid or gas Properties of solid Properties of liquid Properties of gas has mass has mass has fixed shape has mass has fixed volume has fixed volume no fixed shape no fixed volume no fixed shape (Takes the shape of the container) can be compressed .wood water milk air Solid stone Liquid Gas steam examples 1.
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 .
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 . sea Circulation of water in the environment.3 Understanding the water cycle. evaporation condensation rain Importance of water.1. Formation of clouds and rain.
Ways to keep our water resources clean Keep the rivers clean Cleanliness campaign .To prevent living aquatic from being destroyed and undergoing extinction To avoid infected diseases To regulate the formation of clouds and rain Reasons to keep our water resources clean.4 Appreciating the importance of water resources. To ensure the cleanliness of water supply 1.
alkaline and neutral substances.2. alkaline and neutral substances.1 The properties of acidic. • Conclude the properties of acidic. Changes in colour of litmus papers blue to red red to blue Identify the taste of acidic and alkaline food. Identify acidic. alkaline and neutral substances using litmus paper. bitter sour Properties of acid Properties of alkali Properties of neutral substances acid no changes neutral alkaline Taste bitter & change red litmus paper blue Taste sour & change blue litmus paper red Other tastes – no changes in litmus paper .
Investigating Earth And Universe .
January .planting harvesting desert Indicates Seasons Importance of constellation Show directions sea What constellation is 1.August Scorpion Southern Cross direction shape when Identify constellation Scorpion South Orion South April – June Big dipper Hunter North Kite or Cross Water ladle North December .1 Understanding the constellation A group of stars that form a certain pattern in the sky June .
the Moon and the Sun The earth rotates on its axis from west to east Earth rotates and at the same time moves around the sun 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 . THE MOON AND THE SUN Earth rotates on it axis Moon rotates on it axis Moon rotates and at the same time moves around the Earth 2.1 The movements of the Earth.THE EARTH .
2 The occurrence of day and night axis Day and night occur due to the rotation of the Earth on its axis. west east .night-time daytime the Sun the Earth It is day time for the part of the Earth facing the Sun. It is night time for the part of the Earth facing away from the Sun. 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 .2.
Investigating Technology .
1.1 The shapes of objects in a structure The shapes of objects Identify shapes in structure Cylinder Sphere Cube Cuboid Cylinder Sphere Pyramid Cone .
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 .2 The strength and stability of a structure Height .Iron. Wood .Shapes of objects that are stable Cube. pyramid The factors that affect stability of objects 1. cone.
php .USEFUL RELATED WEBSITES • http://www.com/pages/article/n ewISS_01.com/MindMap.php • http://www.net/mapping/ • http://www.studygs.mindtools.edrawsoft.com/MindMaps/mi ndmap.peterrussell.htm • http://www.
3 Understanding renewable and non-renewable energy.Sample T&L Activities TOPIC: Renewable Energy and Non-renewable Energy Learning Objectives: 1. Explain why we need to use energy wisely. List renewable energy resources List non-renewable energy resources. Practice saving energy . Give examples on how to save energy. Explain why renewable energy is better than nonrenewable energy. Learning Outcomes: State what renewable energy is. State what non-renewable energy is.
Teacher displays power point slides about the topic and ask students to cross check the ideas in their mind map. 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. 4. 6. 2. . Pupils view the CD teaching courseware / get information from text book/ article from related web sites. 5. Pupils present their mind map in front of class using transparency or power point slide or mahjong paper. 3.Activity : Using Mind Map: 1. Teacher lists all the pupils ideas on the board. Teacher discusses with pupils to list the main ideas about the topic based on what they viewed in the courseware.
Non-renewable energy Renewable energy Renewable Energy and Non-Renewable Energy Why use energy wisely How to save energy .
. •Give examples to verify that light travels in a straight line.Topic: Light Learning Objectives: 3. •Give examples of uses of reflection of light in everyday life. 3. •State that the light can be reflected. Learning Outcomes: •State that light travels in a straight line. and what to observe. •Describe how shadow is formed.2 Understanding that light can be reflected. •Draw ray diagram to show reflection of light. and what to observe.1 Understanding that light travels in a straight line. •Design a fair test to find out what factors cause the shape of a shadow to change by deciding what to keep the same. •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. what to change.
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. 4. 6. . Teacher discusses with pupils to list the main ideas about the topic based on what they viewed in the courseware. Pupils view the CD teaching courseware / get information from text book/ article from related web sites. Pupils present their mind map in front of class using transparency or power point slide or mahjong paper. 2. 3. Teacher lists all the pupils ideas on the board. Teacher displays power point slides about the topic and ask students to cross check the ideas in their mind map.Suggested activity 1.
Light Can be reflected How ? Uses of reflection Shadow How shadow is formed Factors that cause the size of a shadow change Factors that cause the shape of a shadow change mirror Opaque object Light Shadow form .
Teacher asks pupils some questions to generate the ideas about the size of a shadow. 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 . Pupils give reason based on their observation. 3. Teacher asks pupils to place an opaque object in front of light source and state their observation. 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.Activity 2: Experiment 1 Topic: Factor that cause the size of shadow to change 1. 2.
Pupils form a conclusion base on the result of the experiment. Teacher asks pupils to identify what to change. Pupils record their findings in a table. 7. Pupils discuss in small groups to plan the experiment. 8. Teacher explains the aim of the experiment that the pupils will carry out. 9. what to observe and what to remain the same in the experiment. Pupils carry out the experiment by changing the distance between the opaque object and the light source and measure the height of the shadow. .4. Based on their findings pupils answer the questions provided in the worksheets. 10. Aim: To find out the factor cause the size of shadow to change 5. 6.
Q1: What is the shape of the shadow when the cylinder is placed vertically? A: The shape of shadow is rectangular. Pupils give reason based on their observation.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. 3. 2. Q2: What is the shape of the shadow when the cylinder is placed horizontally? A: The shape of the shadow is round. Teacher asks pupils some questions to generate the ideas about the changing of shape of a shadow. .
plastic cup etc) in font of the light source and draw the shape of the shadow formed. 9. 8. . Teacher explains the aim/purpose of the experiment that the pupils will carry out. 10. Pupils draw their findings in a table. Pupils discuss in small groups to plan the experiment. Aim: To find out the factor cause the shape of shadow to change 5.4. what observe and what to keep the same in the experiment. Pupils form a conclusion of experiment. 6. Based on their findings pupils answer the questions provided in the worksheets. Teacher asks pupils to identify what to change. 7. Pupils carry out the experiment by changing the position of the object ( wooden pyramid block.