Professional Documents
Culture Documents
Mind Map
Mind Map
Microorganism
Characteristics
Microorganisms
Useful Harmful
Can cause
Making bread/
tapai/tempe/fertiliser
Wash hand
Stomach upset Measles
Drink boiled water
Chicken pox
Conjunctivitis Cover mouth & nose when coughing
& sneezing
Mumps
Quarantine patients
AIDS
Cover wounds
Dengue
How animals take care of
their eggs and young.
Examples animals that take Bird - eggs with shell covering
care of their eggs and young. Frog - slimy eggs and having bad smell
Fish - keep their young in their mouths
Bird, Frog, Fish, Snake, Snake, Tiger - attack in order to protect their eggs
Turtle, Kangaroo, Elephant or young
Turtle - hide their eggs
Kangaroo - carry their young in their pouches
Elephant - stay in herds
2.1
Survival of The Animals
• Light • Coconut
Water • Have air space • Pong pong
• Light
• Small in size • Angsana
Wind • Have wing-like • Lalang
structure
• Fleshy
• Rambutan
Animal •Brightly coloured
• Mango
• Edible
• Love grass
• Have smells
• Mimosa
• Have hooks
• Watermelon
3.1 Food Chain
Herbivore :
Animals that eat plants only. The food relationship Animals that eat plant
Tiger eats meat Green plants
e.g.: cow, goat, deer among living things or other animals
produced their can be shown by are called consumers.
Bird eats fruits / insect own food a food chain.
Panda eats bamboo shoots Carnivore:
Animals that eat other animals.
e.g.: tiger, lion
A food chain starts
with a plant as
producer.
Omnivore:
Animals that eat plants and
other animals
e.g. bird, rat
In a food chain
the arrow
Food web is a
combination of A change in the population They will face difficulty
several food chains of a certain species to survive – if the
will effect the population source of food
of other species runs out
E.g. in a garden
-to move,
Why energy boil,
When and where is needed? melt,
energy is needed - to bounce
non-
1.1 The Uses of Energy Sun living things
- moving or
falling water Food
produce Batteries
energy Fuel Wind -Food stored
chemical energy
- device that - wood, coal, - Moving air
produced petroleum, - Used to pump
electrical energy natural gas water, drive
from chemical energy small wind mills
Lighting torch
light
Lighting Light E.g.
candle E.g. energy
E.g. Moving
Heat Kinetic toy car
energy energy
Sound
energy FORM OF Potential
ENERGY energy
E.g. E.g.
Ringing
telephone Stretched
Electrical rubber band
Chemical
energy
energy
E.g. Solar energy
E.g. E.g.
Switching on
the lights
Solar Candle
powered
calculator
ENERGY
1.2 Energy can be transformed from
one form to another
Avoid
wastage
Some energy
Turn off the Switch off the
resources cannot
Reduce television when lights before
be replenished
when used up pollution no one going to leave
To save watching it the room
cost
Dry cell
Electricity
Precautions Sources Dynamo
Solar cell
Danger of mishandling Accumulator
electrical appliances
Type of
circuit
Fire Burn
Electrocution
Name Symbol
Dry cell
Safety precautions to
be taken when using Connecting
appliances wire
Differences of Switch
Do not touch electrical
brightness of
appliances with wet hand
bulbs Bulb
Do not repair electrical
appliances on your own The bulb in the parallel circuit is brighter
then the bulb in the series circuit
Light
Travel in a straight line Can be reflected
How ?
Loss Cooler
stone steam
examples
boiling
1.2
liquid gas evaporation
CHANGING
STATES OF Rate of evaporation
*Affected by windy and hot weather
MATTER *Takes place at the surface of the liquid at
room temperature
*Happen at any temperature
gas liquid
condensation
1.4
Appreciating the importance
of water resources.
Properties of alkali
acid alkaline Taste sour & change
Properties of blue litmus paper red
Taste bitter & change neutral substances
no changes
red litmus paper blue
Other tastes –
neutral
no changes in litmus paper
Investigating Earth
And Universe
planting harvesting
desert
Importance of
Indicates
constellation sea
Seasons
Show
What constellation is directions
1.1 Understanding
the constellation
A group of stars that form a
certain pattern in the sky June - August Scorpion
Scorpion
Identify
Southern Cross constellation South
Orion
direction when
shape
Moon rotates
and at the
2.1 Earth rotates same time
and at the moves around
The movements same time the Earth
of the Earth, the Moon moves around
and the Sun the sun
daytime
2.2
The occurrence of day and night
axis
The phases
of the moon
The Moon Does Not Emit Light
Cylinder
Sphere
• 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 non-
renewable 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
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 ?
change change
gra
Dia
Opaque object
Light
Shadow form
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.