Teacher Notes Interactions (STD)
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Transcript of Teacher Notes Interactions (STD)
My Pals are Here! Science Primary 5&6 Teachers Notes on Activity Books Interactions
Theme: Interactions
Chapter 1 Forces
Activity 1.1 Forces
Approximate time frame: 1 period
Suggested venue: Science laboratory
Please take note of the following:
Pg 2 For Challenge 2, the pupils are expected to move coin 1 away from coins 2 and 3 without touching any of the three coins (1, 2 and 3) with their hands.
Pg 2 For Part C diagram, there should only be four paper clips in the bottle instead of five.
Concepts
A force is a push or a pull.
A force can move a stationary object or stop a moving object.
A force can change the direction and speed of a moving object.
A force can change the shape and size of an object.
Specific objective
Pupils should be able to:
describe the effects of different types of forces on objects
Process skills
Skill/processMeaningHow is it applied in this activity?
ObservingTo 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 eventsBy observing the effects of:
a pulling force on a string that is taped to a card
a pushing force on a coin
magnetic force on paper clips
Using apparatus and equipmentTo know how to use, which to choose and how to handle apparatus and equipment correctly for different purposesBy carrying out the following activities:
pulling a strand of string taped onto a card
flicking a coin, which causes it to move another coin
using a magnet to move paper clips along the inner surface of a bottle
PredictingTo determine whether an outcome will happen on the basis of observations, experiences or scientific reasonsBy predicting the outcomes for the following activities:
a string, which is taped to a card, is pulled hard
a coin is flicked to move another coin that is arranged behind two other coins in a row
a magnet is used to remove paper clips from a bottle
InferringTo give explanations to observations of objects or eventsBy inferring that:
if a stronger force is exerted on the string, the coin will drop into the glass
if coin 4 is flicked to coin 3, only coin 1 will move
if a magnet slides along the outer surface of the bottle, it can move the paper up along the inner surface of the bottle
Material list
MaterialQuantityRemarks
Per classPer groupPer pupil
Glass
String
Card
20-cent coin
Sticky tape (about 3 cm long)
Scissors
Clear plastic bottle
Magnet
Paper clip
1
a strand
1
4
a piece
a pair
1
1
4
Teaching suggestions
Teaching strategy
ExplanationTeaching suggestion
QuestioningCycles of questions-answers-questionsDiscuss the questions in the Activity Book with the pupils.
SAILInstruction and assessmentA rubric can be used to assess each pupils problem-solving skills.
Rubric
For assessing the pupils problem-solving skills
Skill(s): Problem-solving skills
CriteriaBeginning
1
Developing
2Accomplished
3Score
Generating possibilitiesDoes not suggest or refine solutions, but is willing to try out solutions suggested by the teacher
Does not actively look for but refine solutions suggested by the teacher before trying them outActively looks for, refines and tries out own solutions
InvestigationBegins to collect simple data or information during investigations with guidance provided (Note: The teacher needs to hand-hold the pupil throughout the investigation.)Begins to collect data and information during investigations with less guidance provided by the teacher (Note: The teacher only provides verbal guidance in the beginning and does not need to see the pupil through the investigation.)
Begins to collect data and information during investigations without any guidance
CommunicationLittle scientific language is used to describe observations even with promptingMore scientific language is used to describe observations with promptingScientific language and vocabulary is used consistently without prompting
Time managementNeeds frequent reminders to stay on task
Is on task most of the timeIs on task all the time
Total
Theme: Interactions
Chapter 2 Types of forces
Activity 2.1 Get a grip!
Approximate time frame: 1.5 periods
Suggested venue: Science laboratory
Please take note of the following:
Pg 3 For the activity, the pupils are expected to investigate the type of surface on which the greatest force is required to move a box that is the object in question.
Pg 3 For Materials, six marbles can be used in the activity.
Pg 3 For the activity, the pupils can be informed that weight is the force of gravity acting on an object and is measured in newtons (N). Mass is the amount of matter in an object and is measured in kilograms (kg). Although weight is not the same as mass, we often use both terms in our daily speech. As weight and mass are relatively proportional on Earth, we can find the mass of an object indirectly by measuring its weight. In the activity, we are measuring mass.
Concepts
Forces can be categorised as contact forces or non-contact forces. Contact forces include frictional force and elastic spring force, while non-contact forces include gravitational force and magnetic force.
Friction is a force that opposes motion.
Without friction, a moving object would continue to move at a constant speed forever.
Specific objective
Pupils should be able to:
state that friction exists between the surfaces of two objects in contact
Process skills
Skill/processMeaningHow is it applied in this activity?
ObservingTo 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 change in the amount of force needed to move a box over four different types of surfaces
Using apparatus and equipmentTo know how to use, which to choose and how to handle apparatus and equipment correctly for different purposes
By using a spring balance to measure the amount of force exerted to move a box on four types of surfaces
PredictingTo determine whether an outcome will happen on the basis of observations, experiences or scientific reasonsBy predicting how the texture of a surface would affect the amount of force needed to move a box over that surface
Material list
MaterialQuantityRemarks
Per classPer groupPer pupil
Box
Four different types of surfaces (wrapping paper, sandpaper, carpet, plastic)
Kitchen scale
Marbles
Thick string (about 10 cm long)
Spring balance
1
a set
1
6
a strand
1
Teaching suggestions
Teaching strategy
ExplanationTeaching suggestion
QuestioningCycles of questions-answers-questionsDiscuss the questions in the Activity Book with the pupils.
SAILInstruction and assessmentA rubric can be used to assess each pupils performance during the experiment.
Rubric
For assessing the pupils performance during the experiment
Skill(s): Performing and Observing
Beginning
1
Developing
2Accomplished
3Score
Demonstrating experimental techniques and skillsMeets at least one but not all the criteria in level 3Meets at least two but not all the criteria in level 3 Zeros the kitchen scale before taking the mass of the box containing the marbles
Ties a strand of string securely around the box
Makes a small loop at the other end of the string
Pulls the box along the floor using a spring balance hooked to the string
Taking measurements and processing dataMeets at least one but not all the criteria in level 3Meets at least two but not all the criteria in level 3 Records the mass of the box containing the marbles correctly
Takes two readings for each type of surface
Calculates the average force needed to move the box for each surface correctly
Skill(s): Analysing
Beginning
1
Developing
2Accomplished
3Score
Drawing conclusionsMeets at least one but not all the criteria in level 3Meets at least two but not all the criteria in level 3 Infers that marbles were placed in the box to increase the mass so that there will be more friction between the box and the ground
Deduces from results that the rougher the surface, the greater the amount of force needed to move the box along the floor
Deduces that friction slows down motion
Total
Extension (page 6)
Skill/processMeaningHow is it applied in this activity?
PredictingTo determine whether an outcome will happen on the basis of observations, experiences or scientific reasons
By predicting how the surface of a ramp would affect the time taken for a car to move down the ramp
Generating possibilitiesTo come up with other potential possibilities besides the common one
By planning an investigative work with a set of given items
CommunicatingTo understand and be able to inform others of information that is presented in different forms words, diagrams, pictures, tables, graphs etc.
By drawing the set-up of an experiment for investigating how different types of surfaces would affect the speed of a toy car as it moves down a ramp
Theme: Interactions
Chapter 2 Types of forces
Activity 2.2 Spin it!
Approximate time frame: 1 period
Suggested venue: Science laboratory
Concepts
Friction causes objects to slow down.
Putting rollers or ball bearings between sliding surfaces reduces friction.
Specific objective
Pupils should be able to:
describe how ball bearings can be used to reduce friction
Process skills
Skill/processMeaningHow is it applied in this activity?
ObservingTo 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 how the marbles allow a book to spin freely when the book is placed on top of them
ComparingTo identify the similarities or differences between objects, ideas, principles or series of actionsBy comparing the differences in the movement of the book with and without the marbles, which function as ball bearings
InferringTo give explanations to observations of objects or eventsBy inferring that the use of ball bearings between sliding surfaces helps to reduce friction
Material list
MaterialQuantityRemarks
Per classPer groupPer pupil
Milk tin with a lid
Marbles
A4-size book
1
a bag
1Each group can have two pupils.
Teaching suggestions
Teaching strategy
ExplanationTeaching suggestion
QuestioningCycles of questions-answers-questionsDiscuss the questions in the Activity Book with the pupils.
SAILInstruction and assessmentA rubric can be used to assess each pupils performance during cooperative-learning.
Rubric
For assessing the pupils performance during cooperative-learning
Skill(s): Collaborative work skills
CriteriaBeginning
1
Developing
2Accomplished
3Score
ContributionsParticipates only when prompted Participates with occasional prompting
A satisfactory group member who does what is required Participates without prompting
Routinely provides useful ideas
A definite leader who contributes a lot of effort
*Quality of workProvides work that usually needs to be checked or redone by other group members to ensure quality (Note: Makes two of the following mistakes:
Fails to ensure that the marbles are resting on the groove between the lid and the rim of the tin
Fails to ensure that the marbles are spaced out
Fails to spin the book slowly
Fails to ensure that his/her eyes are at the same level as the top of the tin while making observations)
Provides work that occasionally needs to be checked or redone by other group members to ensure quality (Note: Makes one of the mistakes listed in level 1.)Provides work of the highest quality (Note: No mistake was made.)
Time management Rarely gets things done
The group has to change work responsibilities because of this pupil
Usually task focused but gets distracted occasionally and needs to be reminded to stay on taskIs 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 workDoes not suggest or refine solutions, but is willing to try out solutions suggested by othersActively looks for and suggests solutions to problems (e.g. suggests using a smaller and lighter book if it does not move freely even after the marbles are used)
Working with othersWorks with the partnerRarely listens to, shares with or supports the efforts of the partner
Often listens to, shares with and supports the efforts of the partner
Total
* Note: The teacher needs to make sure that each member has a chance to carry out two of the activities, so that each pupil in a pair can effectively be assessed for that criterion.
** Note: The teacher can pose the problem verbally and get the pupils in the group to write down the solution at a specific location in the Activity Book without going through any discussion.
Extension (page 9)
Teaching strategy
ExplanationTeaching suggestion
QuestioningCycles of questions-answers-questionsDiscuss the questions in the Activity Book with the pupils.
Theme: Interactions
Chapter 2 Types of forces
Activity 2.3 See how I stretch!
Approximate time frame: 2 periods
Suggested venue: Science laboratory
Concepts
Springs are elastic and the extension in length that they experience is directly proportional to the load that they support.
An elastic material will stretch until it reaches its elastic limit. After that point, it exhibits deformation and will never return to its original shape.
Specific objectives
Pupils should be able to:
work in a team in an experiment
state that when more weights are added to a spring, the length of the spring increases
Process skills
Skill/processMeaningHow is it applied in this activity?
ObservingTo 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 effects of increasing the number of 20 g weights hanging from a spring
Using apparatus and equipmentTo know how to use, which to choose and how to handle apparatus and equipment correctly for different purposesBy setting up a retort stand with a spring and a pan hanging from it, then measuring the change in the length of the spring as the number of weights added to the pan increases
CommunicatingTo understand and be able to inform others of information that is presented in different forms words, diagrams, pictures, tables, graphs etc.
By drawing the set-up of the experiment
PredictingTo determine whether an outcome will happen on the basis of observations, experiences or scientific reasons
By predicting how the length of the spring will be affected when more weights are added
Material list
MaterialQuantityRemarks
Per classPer groupPer pupil
Spring with pan
Retort stand
20 g weight
Metre rule
1
1
4
1Each group can have four pupils. (Note: The pupils will only work as a group in part B of the activity.)
Teaching suggestions
Teaching strategy
ExplanationTeaching suggestion(s)
QuestioningCycles of questions-answers-questionsDiscuss the questions in the Activity Book with the pupils.
InvestigatingTo carry out a scientific inquiry in order to achieve a certain learning objective Get the pupils to make a hypothesis for the experiment and discuss with them the variables that should be kept constant in the experiment.
Ask the pupils what would happen if the spring has reached its elastic limit and more weights are still being added.
SAILInstruction and assessmentA rubric can be used to assess each pupils ability to carry out planning. (Note: Part A of the activity is individual work and each pupils work can be assessed using the rubric.)
Rubric
For assessing the pupils ability to carry out planning
Skill(s): Planning
Beginning
1
Developing
2Accomplished
3Score
Planning an investigationMeets at least one but not all the criteria in level 3Meets at least two but not all the criteria in level 3 States the aim of the investigation
Lists the materials needed
States the hypothesis for the investigation
Producing a procedure for the investigationMeets at least one but not all the criteria in level 3Meets at least two but not all the criteria in level 3 Draws a clear and well-labelled diagram to show the set-up for the experiment
Lists down the steps clearly for the investigations
Recognises that the only variable that is to be changed is the number of weights
Total
Theme: Interactions
Chapter 2 Types of forces
Activity 2.4 The best bouncing ball!
Approximate time frame: 1.5 periods
Suggested venue: Science laboratory
Please take note of the following:
Pg 14 For question 3 answer, the balls bounced to heights lower than the height from which they were dropped (the original height).
Concepts
Gravity pulls all objects towards the Earth and causes objects to have weight.
Energy can be converted from one form to another.
Specific objective
Pupils should be able to:
work in a team in an experiment
Process skills
Skill/processMeaningHow is it applied in this activity?
ObservingTo 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 bounce height of three different types of balls after they are dropped from the same height
Using apparatus and equipmentTo know how to use, which to choose and how to handle apparatus and equipment correctly for different purposes
By using a metre rule to measure the highest point that the ball reaches in its first bounce
AnalysingTo consider carefully and in detail objects, ideas, principles or series of actions in order to determine the patterns and relationships
By describing the energy conversions in the ball when it is being bounced
PredictingTo determine whether an outcome will happen on the basis of observations, experiences or scientific reasons
By predicting which ball would bounce the highest
Material list
MaterialQuantityRemarks
Per classPer groupPer pupil
Hard flat surface
Basketball
Tennis ball
Table-tennis ball
Masking tape
Wall
Step ladder / Stool
Metre rule
1
1
1
1
one roll
1
1
1Each group can have two pupils.
Teaching suggestions
Teaching strategy
ExplanationTeaching suggestion
QuestioningCycles of questions-answers-questionsDiscuss the questions in the Activity Book with the pupils.
SAILInstruction and assessmentA rubric can be used to assess each pupils ability in the presentation of results.
Rubric
For assessing the pupils ability in the presentation of results
Skill(s): Performing and Observing
Beginning
1
Developing
2Accomplished
3Score
Presenting dataMeets at least one but not all the criteria in level 3Meets at least two but not all the criteria in level 3 Table has appropriate headings (i.e. type of ball, 1st try5th try, average height)
Appropriate units in headings
Average heights are all correctly calculated
Processing dataMeets at least one but not all the criteria in level 3Meets at least two but not all the criteria in level 3 Draws a bar graph representing the average bounce height for each ball
Scales the y-axis appropriately with units labelled correctly
Labels the titles of the axes correctly
Total
Extension (page 15)
Teaching strategy
ExplanationTeaching suggestion
QuestioningCycles of questions-answers-questionsDiscuss the questions in the Activity Book with the pupils.
Theme: Interactions
Chapter 3 Living together
Activity 3.1 Build a terrarium
Approximate time frame: 2 periods
Suggested venue: Science laboratory
Please take note of the following:
Pg 18 For procedure 6, other plants besides mosses can also be planted in both the shallow and deeper parts of the soil.
Pg 20 For question 1 (b), the pupils are expected to list the required details for both Day 1 and Day 30.
Concepts
A habitat is a place where an organism lives, grows and reproduces.
Abiotic factors are the non-living factors of the Earth, which affect the ability of organisms to survive and reproduce in an environment.
Ecosystem consists of all the abiotic factors and all the communities that occupy a particular area.
Specific objectives
Pupils should be able to:
build and maintain a terrarium
work in a team in an experiment
Process skills
Skill/processMeaningHow is it applied in this activity?
ObservingTo 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 behaviour of the organisms in a terrarium
Using apparatus and equipmentTo know how to use, which to choose and how to handle apparatus and equipment correctly for different purposes
By using the materials given to build and maintain a terrarium
AnalysingTo consider carefully and in detail objects, ideas, principles or series of actions in order to determine the patterns and relationshipsBy analysing how living things interact with one another and with their surroundings in a terrarium
EvaluatingTo determine whether objects, ideas, principles or series of actions are reasonable, accurate, of good standard and capable of being used
By evaluating the conditions necessary to maintain a terrarium
Material list
MaterialQuantityRemarks
Per classPer groupPer pupil
Swamp mini-habitat Glass tank (about 60 cm x 30 cm x 30 cm)
Glass lid
Sand
Peat
Gravel
Dish
Water
Plants (any small kinds of ferns)
Mosses (grow on twigs or dead wood)
Lichens (grow on bark and stones)
Caterpillars
Spiders
Frogs
Insects (e.g. grasshoppers, dragonflies and flies)
Rainforest mini-habitat
Glass tank (about 60 cm x 30 cm x 30 cm)
Glass lid
Peat
Sand
Charcoal
Angular pieces of rock
Water
Small flowering plants or ferns
Spiders
Earthworms
Insects (e.g. ants, beetles and crickets)
1
1
300 g
300 g
300 g
1
a small amount
1
1
300 g
300 g
a few pieces
a few pieces
a small amountEach group can have two pupils.
Each group can choose to build either a swamp mini-habitat or a rainforest mini-habitat.
Teaching suggestions
Teaching strategy
ExplanationTeaching suggestion
QuestioningCycles of questions-answers-questionsDiscuss the questions in the Activity Book with the pupils.
SAILInstruction and assessmentA rubric can be used to assess each pupils performance during cooperative-learning.
Rubric
For assessing the pupils performance during cooperative-learning
Skill(s): Collaborative work skills
CriteriaBeginning
1Developing
2Accomplished
3Score
ContributionsParticipates only when prompted Participates with occasional prompting
A satisfactory group member who does what is required
Participates without prompting
Routinely provides useful ideas
A definite leader who contributes a lot of effort
*Quality of workProvides work that usually needs to be checked or redone by the partner to ensure quality (Note: Makes two of the following mistakes:
Fails to choose plants and animals that are suitable for the terrarium
Fails to limit the number and types of animals that are put in the terrarium
Fails to ensure that the animals get food
Fails to turn the tank regularly so that the plants do not grow in one direction)
Provides work that occasionally needs to be checked or redone by the partner to ensure quality (Note: Makes one of the mistakes listed in level 1.)Provides work of the highest quality (Note: No mistake was made.)
Time management Rarely gets things done
The group has to change work responsibilities because of this pupil
Usually task focused but gets distracted occasionally and needs to be reminded to stay on taskIs 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 the partner solve problems
Lets the partner do the workDoes not suggest or refine solutions, but is willing to try out solutions suggested by the partnerActively looks for and suggests solutions to problems (e.g. suggests using cling wrap or a transparent plastic bag to seal up the tank if there is no glass lid)
Working with othersRarely listens to, shares with or supports the efforts of the partnerOften listens to, shares with and supports the efforts of the partner
Almost always listens to, shares with and supports the efforts of the partner
Total
* Note: The teacher needs to make sure that each member has a chance to carry out two of the activities, so that each pupil in a pair can effectively be assessed for that criterion.
** Note: The teacher can pose the problem verbally and get the pupils in the group to write down the solution at a specific location in the Activity Book without going through any discussion.
Reinforcement (page 21)
Teaching strategy
ExplanationTeaching suggestion
QuestioningCycles of questions-answers-questionsDiscuss the cloze passage in the Activity Book with the pupils.
Theme: Interactions
Chapter 3 Living together
Activity 3.2 A pond community
Approximate time frame: 1 period
Suggested venue: Singapore Botanic Gardens
Concepts
Population refers to a group of individuals of a given species that lives in a specific area.
Community refers to all the living things living in a specific area.
Specific objectives
Pupils should be able to:
identify the names of some organisms found in a pond community
classify organisms according to the parts of the pond where they are found
Process skills
Skill/processMeaningHow is it applied in this activity?
ObservingTo 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 behaviour of the organisms found at different parts of a pond community
ClassifyingTo place objects or events into groups according to the characteristics they share
By classifying the organisms according to the parts of the pond where they are found
InferringTo give explanations to observations of objects or eventsBy inferring the types of structural adaptations that an organism has, which allows it to live in a particular part of the pond
EvaluatingTo determine whether objects, ideas, principles or series of actions are reasonable, accurate, of good standard and capable of being used
By evaluating the importance of having submerged water plants in a pond community
Teaching suggestion
Teaching strategy
ExplanationTeaching suggestion
SAILInstruction and assessmentA rubric can be used to assess each pupils performance during a field trip.
Rubric
For assessing the pupils performance during a field trip
01234
Time on taskLess than 60%
6069%7079%8089%90100%
Self-disciplineNever displays self-discipline
Seldom displays self-disciplineGenerally displays self-disciplineConsistently displays self-disciplineAlways displays self-discipline
DirectionsNever listens to and understands directions
Seldom listens to and understands directionsGenerally listens to and understands directionsConsistently listens to and understands directionsAlways listens to and understands directions
Collecting and processing informationNo attempts to record observationsRecords observations only (Note: The pupil only completes question 1 from the Observations and question section.)Records observations and gives suggestion only (Note: The pupil only completes questions 1 and 2 from the Observations and question section.)Records observations, gives suggestion and evaluates only (Note: The pupil only completes questions 1 and 2 from both the Observations and question and Questions sections.)
Records observations, gives suggestion, evaluates and makes inferences (Note: The pupil completes all the questions.)
Total
Theme: Interactions
Chapter 4 Characteristics of the environment
Activity 4.1 Good Earth
Approximate time frame: 1 period
Suggested venue: Science laboratory
Please take note of the following:
Pg 26 For Procedure 5, the pupils are expected to draw and label the different layers that have separated from the soil sample that was collected in the jar.
Concepts
Sand is well drained and aerated. Water is able to move rapidly through this type of soil.
Clay is able to retain water better than sand and usually has a high amount of organic matter.
Specific objective
Pupils should be able to:
describe the composition of a sample of soil
Process skills
Skill/processMeaningHow is it applied in this activity?
ObservingTo 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 layers of dead matter, clay, fine sand, small stones and rough sand in a sample of soil
AnalysingTo consider carefully and in detail objects, ideas, principles or series of actions in order to determine the patterns and relationshipsBy analysing the time taken for each layer of component from a sample of soil to settle down
CommunicatingTo understand and be able to inform others of information that is presented in different forms words, diagrams, pictures, tables, graphs etc.
By drawing the arrangement of the different layers or components in a sample of soil
Material list
MaterialQuantityRemarks
Per classPer groupPer pupil
Small spade / trowel
Gas jar with lid
Water
1
1
a small amountEach group can have two pupils.
Teaching suggestions
Teaching strategy
ExplanationTeaching suggestion
Cooperative learningAn environment in which pupils assume different roles to contribute to the completion of tasks
Get the pupils to divide the tasks among themselves.
SAILInstruction and assessmentA rubric can be used to assess each pupils performance during cooperative-learning.
Rubric
For assessing the pupils performance during cooperative-learning
Skill(s): Collaborative work skills
CriteriaBeginning
1
Developing
2Accomplished
3Score
ContributionsParticipates only when prompted Participates with occasional prompting
A satisfactory group member who does what is required Participates without prompting
Routinely provides useful ideas
A definite leader who contributes a lot of effort
*Quality of workProvides work that usually needs to be checked or redone by other group members to ensure quality (Note: Makes two of the following mistakes:
Fails to fill one-third of the jar with soil
Fails to add enough water to the jar of soil (to three-quarters full)
Fails to shake the jar to mix the water and the soil completely
Fails to label the jar with the name of the habitat where the soil was collected from)Provides work that occasionally needs to be checked or redone by other group members to ensure quality (Note: Makes one of the mistakes listed in level 1.)Provides work of the highest quality (Note: No mistake was made.)
Time management Rarely gets things done
The group has to change work responsibilities because of this pupilUsually task focused but gets distracted occasionally and needs to be reminded to stay on taskIs 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 workDoes not suggest or refine solutions, but is willing to try out solutions suggested by othersActively looks for and suggests solutions to problems (e.g. if there is the presence of a product label firmly stuck on the jar, he/she may suggest submerging the jar in a basin of water for a few days prior to the experiment, so that the label can later be peeled off easily)
Working with othersWorks with the partnerRarely listens to, shares with or supports the efforts of the partner
Often listens to, shares with and supports the efforts of the partner
Total
* Note: The teacher needs to make sure that each member has a chance to carry out two of the activities, so that each pupil in a pair can effectively be assessed for that criterion.
** Note: The teacher can pose the problem verbally and get the pupils in the group to write down the solution at a specific location in the Activity Book without going through any discussion.
Extension (page 26)
Skill/processMeaningHow is it applied in this activity?
ComparingTo identify the similarities or differences between objects, ideas, principles or series of actions
By comparing the organisms found in two different habitats
InferringTo give explanations to observations of objects or eventsBy inferring that physical factors, such as light, temperature and water availability, affect the kinds of organisms that can be found in a habitat
Theme: Interactions
Chapter 4 Characteristics of the environment
Activity 4.2 Comparing environments
Approximate time frame: 2 periods
Suggested venue: Science laboratory
Please take note of the following:
Pg 27 For Materials, a laboratory thermometer should also be used in the activity.
Pg 28 For procedure 2 (d), the light intensity measured should be recorded in table A.
Concepts
The environment of a habitat is made up of different conditions. These conditions can affect the survival of the organism living in a habitat.
The physical conditions (abiotic factors) in a habitat include temperature, water availability, minerals availability and intensity of light present.
Specific objective
Pupils should be able to:
compare the conditions of temperature and light intensity of two different environments
Process skills
Skill/processMeaningHow is it applied in this activity?
ComparingTo identify the similarities or differences between objects, ideas, principles or series of actions
By comparing the differences in the temperature and light intensity of two different environments
AnalysingTo consider carefully and in detail objects, ideas, principles or series of actions in order to determine the patterns and relationships
By analysing how the temperature and light intensity of an environment can affect the types of organisms that are found there
Using apparatus and equipmentTo know how to use, which to choose and how to handle apparatus and equipment correctly for different purposes
By using a garden trowel to collect a sample of soil and a hand lens to study the small organisms in the soil sample
Material list
MaterialQuantityRemarks
Per classPer groupPer pupil
Gloves
Garden trowel
Aluminium or plastic tray
Paper towel
Hand lens
Toothpick or ice-cream stick
Datalogger
Laboratory thermometer
a pair
1
1
a few pieces
1
1
1
1
Teaching suggestion
Teaching strategy
ExplanationTeaching suggestion
SAILInstruction and assessmentA rubric can be used to assess each pupils performance during a field trip.
Rubric
For assessing the pupils performance during a field trip
01234
Time on taskLess than 60%
6069%7079%8089%90100%
Self-disciplineNever displays self-discipline
Seldom displays self-disciplineGenerally displays self-disciplineConsistently displays self-disciplineAlways displays self-discipline
DirectionsNever listens to and understands directions
Seldom listens to and understands directionsGenerally listens to and understands directionsConsistently listens to and understands directionsAlways listens to and understands directions
Collecting and processing informationNo attempt to collect and process dataMeets at least one but not all the criteria in level 4Meets at least two but not all the criteria in level 4Meets at least three but not all the criteria in level 4 Records readings for temperature and light intensity for areas X and Y
Lists the living things and non-living things observed in areas X and Y
Completes question 1 from the Questions section
Completes question 2 from the Questions section
Total
Reinforcement (page 30)
Teaching strategy
ExplanationTeaching suggestion
QuestioningCycles of questions-answers-questionsDiscuss the questions in the Activity Book with the pupils.
Theme: Interactions
Chapter 5 Food chains and food webs
Activity 5.1 Energy from the Sun
Approximate time frame: 1 period
Suggested venue: Classroom
Concepts
Food eaten by a consumer can be broken down during respiration to give the consumer energy to carry out life processes.
Energy from the Sun is first passed on to the plants and later to animals.
All living things depend directly or indirectly on plants for food.
Specific objective
Pupils should be able to:
state where the energy in our food comes from
Process skills
Skill/processMeaningHow is it applied in this activity?
InferringTo give explanations to observations of objects or eventsBy deducing that plants obtain energy from the food they make during photosynthesis
AnalysingTo consider carefully and in detail objects, ideas, principles or series of actions in order to determine the patterns and relationshipsBy analysing whether the different types of food that were consumed, come from plants, animals or both plants and animals
Teaching suggestion
Teaching strategy
ExplanationTeaching suggestion
QuestioningCycles of questions-answers-questionsDiscuss the questions in the Activity Book with the pupils.
Reinforcement (page 32)
Teaching strategy
ExplanationTeaching suggestion
QuestioningCycles of questions-answers-questionsDiscuss the questions in the Activity Book with the pupils.
Theme: Interactions
Chapter 5 Food chains and food webs
Activity 5.2 Eat and be eaten!
Approximate time frame: 1 period
Suggested venue: Classroom
Concepts
A food chain shows the relationships between plants and animals.
Food produced by plants eventually becomes the source of energy for animals.
Specific objectives
Pupils should be able to:
describe how energy is transferred from one organism to another in a food chain
state that all food chains begin with a food producer
Process skills
Skill/processMeaningHow is it applied in this activity?
ClassifyingTo place objects or events into groups according to the characteristics they share
By classifying whether the organisms are plants, plant-eaters, animal-eaters or plant-and-animal eaters
InferringTo give explanations to observations of objects or events
By deducing the source of food for each organism in a given list and use that information to construct food chains
AnalysingTo consider carefully and in detail objects, ideas, principles or series of actions in order to determine the patterns and relationships
By analysing a given food chain and explain why one of the organisms can be classified as both a prey and a predator
Teaching suggestion
Teaching strategy
ExplanationTeaching suggestion
QuestioningCycles of questions-answers-questionsDiscuss the questions in the Activity Book with the pupils.
Extension (page 36)
Skill/processMeaningHow is it applied in this activity?
InferringTo give explanations to observations of objects or eventsBy studying the organisms and the graphs given to infer how a change in the population of one of the organisms would affect the populations of other organisms
Theme: Interactions
Chapter 5 Food chains and food webs
Activity 5.3 Chained to the web
Approximate time frame: 1 period
Suggested venue: Classroom
Please take note of the following:
Pg 37 For the food web, there should be an arrow pointing from the grasshopper to the duck.
Concepts
A food web is made up of several food chains joined together.
Food webs give a more accurate representation than food chains because most organisms depend on more than one species for food.
The interdependence of the populations within a food chain helps to maintain the balance of the plant and animal populations within a community.
Decomposers break down dead matter into simple substances, such as carbon dioxide, water and mineral salts.
Specific objectives
Pupils should be able to:
describe the roles of various organisms in a food web
infer that predators control the number of prey in a community by feeding on them and prey also in turn control the number of predators because they are food for the predators
Process skills
Skill/processMeaningHow is it applied in this activity?
InferringTo give explanations to observations of objects or eventsBy inferring the consequences of not having decomposers in a community
AnalysingTo consider carefully and in detail objects, ideas, principles or series of actions in order to determine the patterns and relationships
By analysing the effects of removing one organism from a food web
Teaching suggestion
Teaching strategy
ExplanationTeaching suggestion
QuestioningCycles of questions-answers-questionsDiscuss the questions in the Activity Book with the pupils.
Extension (page 40)
Skill/processMeaningHow is it applied in this activity?
AnalysingTo consider carefully and in detail objects, ideas, principles or series of actions in order to determine the patterns and relationships
By analysing the information about five living things in a community and using the information to construct a food web
Theme: Interactions
Chapter 6 Adaptations for survival
Activity 6.1 Moving on
Approximate time frame: 1 period
Suggested venue: Classroom
Concepts
An adaptation is a trait that makes an animal suited to its environment.
Adaptations in animals help them to obtain food, keep them safe from danger, enable them to withstand extreme weather and help them to attract mates.
Structural adaptations are special parts of an organism that help it to survive in its natural habitat.
Specific objective
Pupils should be able to:
describe how the structural adaptations of an organism enable it to move around with greater ease
Process skills
Skill/processMeaningHow is it applied in this activity?
InferringTo give explanations to observations of objects or eventsBy inferring how an animal moves through the study of its structural adaptations
AnalysingTo consider carefully and in detail objects, ideas, principles or series of actions in order to determine the patterns and relationships
By analysing the physical structures of animals and how they are adapted to move
ComparingTo identify the similarities or differences between objects, ideas, principles or series of actions
By comparing the parts of two animals and how they are adapted for different functions
Teaching suggestion
Teaching strategy
ExplanationTeaching suggestion
QuestioningCycles of questions-answers-questionsDiscuss the questions in the Activity Book with the pupils.
Extension (page 43)
Skill/processMeaningHow is it applied in this activity?
ComparingTo identify the similarities or differences between objects, ideas, principles or series of actions
By comparing the wings of a plane with those of a bird and identifying their similarities
Theme: Interactions
Chapter 6 Adaptations for survival
Activity 6.2 Getting air and sunlight
Approximate time frame: 1 period
Suggested venue: Classroom
Please take note of the following:
Pg 45 For question 2 (c) answer, the gills of crabs are found in gill chambers instead of being stored in gill chambers.
Pg 46 For question 3 (c) answer, both plants also have roots in addition to leaves and flowers.
Concepts
Different groups of animals have different adaptations to breathe in water. Fish breathe through gills, while some mammals breathe through blowholes. Insects can breathe in water through breathing tubes, gills or by trapping air bubbles.
Vines have weak stems and they use other plants or man-made structures for support. They climb to higher ground to obtain enough sunlight for the process of photosynthesis.
Tendrils are slender structures that coil around anything they are in contact with.
Vines with clasping roots have roots that can attach themselves to any surface.
Specific objectives
Pupils should be able to:
classify animals based on the methods of breathing
describe the adaptations that a plant has to enable it to get as much sunlight as possible
give examples of plants for each type of adaptation to obtain as much sunlight as possible
identify the similarities and differences between an aquatic plant and a terrestrial plant
Process skills
Skill/processMeaningHow is it applied in this activity?
AnalysingTo consider carefully and in detail objects, ideas, principles or series of actions in order to determine the patterns and relationships By deducing the method of breathing for different organisms through the study of the structural adaptations that they have
By deducing how the adaptation that a plant has enables it to obtain as much sunlight as possible
ComparingTo identify the similarities or differences between objects, ideas, principles or series of actionsBy identifying similarities and differences between an aquatic plant and a terrestrial plant
ClassifyingTo place objects or events into groups according to the characteristics they shareBy classifying a given group of animals based on their methods of breathing
Teaching suggestion
Teaching strategy
ExplanationTeaching suggestion
QuestioningCycles of questions-answers-questionsDiscuss the questions in the Activity Book with the pupils.
Theme: Interactions
Chapter 6 Adaptations for survival
Activity 6.3 Hide and seek
Approximate time frame: 1 period
Suggested venue: Classroom
Please take note of the following:
Pg 48 For the diagrams label, the sloths claws should be long, curved and sharp instead of strong and curved.
Concepts
Behavioural adaptations refer to the ways an organism behaves in order to survive in its habitat.
Many animals use camouflaged body colours that blend into the surroundings so as to hide from predators.
Specific objectives
Pupils should be able to:
state the definition of camouflage
explain how the body covering of a given organism helps it to either hide from its predator or withstand extreme weather
give examples of animals with similar adaptations
Process skills
Skill/processMeaningHow is it applied in this activity?
AnalysingTo consider carefully and in detail objects, ideas, principles or series of actions in order to determine the patterns and relationships By identifying the structural adaptation that a sloth has to enable it to live high up in trees
By deducing that the algae growing on the fur of sloth helps to camouflage the sloth
By deducing how the behavioural adaptations exhibited by the sloth enable it to survive in its habitat
ComparingTo identify the similarities or differences between objects, ideas, principles or series of actionsBy identifying the different functions provided by the same kind of body covering found in two different organisms
Teaching suggestion
Teaching strategy
ExplanationTeaching suggestion
QuestioningCycles of questions-answers-questionsDiscuss the questions in the Activity Book with the pupils.
Extension (page 51)
Skill/processMeaningHow is it applied in this activity?
ComparingTo identify the similarities or differences between objects, ideas, principles or series of actionsBy stating the different functions provided by the same kind of body covering found in two different organisms
Theme: Interactions
Chapter 6 Adaptations for survival
Activity 6.4 More adaptations
Approximate time frame: 1 period
Suggested venue: Classroom
Concepts
Animals have structural and behavioural adaptations to attract and find mates.
Plants have adaptations for reproduction.
Some flowers have brightly coloured petals to attract animals to help in pollination.
Some fruits have special structures on them to ensure that seeds can be dispersed far away from the parent plant.
Specific objectives
Pupils should be able to:
state how an individual plant and animal adapts itself for reproduction
describe how the structural adaptation of a fruit enables it to be dispersed far away from its parent plant
Process skills
Skill/processMeaningHow is it applied in this activity?
InferringTo give explanations to observations of objects or events By inferring the roles played by the different types of feet found on different kinds of birds
By inferring how the structural adaptation of each fruit enables it to be dispersed far away from the parent plant
ComparingTo identify the similarities or differences between objects, ideas, principles or series of actions
By identifying the similarities and the differences between two fruits that are both dispersed by animals
Teaching suggestion
Teaching strategy
ExplanationTeaching suggestion
QuestioningCycles of questions-answers-questionsDiscuss the questions in the Activity Book with the pupils.
Theme: Interactions
Chapter 6 Adaptations for survival
Activity 6.5 Extreme homes
Approximate time frame: 1 period
Suggested venue: Classroom
Please take note of the following:
Pg 55 For the process skill of classifying, the pupils are expected to classify the adaptations into either structural or behavioural adaptations.
Pg 56 For question 2 (a), the grassfield should be the grassland.
Pg 57 For question (iv) answer, the camel will slip as its feet are not adapted to grip onto the ice surface.
Concepts
Animals in polar regions have thick fur and blubber to keep themselves warm throughout the year.
Animals in deserts conserve water by avoiding the heat in the day. They have also learnt to get more water through extracting water from the food they eat.
Plants in deserts have adaptations that allow them to capture and store as much water as they can on the rare occasions when it rains in the desert. They also have adaptations that help to prevent water loss during the day.
Specific objectives
Pupils should be able to:
state whether an adaptation is structural or behavioural
explain how an adaptation is critical to an organisms survival
give examples of other animals with similar adaptations
state that the set of adaptations that an organism has allows it to live under certain kinds of living conditions
Process skills
Skill/processMeaningHow is it applied in this activity?
AnalysingTo consider carefully and in detail objects, ideas, principles or series of actions in order to determine the patterns and relationships
By explaining how the different adaptations enable the polar bear to survive in the North Pole
ComparingTo identify the similarities or differences between objects, ideas, principles or series of actions
By comparing the living conditions between the desert and the North Pole
ClassifyingTo place objects or events into groups according to the characteristics they share
By classifying the different types of adaptations into structural and behavioural adaptations
EvaluatingTo determine whether objects, ideas, principles or series of actions are reasonable, accurate, of good standard and capable of being used
By evaluating whether the adaptations of a camel enable it to survive in the living conditions of the North Pole
Teaching suggestion
Teaching strategy
ExplanationTeaching suggestion
QuestioningCycles of questions-answers-questionsDiscuss the questions in the Activity Book with the pupils.
Extension (page 58)
Skill/processMeaningHow is it applied in this activity?
CommunicatingTo understand and be able to inform others of information that is presented in different forms words, diagrams, pictures, tables, graphs etc.
By drawing a labelled diagram of a person with adaptations to cope with the conditions of a make believe place
Theme: Interactions
Chapter 7 Mans impact on the environment
Activity 7.1 Valuable forests
Approximate time frame: 1 period
Suggested venue: Classroom
Concepts
Forests are important because they:
provide an environment for many species of plants and animals;
prevent soil erosion;
renew the oxygen supply in the atmosphere;
remove carbon dioxide in the air and prevent global warming.
The clearing of natural forests across the Earth is known as deforestation.
The replanting of saplings where trees have been removed is known as reforestation.
Specific objective
Pupils should be able to:
state the importance of forests to humans and other living things on Earth
Process skills
Skill/processMeaningHow is it applied in this activity?
EvaluatingTo determine whether objects, ideas, principles or series of actions are reasonable, accurate, of good standard and capable of being used
By evaluating the importance of having forests
AnalysingTo consider carefully and in detail objects, ideas, principles or series of actions in order to determine the patterns and relationships
By analysing the impact of deforestation on humans and other living things on Earth
Generating possibilitiesTo come up with other potential possibilities besides the common oneBy listing the various raw materials that can be obtained from the forest and be supplied to various industries
Teaching suggestions
Teaching strategy
ExplanationTeaching suggestion
QuestioningCycles of questions-answers-questionsDiscuss the questions in the Activity Book with the pupils.
SAILInstruction and assessmentA rubric can be used to assess each pupils performance during a group discussion. (Note: Each group can have four pupils.)
Rubric
For assessing the pupils performance during a group discussion
01234
Time on taskLess than 60%
6069%7079%8089%90100%
Self-disciplineNever displays self-discipline
Seldom displays self-disciplineGenerally displays self-disciplineConsistently displays self-disciplineAlways displays self-discipline
ContributionsNo attempt to participateAttempts to contribute but gives fuzzy answer
Contributes one clear and concise answerContributes two clear and concise answersContributes three clear and concise answers
Usage of scientific terminologyNo attempt to use scientific terminology even with promptingScientific terminology is used occasionally with promptingScientific terminology is used occasionally without promptingScientific terminology is used frequently without prompting but not always appropriately
Scientific terminology is used consistently without prompting and is always used appropriately
Total
Theme: Interactions
Chapter 7 Mans impact on the environment
Activity 7.2 Soil erosion
Approximate time frame: 1 period
Suggested venue: Science laboratory
Please take note of the following:
Pg 61 For Materials, the tray used can be made of other material besides plastic.
Pg 61 For Materials, the patch of grass should be holding onto a layer of garden soil to ensure that the variable of the type of soil is kept the same.
Pg 62 For Observations 2, the pupils should be informed that this is an additional procedure they should carry out in their experiment.
Pg 63 For Reinforcement question 1 answer, deforestation includes both cutting and burning down of trees in a forest.
Concepts
Soil erosion is the removal of the nutrient-rich layer of soil, known as the topsoil, by wind or water. It can lead to desertification as the land becomes barren and is unable to support life.
Plants are important because they provide cover on the land and prevent soil erosion.
Specific objectives
Pupils should be able to:
describe the effects of soil erosion
explain the importance of having plants as protective vegetation for the soil
Process skills
Skill/processMeaningHow is it applied in this activity?
EvaluatingTo determine whether objects, ideas, principles or series of actions are reasonable, accurate, of good standard and capable of being used
By evaluating the importance of having plants as protective vegetation for the soil
AnalysingTo consider carefully and in detail objects, ideas, principles or series of actions in order to determine the patterns and relationships
By analysing the impact of soil erosion on a piece of land
PredictingTo determine whether an outcome will happen on the basis of observations, experiences or scientific reasons
By predicting whether there will be any difference in the amount of garden soil that will be washed down in the two trays
Material list
MaterialQuantityRemarks
Per classPer groupPer pupil
Small (plastic) tray
Patch of grass holding a layer of garden soil that is of the same size as the small plastic tray
Garden soil
Aluminium tray (needs to be large and deep)
Large watering can
Spade
Brick
1000 mL beaker
2
a patch
enough to fill the small plastic tray
2
1
1
2
1This experiment is a teacher demonstration.
Teaching suggestions
Teaching strategy
ExplanationTeaching suggestion
QuestioningCycles of questions-answers-questionsDiscuss the questions in the Activity Book with the pupils.
DemonstrationTo scaffold the learning processThe teacher can get the pupils to predict the outcome of the experiment before carrying out the demonstration.
Reinforcement (page 63)
Teaching strategy
ExplanationTeaching suggestion
QuestioningCycles of questions-answers-questionsDiscuss the questions in the Activity Book with the pupils.
Extension (page 63)
Skill/processMeaningHow is it applied in this activity?
PredictingTo determine whether an outcome will happen on the basis of observations, experiences or scientific reasons
By predicting whether the angle of elevation will affect the amount of soil that will be washed away
EvaluatingTo determine whether objects, ideas, principles or series of actions are reasonable, accurate, of good standard and capable of being used
By evaluating the importance of having plants as protective vegetation for the soil
Theme: Interactions
Chapter 7 Mans impact on the environment
Activity 7.3 Danger of burning
Approximate time frame: 1 period
Suggested venue: Science laboratory
Please take note of the following:
Pg 64 For Materials, a long splint can be used to make it easier to observe experimental results. A burning long splint can be inserted into the bottles and allowed to extinguish before it is taken out of the bottles. This reduces the amount of ash in the limewater, making it easier to compare the results obtained.
Concepts
Limewater turns chalky in the presence of carbon dioxide.
Burning requires oxygen and releases carbon dioxide. It is a chemical reaction and is irreversible.
Global warming refers to an average increase in the Earths temperature, which in turn causes a change in its climate.
Specific objectives
Pupils should be able to:
state that carbon dioxide is released during burning
state the causes of global warming
Process skills
Skill/processMeaningHow is it applied in this activity?
ObservingTo 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 what happens to limewater when it comes in contact with carbon dioxide
ComparingTo identify the similarities or differences between objects, ideas, principles or series of actions
By identifying the differences in the appearance of limewater in bottles A and B
Material list
MaterialQuantityRemarks
Per classPer groupPer pupil
Glass bottle
Matches
Limewater
2
a box
40 mLThis experiment is a teacher demonstration.
Teaching suggestions
Teaching strategy
ExplanationTeaching suggestion
QuestioningCycles of questions-answers-questionsDiscuss the questions in the Activity Book with the pupils.
DemonstrationTo scaffold the learning processThe teacher can get the pupils to predict the outcome of the experiment before carrying out the demonstration.
Reinforcement (page 66)
Skill/processMeaningHow is it applied in this activity?
AnalysingTo consider carefully and in detail objects, ideas, principles or series of actions in order to determine the patterns and relationships
By deducing that as the amount of carbon dioxide in the air increases, global temperature also increases
InferringTo give explanations to observations of objects or events By interpreting that the burning of fuels produces carbon dioxide, which in turn traps heat and causes global warming
By naming three human activities that cause global warming
Theme: Interactions
Chapter 7 Mans impact on the environment
Activity 7.4 Acid in action
Approximate time frame: 1 period
Suggested venue: Science laboratory
Please take note of the following:
Pg 67 For the Aim, the activity involves investigating the effect of acid on the shells of animal eggs instead of the shells of animals.
Pg 67 For Materials, a 100 mL beaker should be used instead of a 50 mL beaker.
Pg 68 For Conclusion answer, the pupils can be informed that vinegar contains an acid, which is the active component that reacts with the eggshell.
Concepts
Acid rain is formed when gases such as sulphur dioxide and nitrogen dioxide dissolve in rainwater.
Acid rain corrodes metallic and stone structures, kills organisms and causes health problems in Man.
Specific objective
Pupils should be able to:
state that acid rain can corrode metallic and stone structures
Process skills
Skill/processMeaningHow is it applied in this activity?
ObservingTo 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 what happens to the eggshell when vinegar is in contact with it
Using apparatus and equipmentTo know how to use, which to choose and how to handle apparatus and equipment correctly for different purposes
By reacting the eggshell with the vinegar
AnalysingTo consider carefully and in detail objects, ideas, principles or series of actions in order to determine the patterns and relationshipsBy identifying that the reaction between the eggshell and the vinegar releases a gas in the form of bubbles
Material list
MaterialQuantityRemarks
Per classPer groupPer pupil
100 mL beaker
Quail egg
Vinegar
Spoon 1
1
100 mL
1
Safety pointer
Handle the vinegar with care as it can cause irritation when it comes in contact with your eyes.
Teaching suggestions
Teaching strategy
ExplanationTeaching suggestion
QuestioningCycles of questions-answers-questionsDiscuss the questions in the Activity Book with the pupils.
SAILInstruction and assessmentA rubric can be used to assess each pupils performance during the experiment.
Rubric
For assessing the pupils performance during the experiment
Skill(s): Performing and Observing
Beginning
1
Developing
2Accomplished
3Score
Demonstrating experimental techniques and skillsMeets at least one but not all the criteria in level 3Meets at least two but not all the criteria in level 3 Ensures that the eyes are aligned with the 100 mL marking on the beaker while pouring vinegar to avoid parallax error
Pours exactly 100 mL of vinegar into the beaker before placing the quail egg into it
Uses a spoon to scoop up the egg carefully without damaging it on the next day
Making observationsMeets at least one but not all the criteria in level 3Meets at least two but not all the criteria in level 3 States that bubbles appear and the outer layer of the eggshell starts to peel after five minutes (Note: This criterion can be assessed using question 1 from the Observations section.)
Describes the complete disappearance of the eggshell when the egg has been left overnight in the vinegar (Note: This criterion can be assessed using question 2 from the Observations section.)
States that vinegar reacts with the eggshell to produce a gas that appears in the form of bubbles (Note: This criterion can be assessed using the question from the Conclusions section.)
Total
Reinforcement (page 68)
Teaching strategy
ExplanationTeaching suggestion
QuestioningCycles of questions-answers-questionsDiscuss the questions in the Activity Book with the pupils.
Theme: Interactions
Chapter 7 Mans impact on the environment
Activity 7.5 Our Earth, our home
Approximate time frame: 1 period
Suggested venue: Classroom
Concepts
It is important to make use of the 3Rs Reducing, Reusing and Recycling to cut down pollution.
The amount of waste produced can be reduced by cutting down on packaging. The wastage of electricity can also be reduced if we turn off appliances that are no longer needed.
Some materials and packaging can be reused to cut down on wastage. For example, make sure both sides of a piece of paper are used before discarding it and used plastic bags can be reused again to dispose rubbish.
Some materials such as paper and metals can be recycled so that the need to extract raw materials from the environment will be minimised.
Specific objectives
Pupils should be able to:
describe the actions that can be carried out to minimise harm done to the environment
state the importance of conservation
work as a team in a project work
Process skill
Skill/processMeaningHow is it applied in this activity?
AnalysingTo consider carefully and in detail objects, ideas, principles or series of actions in order to determine the patterns and relationships
By identifying actions which can be carried out to minimise harm done to our environment
Teaching suggestion
Teaching strategy
ExplanationTeaching suggestions
SAILInstruction and assessment Ask the pupils to select one of the projects in Part B and work as a pair.
A rubric can be used to assess each pupils performance during cooperative-learning.
Rubric
For assessing the pupils performance during cooperative-learning
Skill(s): Collaborative work skills
CriteriaBeginning
1
Developing
2Accomplished
3Score
ContributionsParticipates only when prompted Participates with occasional prompting
A satisfactory group member who does what is required Participates without prompting
Routinely provides useful ideas
A definite leader who contributes a lot of effort
Quality of workProvides work that usually needs to be checked or redone by the partner to ensure quality
Provides work that occasionally needs to be checked or redone by the partner to ensure qualityProvides work of the highest quality (Note: No mistake was made.)
Time management Rarely gets things done
The group has to change work responsibilities because of this pupil
Usually task focused but gets distracted occasionally and needs to be reminded to stay on taskIs 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 the partner solve problems
Lets the partner do the work
Does not suggest or refine solutions, but is willing to try out solutions suggested by the partnerActively looks for and suggests solutions to problems
Working with othersRarely listens to, shares with or supports the efforts of the partner
Often listens to, shares with and supports the efforts of the partner
Almost always listens to, shares with and supports the efforts of the partner
Total
Reinforcement (page 71)
Skill/processMeaningHow is it applied in this activity?
AnalysingTo consider carefully and in detail objects, ideas, principles or series of actions in order to determine the patterns and relationships
By describing the negative and positive impacts three daily activities have on Earth
Theme: Interactions
Revision Exercise Interactions
Approximate time frame: 1 period
Suggested venue: Classroom
Section A: Multiple-choice questions
QuestionContent domainMain topic(s)Process skill(s)How is it applied in this question?
1Life ScienceChapter 3 Living togetherEvaluatingBy evaluating each statement and identifying the one containing true information
2Life ScienceChapter 6 Adaptations for survivalAnalysingBy identifying the skull that belongs to the plant-eater and animal-eater respectively, through the appearance of the teeth
3Physical ScienceChapter 2 Types of forcesAnalysingBy identifying the factors that reduce the speed of the parachute
4Environmental ScienceChapter 7 Mans impact on the environmentInferringBy interpreting that reducing and recycling are two of the ways to help in conservation and they benefit, rather than upset the balance of nature
Section B: Structured questions
QuestionContent domainMain topic(s)Process skill(s)How is it applied in this question?
5Life ScienceChapter 6 Adaptations for survivalAnalysingBy identifying the structural adaptation each animal has in order to survive in its environment
6Physical ScienceChapter 2 Types of forcesAnalysingBy identifying the variables that should be kept constant in the experiment
The variable Angle of ramp (variable that is changed) may be added to the list of variables.
7Life ScienceChapter 5 Food chains and food websInferringBy interpreting the relationships among the organisms in a food web
Only animals U and V are likely to be animal-eaters instead of animal T.
8Environmental ScienceChapter 7 Mans impact on the environmentInferringBy interpreting how deforestation can lead to global warming
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