Theme: Systems Chapter 1 The plant transport system Activity 1.1 …docshare01.docshare.tips/files/29598/295980992.pdf · 2016. 12. 11. · My Pals are Here! Science Primary 5&6 Teacher’s

My Pals are Here! Science Primary 5&6 Teacher’s Notes on Activity Books — Systems

Theme: SystemsChapter 1 The plant transport systemActivity 1.1 In the flowApproximate time frame: 1.5 periodsSuggested venue: Science laboratory

Please take note of the following: Pg 2 — For Observations question 1 answer, the diagrams for A and B should be

further sliced into half (showing only half of the U-shaped celery stalk). Pg 3 — For Extension question 2, the pupils are not expected to cut along the dotted

line on the page.

Concepts Plants have a transport system. Plants have a set of tubes that carry water from the roots to other parts of the plants,

also known as the xylem.

Specific objectivesPupils should be able to:

state that plants have water-carrying tubes state that the water-carrying tubes in plants transport water from the roots to other

parts of the plants

Process skillsSkill/process Meaning How is it applied in this

activity?

Observing To use the senses and/or instruments to notice the surroundings, in order to learn or understand the characteristics,properties, similarities, differences and changes of objects or events

By observing the parts of the celery stalk that are stained with food colouring

Comparing To identify the similarities or differences between objects, ideas, principles or series of actions

By comparing the movement of water in different parts of the celery stalk

Communicating To understand and be able to inform others of information that is presented in different forms — words, diagrams, pictures, tables, graphs etc.

By drawing the stained cross-section of the celery stalk

Inferring To give explanations to observations ofobjects or events

By interpreting that tubes transport water up the stem of the celery stalk

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Material listMaterial Quantity Remarks

Per class Per group Per pupil Stalk of celery

Blue food colouring

Red food colouring

Beaker (1000 mL)

Knife

1

a bottle

a bottle

2

1

Teaching suggestionsTeaching strategy Explanation Teaching suggestion(s)

Questioning Cycles of questions-answers-questions

Ask the pupils to predict what will happen before they conduct the experiment, e.g. willthere be a colour change on the leaves.

After the experiment, ask the pupils to determine whether their predictions were correct based on their observations.

Ask the pupils how they could improve the experiment. (Suggested answer: Use another similar set-up containing clear waterinstead of coloured water as a control.)

SAIL Instruction and assessment

A rubric can be used to assess each pupil’s performance during the experiment.

RubricFor assessing the pupil’s performance during the experiment

Skill(s): Performing and Observing

Beginning1

Developing2

Accomplished3

Score

Demonstrating experimental techniques andskills

Meets at least one but not all the criteria in level 3

Meets at least two but not all the criteria in level 3

Cuts part of a celery stalk into two equal halves

Fills two beakers with exactly 500mL of water each

Ensures that the ends of the celery stalk are fully submerged in the coloured water



Making observations and recording results



Draws the cross-section of parts A and B of the celery stalk clearly

Colours the correct positions in the diagrams drawn to represent the stained spots

States that there is no mixing of the blue and red colours at the upper portion of the celery stalk (Note: This criterion can be assessed using question 2 from the “Observations” section.)

Skill(s): Analysing

Beginning1

Developing2

Accomplished3

Score

Drawing conclusions



*States that the water-carrying tubes are responsible for transporting water from the roots toother parts of the plant

Draws the arrangement of the water-carrying tubes correctly in the diagram provided (Note: This criterion can be assessed using the question from the “Conclusion” section.)

Explains that the water-carrying tubes in the celery stalk are separate tubes, so there is no mixing of the coloured water at the upper portion of the celery stalk (Note: This criterion can be assessed using the question from the “Question” section.)

Total

* Note: The teacher can assess the pupil on this criterion through verbal questioning or including an additional question in the Activity Book for the pupil to answer. The question can be phrased as, “Name the set of tubes that is responsible for transporting water from the roots to other parts of the plant.”

Extension (page 3)



Question Process skill Description Comment

1 Predicting The pupils can use the knowledge obtained from the activity on the celery stalk to predict that repeating the steps using a carnation stalk would produce similar results.

If time permits, get the pupils to perform the experiment using a carnation stalk to verify their prediction.

2 Communicating The explanation/reasoning can be better communicated to the pupils through the use of clear diagrams.

Reason 1

Reason 2

Pupils can ask a florist.


cut the stem at an angletubes

larger surface area is exposed

water

stalk

stem is cut at an angle so that the tubes are not covered by the base of the beaker


Theme: SystemsChapter 1 The plant transport systemActivity 1.2 Sugar in the flowApproximate time frame: 0.5 periodSuggested venue: Classroom

Concepts Plants have a transport system. Plants have a set of tubes that carry sugar (food) from the leaves to other parts of the

plants, also known as the phloem.

Specific objectivePupils should be able to:

state that plants have food-carrying tubes state that the food-carrying tubes in plants transport sugar (food) from the leaves to

other parts of the plants

Process skillsSkill/process Meaning How is it applied in this activity?


By observing the results of Joe’s investigation shown on page 4 of the Activity Book

Inferring To give explanations to observations of objects or events

By interpreting that sugar has accumulated in the upper part of the cut

Evaluating To determine whether objects, ideas, principles or series of actions are reasonable, accurate, of good standardand capable of being used

By assessing whether water is still able to travel from the roots to other parts of the plant

Teaching suggestions Tell pupils that only the food-carrying tubes are removed. Lead them to understand

that water-carrying tubes are still present in the uncut part of the stem.


Only food-carrying tubes are removed in the cut part.

The water-carrying tubes are still present in the uncut part.

stem

Outer ring of the stem is cut away.


Teaching strategy Explanation Teaching suggestion

Demonstration To scaffold the learning process

The teacher may perform the experiment on a sunflower stem one week before the activity and show the pupils the results.


Discuss the questions in the Activity Book with the pupils.



Theme: SystemsChapter 2 Air and the respiratory systemActivity 2.1 The lung machineApproximate time frame: 2 periodsSuggested venue: Science laboratory

Concepts Humans have a respiratory system for breathing. Air enters the respiratory system through the mouth and nose. Lungs expand to draw in air and contract to push out air.


use the lung model to explain how the human respiratory system works


Observing To use the senses and/or instruments to notice the surroundings, in order to learn or understand the characteristics, properties, similarities, differencesand changes of objects or events

By observing what happens when balloon B is stretched and released


By comparing the parts of the lung model with those of the human respiratory system

Using apparatus and equipment

To know how to use, which to choose and how to handle apparatus and equipment correctly for different purposes

By using a measuring tape to measure the chest size during inhalation and exhalation (Note: To measure the chest size, one pupil should raise his/her arms slightly and allow another pupil to place the measuring tape just under the arms.)

Communicating To understand and be able to inform others of information that ispresented in different forms — words, diagrams, pictures, tables,graphs etc.

By drawing the missing parts of the human respiratory system

Analysing To consider carefully and in detail objects, ideas, principles or seriesof actions in order to determine the patterns and relationships

By identifying the parts of the human respiratory system and how they worktogether




Per class Per group Per pupil Transparent plastic cup

Straw

Balloon

Plasticine

Measuring tape

1

1

2

a box

1

The lung model set-up is a teacherdemonstration.

The chest size measurement is group work. Each group can have two pupils.

Teaching suggestionsNote: Prepare the lung model before the activity commences and ensure it works properly.



Pull balloon B and release it for pupils to observe what happens to balloon A.


The teacher may link to the concept of matter (anything that occupies space) by asking the pupils why air enters balloon A.

Reinforcement (page 7)Process skill Description Comments

Comparing By comparing the lung model and the human respiratory system

Before asking the pupils to compare, the teacher mayask the pupils, especially the high-ability pupils, to evaluate the lung model and state its limitations. (Possible answers: The plastic cup cannot represent the movements of the ribs. The diaphragm contracts to move downwards when we inhale, but balloon B inthe lung model must be stretched and vice versa.)

More than one similarity and one difference can be discussed.



Theme: SystemsChapter 2 Air and the respiratory systemActivity 2.2 I’ll huff and I’ll puffApproximate time frame: 1 periodSuggested venue: Science laboratory

Please take note of the following: Pg 8 — For Procedure 1, the pupils can measure 100 mL of water in a beaker to

simplify the procedure. Pg 8 — For Procedure 1, the pupils should mark every 50 mL or 100 mL on the

plastic bottle. The diagram has been simplified.

Background information This activity involves the measurement of the vital capacity, which is the maximum

amount of air expelled out of the lungs when we exhale. This is different from the total lung capacity, which is the volume of air contained in

the lungs after a full inhalation (maximum inspiration). Thus, the total lung capacity is greater than the vital capacity.

Concept We can measure the volume of air we breathe out.


use a bottle set-up to measure the volume of air we breathe out


activity?

Observing To use the senses and/or instruments to notice the surroundings, in order to learnor understand the characteristics, properties, similarities, differences and changes of objects or events

By observing the water level as air is blown into the plastic bottle through the rubber tube

Using apparatusand equipment


By marking readings onto the plastic bottle and using it as an instrument to measure the volume of air we breathe out


Per class Per group Per pupil Beaker (100 mL)

1.5 L plastic bottle with a cap

Permanent marker

Trough

1

1

1

1

This experiment is a teacher demonstration.



Rubber tube (50 cm long) 1Teaching suggestionsNote: Set up the trough of water and the graduated plastic bottle before the activity commences.



Get one pupil to do the demonstration.


Extend the activity by asking the pupils whether the maximum volume of air breathed out in one breath is different for everyone. Ask the pupils what they would do to find out the answer. (Suggested answer: Repeat step 6 fordifferent pupils and record the volume of air blown into the bottle.)



Theme: SystemsChapter 2 Air and the respiratory systemActivity 2.3 Fishy businessApproximate time frame: 1 periodSuggested venue: Science laboratory

Please take note of the following: Pg 9 — For Procedure 1, the fish can be placed in a bowl of ice cubes if crushed ice

is not available.

Background information In fish, water flows through the mouth and then over the gills. Exchange of gases

occurs at the gills as shown in the diagram below.

Concepts Different animals have different parts in their respiratory systems. Fish breathe through their gills. Gills have a rich supply of blood to carry the oxygen that is obtained from the water.


explain the role of gills in fish infer why gills are deep red in colour


activity?

Observing To use the senses and/or instruments to notice the surroundings, in order to learn or understand the characteristics, properties, similarities, differences and changes of objects or events

By observing where the gills are found and the colour of gills



By using a hand lens to have a clearer observation of things


gill filament

blood rich in oxygenblood rich in carbon dioxide

flow of water rich in oxygen

carbon dioxide leaves the blood vessel

oxygen enters the blood vessel


Skill/process Meaning How is it applied in thisactivity?


By drawing the fish head and where the gills are found


By inferring that there are many blood vessels in the gills based on the observation of their deep red colour


Per class Per group Per pupil Small fish

Hand lens

Big bowl of crushed ice / ice cubes

1

4

1

Pupils can take turn to use the hand lens.

Teaching suggestionsTeaching strategy Explanation Teaching suggestion(s)


The teacher should pull up the gill cover to let the pupils observe the gills using the hand lens. Before doing this, the teacher can ask the pupils where the gills are found.


Ask the pupils where the gills are located withoutshowing them first. (Answer: The gills are found under the gill cover.)

Extend by asking the pupils what is the advantage for gills to have many filaments. (Answer: The gills have many filaments in order to have a large surface area.) Next, ask why the gills need to have a large surface area. (Answer:The gills need to have a large surface area so that they are in contact with the maximum amount of water and are able to absorb as muchoxygen as they can.)

Extend by asking the pupils to compare and contrast the lungs in humans and the gills in fish.



Theme: SystemsChapter 3 The human circulatory systemActivity 3.1 Go with the flowApproximate time frame: 0.5 periodSuggested venue: Classroom

Please take note of the following: Pg 11 — For the sentence to be completed by pupils, it must be made clear that the

lungs are not a part of the circulatory system. It is the blood, heart and blood vessels in the circulatory system that work together with the lungs in the respiratory system.

Concepts Our circulatory system transports various materials around the body. The heart pumps blood to all parts of our body. Some blood vessels carry oxygen-rich blood from the lungs to all parts of the body. Some blood vessels carry carbon dioxide-rich blood from all parts of the body to the

lungs.


explain the roles of the different parts of the circulatory system describe the movement of blood in the circulatory system


activity?


By using a simple diagram to describe the flow of blood throughout the body

Analysing To consider carefully and in detail objects, ideas, principles or series of actions in orderto determine the patterns and relationships

By analysing the different parts of the circulatory system and how they work together

Teaching suggestionTeaching strategy Explanation Teaching suggestion


Ask the pupils what the roles of the heart, blood vessels and blood are.



Theme: SystemsChapter 3 The human circulatory systemActivity 3.2 Run for your life!Approximate time frame: 1 periodSuggested venue: Science laboratory

Concepts After every heartbeat, a pressure wave passes along the blood vessels. The rate of heartbeat changes with age, health and the type of activity being done.


measure the rate of heartbeat state the factors that affect the rate of heartbeat


activity?



By using a toothpick that is stuck onto the wrist as a pulse detector


By recording the measurements in a table


By inferring the factor that affects the rate of heartbeat


Per class Per group Per pupil Plasticine

Toothpick

a piece

1

Each group can have two pupils.

Teaching suggestionsTeaching strategy Explanation Teaching suggestion

Cooperative learning

An environment in which pupils assume different roles to contributeto the completion of tasks

Get the pupils to take each other’s rate of heartbeat one after another.


Ask the pupils to predict their results before allowing them to carry out the experiment.



Extension (page 13)Process skill(s) Description Comment

Communicating, analysing

Pupils are to plot a line graph and give an estimation of a value based on the line graph plotted.

Ask the pupils what conclusion can bedrawn from the line graph. (Answer: The rate of heartbeat for a person slows down with age.)



Theme: SystemsChapter 3 The human circulatory systemActivity 3.3 The ups and downs of lifeApproximate time frame: 1 periodSuggested venue: Classroom

Concept The rate of heartbeat changes with the type of activity being done.


analyse the graph of heart rate against time for a person performing different activities


activity?


By inferring the times when the boy started running and when he stopped running

Analysing To consider carefully and in detail objects, ideas, principles or series of actions in order to determine the patterns and relationships

By analysing the graph of heart rate against time



Discuss the questions in the Activity Bookwith the pupils.

Reinforcement (page 16)Teaching strategy Explanation Teaching suggestion

Concept mapping Pupils are to complete the concept map that links the different concepts in Activities3.1, 3.2 and 3.3.

Pupils may refer to the Systems Textbook.



Theme: SystemsChapter 4 The unit of lifeActivity 4.1 Micro-organisms in pond waterApproximate time frame: 1.5 periodsSuggested venue: Science laboratory

Please take note of the following: Pg 17 — The pupils can read the Process recess on pg 19 before they begin the

activity.

Concepts Micro-organisms need air, water and food to survive. Some micro-organisms obtain their food through photosynthesis. Some micro-organisms obtain their food by feeding on other micro-organisms.


use a microscope to observe pond micro-organisms state that micro-organisms need air, water and food to survive


activity?


By observing pond micro-organisms


To know how to use, which to choose andhow to handle apparatus and equipment correctly for different purposes

By using a microscope to observe pond micro-organisms


By inferring which micro-organisms can photosynthesise based on whether they have green pigments


Per class Per group Per pupil Prepared slides

Microscope

a set

1






Extension (page 18)Teaching strategy Teaching suggestion Further extension

Questioning Go through the questions in the Activity Book with the pupils.

Ask the pupils to find out about planktons from the Internet or other print media.



Theme: SystemsChapter 4 The unit of lifeActivity 4.2 Plant and animal cellsApproximate time frame: 1.5 periodsSuggested venue: Science laboratory

Please take note of the following: Pg 19 — For Materials, Elodea plant should be used in the activity instead of onions. Pg 21 — For Procedure 14, steps 9 to 11 should be repeated instead of steps 3 to 5. Pg 22 — For Extension question and answer, the pupils should be asked to observe

the cells of an onion bulb’s scale leaf instead of an onion leaf. This is because the onion bulb’s scale leaf contains cells that do not carry out photosynthesis, while the onion leaf contains cells that carry out photosynthesis.

Concepts Living things are made up of cells. Plant and animal cells have the nucleus, cytoplasm and cell membrane. Plant cells have chloroplasts and cell walls, but animal cells do not.


prepare slides use a microscope and adjust the focus observe plant and animal cells using a microscope compare the plant cell and animal cell

Process skillsSkill/process Meaning How is it applied in

this activity?

Observing To use the senses and/or instruments to notice the surroundings, in order to learn or understandthe characteristics, properties, similarities, differences and changes of objects or events

By observing the plant and animal cells

Comparing To identify the similarities or differences betweenobjects, ideas, principles or series of actions

By comparing the structures found in plant and animal cells



By using the microscope to study plant and animal cells

Communicating To understand and be able to inform others of information that is presented in different forms —words, diagrams, pictures, tables, graphs etc.

By drawing and labelling the parts of plant and animal cells




Per class Per group Per pupil Toothpick

Glass slide

Iodine solution

Cover slip

Forceps

Elodea plant

Microscope

Glass dropper

1

2

a bottle

2

a pair

1

1

1

Safety pointers Broken slides and glassware may cut the skin easily. Notify the teacher if glass is

broken. Carry the microscope carefully with two hands. One hand should hold the arm and

the other hand should be supporting the base of the microscope. Do not touch the lenses of the microscope. If using a microscope with a light, turn off the light before pulling out the plug when

not in use. Always clean slides and microscope when the experiment is completed. Store the

microscope set on the lowest objective with the nosepiece turned to its lowest position (using the coarse adjustment knob).

Cover the microscope with a dust cover and return it to the correct place.





A rubric can be used to assess each pupil’s scientific drawing.

Note: A microscope digital imager could be used to show the pupils the results.


computer showing the image of the cells observed

microscope

microscope digital imager


RubricFor assessing the pupil’s scientific drawing


Beginning1

Developing2

Accomplished3

Score

Making observations



Both the plant and animal cells are drawn

Drawings are done accurately to show sufficient details, e.g. different parts of the plant and animal cells are shown (no labels required)

Label lines are pointing to the correct structures

Presenting data



Size of each drawing is more than ½ of the space given

Drawing is done neatly in pencil with clear, continuous lines

Label lines are ruled and do not cross each other

No spelling mistakes

Total

Reinforcement (page 22)Process skill Meaning Description


Pupils are to complete a table that compares the parts of a plant cell andan animal cell.

Extension (page 22)Process skill Description Further extension

Predicting Pupils need to understand that not all cells in a plant have chloroplasts. With this knowledge, pupils are to predict that an onion bulb, being an underground stem, does not make food and should not have chloroplasts. Other parts of the cells in the onion bulb should be the same as the leaf cell of the elodea.

If time permits, allow the pupils to observe the cells of an onion leaf and onion bulb.



Theme: SystemsChapter 4 The unit of lifeActivity 4.3 Leaf printsApproximate time frame: 1 periodSuggested venue: Science laboratory

Please take note of the following: Pg 25 — The pupils can be informed that the underneath surfaces of leaves is often

called the undersides of leaves.

Concepts There are different types of cells in a multi-cellular organism. Different types of cells perform different functions.


prepare a leaf peel and a slide use the microscope and adjust the focus observe plant cells using the microscope predict whether the cells in the leaf surface are the same as the cells underneath the

leaf surface


activity?

Observing To use the senses and/or instruments to notice the surroundings, in order to learnor understand the characteristics, properties, similarities, differences and changes of objects or events

By observing the cells in the leaf surface



By using the microscope to observe plant cells

Predicting To determine whether an outcome will happen on the basis of observations, experiences or scientific reasons

By predicting whether the peelof the bottom surface of a leaf would look the same as that ofthe top surface of the leaf




Per class Per group Per pupil Microscope

Glass slide

Cover slip

Nail polish

Leaf

Forceps

1

1

1

1

1

a pair


Teaching suggestionTeaching strategy Explanation Teaching suggestions


Discuss the questions in the Activity Book with thepupils.

Ask the pupils why we need to prepare the peel and not just place the leaf on the microscope stage for observation. Ask them to try both ways. (Answer: Light from the light source cannot pass through the leaf but it can pass through the peel, which makes it easier to observe the cells.)

Ask the pupils to try to label the diagram of an epidermal cell and that of a guard cell. Get them to present to the class.






Theme: SystemsChapter 4 The unit of lifeActivity 4.4 My cell modelApproximate time frame: 1.5 periodsSuggested venue: Classroom

Concept The parts of a cell and where they are found.


work in a team in a project work


Generating possibilities

To come up with other potential possibilities besides the common one

By generating different ways of making a model

Communicating To understand and be able to informothers of information that is presented in different forms — words, diagrams, pictures, tables, graphs etc.

By drawing the model made (Note:Pupils can also use a digital camera to take a photograph of their model, print it out and paste itonto page 26 of the Activity Book.)


Per class Per group Per pupil Resealable plastic bag

Honey or syrup

An assortment of edible objects, e.g. chocolate balls, jelly beans

1

a bottle

a bag

Each group can have three pupils.



Ask the pupils which other models they have come across.


A rubric can be used to assess each pupil’s performance during cooperative-learning.



RubricFor assessing the pupil’s performance during cooperative-learning

Skill(s): Collaborative work skills

Criteria Beginning1

Developing2

Accomplished3

Score

Contributions Participates only when prompted

Participates with occasional prompting

A satisfactory group member who does what is required

Participates without prompting

Routinely providesuseful ideas

A definite leader who contributes a lot of effort

Quality of work

Provides work that usually needs to bechecked or redone by other group members to ensurequality

Provides work that occasionally needs to be checked or redone by other group members to ensure quality

Provides work of the highest quality (Note: No mistake was madewhile taking the measurement.)

Time management

Rarely gets things done

The group has to change work responsibilities because of this pupil

Usually task focusedbut gets distracted occasionally and needs to be reminded to stay on task

Is consistently focused on the task and uses time well throughout the experiment to ensure that things get done on time

Problem-solving

Does not try to solve problems or help others solve problems

Lets others do the work

Does not suggest orrefine solutions, but is willing to try out solutions suggested by others

Actively looks for and suggests solutions to problems

Working with others

Rarely listens to, shares with or supports the efforts of others

Often listens to, shares with and supports the efforts of others

Almost always listens to, shares with and supports the efforts ofothers

Total



Theme: SystemsChapter 5 Electric circuitsActivity 5.1 Electrical componentsApproximate time frame: 1 periodSuggested venue: Science laboratory

Please take note of the following: Pg 27 — For Procedure 2, the pupils should be asked to look at and draw the piece of

wire provided instead of some pieces of wire.

Concepts There are different electrical components in an electric circuit. A battery has positive and negative terminals. A battery in an electric circuit is the energy source. Connecting wires may have two parts — the metal part and the plastic or rubber part. A light bulb has parts such as a glass bulb, metal filament, metal casing and metal tip. In order for a bulb to light up, it has to be properly connected in an electric circuit.


state the role of each component in a simple electric circuit connect a bulb, a battery and connecting wires correctly for the bulb to light up



By observing the parts of a battery,connecting wire and light bulb



By setting up a simple electric circuit correctly such that a bulb lights up


By drawing and labelling the parts of a piece of connecting wire


By inferring how a bulb must be connected in an electric circuit after trying different ways of connecting the given components to cause a bulb to light up




Per class Per group Per pupil Battery (D-sized)

Wire

Bulb

Magnifying glass

1

1

1

1





Concept mapping Meaningful relationships of concepts

Discuss the roles of the components in the electric circuit that pupils set up to cause a bulb to light up.



Theme: SystemsChapter 5 Electric circuitsActivity 5.2 Closed circuitsApproximate time frame: 1.5 periodsSuggested venue: Science laboratory

Please take note of the following: Pg 29 — For Materials, three pieces of wire should be used in the activity instead of

two pieces of wire. Pg 29 — For Materials, the pupils can be informed that the clips at the ends of wires

are also called crocodile clips. Pg 29 — For Materials, a bulb can be used alone if a bulb holder is not available.

Concepts In order for a bulb to light up, it has to be properly connected in an electric circuit. An electric current will only flow if the components in an electric circuit form a

complete path without any gaps. A circuit through which an electric current can flow is called a closed circuit.


state that when a circuit is closed, an electric current can flow. use a circuit tester




By setting up a simple circuit tester


By inferring how the paper clips are connected behind a card


Per class Per group Per pupil Battery (D-sized)

Wire (without clips at the ends)

Wire (with clips at the ends)

Bulb in bulb holder / Bulb alone

Stiff cardboard

Paper clip

Masking tape

1

3

3

1

1

6

a roll




Games Playing or simulations for the learning of concepts and skills

Pupils are to pair up and play the game with each other.

Extension (page 30)Teaching strategy Explanation Teaching suggestion





Theme: SystemsChapter 6 Using electricityActivity 6.1 More batteries in seriesApproximate time frame: 2 periodsSuggested venue: Science laboratory

Concepts If more batteries are connected in series to a simple electric circuit, the brightness of

the bulb increases. If too many batteries are used, too much electric current flows and the bulb might

blow or fuse.


infer that when more batteries are connected in series to a simple electric circuit, the bulb will be brighter


activity?


By observing the brightness ofthe bulb each time a new electric circuit is set up



By setting up simple electric circuits that are properly connected


By drawing circuit diagrams


By inferring that when more batteries are connected in series to a simple electric circuit, the bulb will be brighter


By predicting how the brightness of a bulb changes when more batteries are connected in series in a simple electric circuit prior to the experiment




Per class Per group Per pupil Battery (D-sized) in battery

holder

Bulb in bulb holder

Connecting wire

Magnifying glass

4

1

2

1




An environment in which pupils assume different roles to contribute to the completion of tasks

Tell pupils to divide their roles among themselves to conduct the activity.



Extension (page 33)Skill/process Meaning How is it applied in

this activity?


By comparing the circuit in a torch to a simple circuit


By drawing the circuit diagram of the circuit in a torch



Theme: SystemsChapter 6 Using electricityActivity 6.2 More bulbs in seriesApproximate time frame: 1.5 periodsSuggested venue: Science laboratory

Please take note of the following: Pg 34 — For Materials, three batteries should be used in the activity instead of one

battery.

Concept If more bulbs are connected in series without increasing the number of batteries, the

brightness of the bulbs will decrease.


infer that if more bulbs are connected in series in a simple electric circuit without increasing the number of batteries, the brightness of each bulb will decrease.

state that when more bulbs are connected in series in a simple electric circuit, the electric current will decrease.


activity?


By observing the brightness of the bulbs each time a new electric circuit is set up






Inferring To give explanations to observations ofobjects or events

By inferring that when more bulbs are connected in series to a simple electric circuit, the bulb will be dimmer



Skill/process Meaning How is it applied in thisactivity?


By predicting how the brightness of each bulb changes when more bulbs are connected in series in a simple electric circuit prior to the experiment

By predicting whether the bulbs will still light up if more bulbs are connected in series in the electric circuit (see * on the next page)


Per class Per group Per pupil Battery (D-sized) in battery holder

Bulb in bulb holder

Connecting wire

3

3

4

Each groupcan have two pupils.



An environment in which pupils assume different roles to contributeto the completion of tasks

Tell pupils to divide their roles among themselves to conduct the activity.



Investigating To carry out a scientific inquiry in order to achieve a certain learning objective

*If time permits, get the pupils totest their prediction of whether the bulbs still light up when more bulbs are connected in series to the electric circuit.



Theme: SystemsChapter 6 Using electricityActivity 6.3 Bulbs, re-arrange!Approximate time frame: 1.5 periodsSuggested venue: Science laboratory

Please take note of the following: Pg 36 — For Materials, the pupils can be informed that batteries can also be called

cells. Thus, a battery holder can also be called a cell holder. Pg 36 — For Materials, two bulbs should be used in the activity instead of four bulbs. Pg 36 — For Procedure 1, the pupils should give the correct prediction that

connecting bulbs in series will make the bulbs dimmer. Pg 36 — For Procedure 1, the diagrams for circuits 1, 2 and 3 should contain one

battery instead of two batteries.

Concepts The arrangement of bulbs in an electric circuit will affect the brightness of each bulb. The bulbs arranged in parallel light up more brightly than the bulbs arranged in series.


infer that the arrangement of bulbs in an electric circuit will affect the brightness of each bulb

infer that bulbs arranged in parallel are more brightly lit than bulbs arranged in series


activity?


By observing the brightness of the bulb each time a new electric circuit is set up







By inferring that bulbs arranged in parallel are more brightly lit than bulbs arranged in series


By predicting how the brightness of each bulb changes when their arrangement is changed




Per class Per group Per pupil Battery (D-sized) in

battery holder

Bulb in bulb holder

Connecting wire

4 / 1

4 / 2

12 / 6

If four batteries, four bulbs and 12 wires are supplied to pupils, they can set up circuits 2 and 3, then place them side-by-side to compare the brightness of the bulbs.





A rubric can be used to assess each pupil’s performance during the experiment.

RubricFor assessing the pupil’s performance during the experiment


Beginning1

Developing2

Accomplished3

Score

Demonstrating experimental techniques and skills



Places the batteries correctly into the battery holders

Connects the battery holders properly

Arranges all the electrical components correctly according to the diagrams provided

Making observations and recording results



Identifies that the bulbs in circuits 1 and 3 light up as brightly as each other (Note: This criterion can be assessed using question 1 from the “Observations” section.)

Identifies that the bulbs in circuit 2 light up less brightly than the bulbs in circuits 1 and 3 (Note: This criterion can be assessed using question 2 from the “Observations” section.)



States one advantage of the parallel circuit over the series circuit (Note: The teacher can ask the pupils to remove one ofthe light bulbs in circuits 2 and 3, then observe the differences. Thereafter, the teacher can ask the pupils to write down the advantage at a specific location in the Activity Book.)

Skill(s): Analysing

Beginning1

Developing2

Accomplished3

Score

Drawing conclusions



States that two bulbs arranged in parallel will shine more brightly than if they were arranged in series (Note: This criterion can be assessed using question 1 from the “Questions” section.)

Draws the three circuit diagrams correctly (Note: This criterion canbe assessed using question 2 from the “Questions” section.)

Deduces that the arrangement of bulbs in a circuit can affect the brightness of the bulbs (Note: This criterion can be assessed using the question from the “Conclusions” section.)

Total

Extension (page 38)Skill/process Meaning How is it applied in this activity?

Predicting To determine whetheran outcome will happen on the basis of observations, experiences or scientific reasons

By predicting the sequence of brightness of the bulbs, given three electric circuits with different bulb arrangements (see * below)

By predicting whether the other bulbs in an electric circuit will still light up if one bulb is fused

By predicting how lamps in a home are arranged



Teachingstrategy

Explanation Teaching suggestion

Questioning Cycles of questions-answers-questions Discuss the questions in the Activity Book with the pupils.

Investigating To carry out a scientific inquiry in order toachieve a certain learning objective

*If time permits, get the pupils to test their prediction.



Theme: SystemsChapter 7 Conductors of electricityActivity 7.1 Conductors and insulatorsApproximate time frame: 1.5 periodsSuggested venue: Science laboratory

Please take note of the following: Pg 39 — For Materials, two batteries should be used in the activity instead of one

battery. Pg 39 — For Materials, the batteries can be used alone if the battery holders are not

available.

Concept Electrical conductors and electrical insulators can be tested using a circuit tester.


infer whether a material is a good conductor of electricity classify materials into good conductors and bad conductors (insulators) of electricity


activity?

Classifying To place objects or events into groups according to the characteristics they share

By grouping materials as good conductors or bad conductors ofelectricity



By setting up and using the circuit tester


By inferring whether a material is a good conductor or bad conductor of electricity


Per class Per group Per pupil Battery (D-sized) in battery

holder / battery alone

Bulb in bulb holder

Connecting wire

Common objects in the classroom

2

1

3

Each group can have three pupils.




Investigating To carry out a scientific inquiry in order to achieve a certain learningobjective

Tell pupils that they may test other materials not suggested in the Activity Book.

SAIL Instruction and assessment A rubric can be used to assess each pupil’s performance during cooperative-learning.

RubricFor assessing the pupil’s performance during cooperative-learning

Skill(s): Collaborative work skills

Criteria Beginning1

Developing2

Accomplished3

Score

Contributions Participates only when prompted

Participates with occasional prompting

A satisfactory group member who does what is required

Participates without prompting

Routinely providesuseful ideas

A definite leader who contributes a lot of effort

Quality of work

Provides work that usually needs to bechecked or redone by other group members to ensurequality

Provides work that occasionally needs to be checked or redone by other group members to ensure quality

Provides work of the highest quality (Note: No mistake was madewhile taking the measurement.)

Time management

Rarely gets things done

The group has to change work responsibilities because of this pupil

Usually task focusedbut gets distracted occasionally and needs to be reminded to stay on task

Is consistently focused on the task and uses time well throughout the experiment to ensure that things get done on time

Problem-solving

Does not try to solve problems or help others solve problems

Lets others do the work

Does not suggest orrefine solutions, but is willing to try out solutions suggested by others

Actively looks for and suggests solutions to problems



Working with others

Rarely listens to, shares with or supports the efforts of others

Often listens to, shares with and supports the efforts of others

Almost always listens to, shares with and supports the efforts ofothers

Total


Concept mapping Meaningful relationships of concepts

Discuss the concept map with the pupils.

Extension (page 41)Skill/process Meaning How is it applied in this activity?

Classifying To place objects or events into groups according to the characteristics they share

By classifying the parts of a bulb into electrical conductors and electrical insulators


By predicting whether each part of the bulb will conduct electricity



Theme: SystemsRevision Exercise — SystemsApproximate time frame: 1 periodSuggested venue: Classroom

Section A: Multiple-choice questionsQuestion Content

domainMain topic(s) Process

skill(s)How is it applied in this

question?

1 Life Science

Chapter 4 The unit of life

Analysing By analysing the relationships between different parts of cells

2 Life Science

Chapter 4 The unit of life

Analysing By analysing the relationships between different parts of cells

3 Physical Science

Chapter 5 Electric circuits

Chapter 6 Using electricity

Analysing By analysing which bulb(s) would light up for different permutations of switches being closed and open

4 Physical Science

Chapter 7 Conductors of electricity

Evaluating By evaluating the reasonableness of each statement

5 Physical Science

Chapter 7 Conductors of electricity

Evaluating By evaluating the reasonableness of each statement

Section B: Structured questionsQuestion Content

domainMain topic(s) Process

skill(s)How is it applied in this

question?

6 Life Science

Chapter 3 The human circulatory system

Analysing By analysing the relationships between different parts of the circulatory system

7 Life Science

Chapter 1 The plant transport system

Analysing

Predicting

By analysing the relationships between different parts of the transport system in a plant

By predicting whether the different parts of a plant will wither or grow if the tubes carrying water and food are removed from a section of the stem as indicated in the diagram



8 Physical Science

Chapter 5 Electric circuits

Chapter 6 Using electricity

Chapter 7 Conductorsof electricity

Inferring

Predicting

By inferring whether materials A and B are electrical conductors or insulators

By predicting whether bulbs X and Y will light up, given a circuit containing the materials A and B


Documents

Theme: Systems Chapter 1 The plant transport system Activity 1.1 …docshare01.docshare.tips/files/29598/295980992.pdf · 2016. 12. 11. · My Pals are Here! Science Primary 5&6 Teacher’s