Professional Documents
Culture Documents
Teacher Notes Cycles (STD)
Teacher Notes Cycles (STD)
Teacher Notes Cycles (STD)
Theme: Cycles
Chapter 1 From parents to young
Activity 1.1 What did I inherit?
Approximate time frame: 1 period
Suggested venue: Classroom
Please take note of the following:
Pg 2 For question 1 (c) (ii), it must be made clear that inheritance occurs before
the child is born, i.e. when fertilisation occurs.
Pg 2 For question 1 (d) (ii) answer, the children inherited their thin lips from their
father instead of their mother.
Concepts
Heredity is the passing on of characteristics from the parents to the offspring.
Some characteristics such as eye colour, hair colour and tongue rolling ability can be
passed on from parents to offspring.
Specific objectives
Pupils should be able to:
state the physical features that they have inherited from their parents
infer that characteristics can be inherited either from the father or the mother
explain that some traits such as fingerprint and iris pattern cannot be inherited and
belong uniquely to an individual
Process skills
Skill/process
Meaning
Observing
Comparing
Inferring
Teaching suggestion
Teaching strategy
Questioning
Explanation
Cycles of questionsanswers-questions
Teaching suggestion
Discuss the questions in the Activity Book
with the pupils.
My Pals are Here! Science Primary 5&6 Teachers Notes on Activity Books Cycles
Reinforcement (page 3)
Teaching strategy
Concept mapping
Description
Comment
Pupils may refer to the Cycles
Textbook.
My Pals are Here! Science Primary 5&6 Teachers Notes on Activity Books Cycles
Theme: Cycles
Chapter 1 From parents to young
Activity 1.2 Family tree
Approximate time frame: 1 period
Suggested venue: Classroom
Concepts
In sexual reproduction, the offspring carries some characteristics from the father and
some characteristics from the mother.
A family tree can be used to show how people in a family are related. In addition,
traits can also be included in a family tree.
Symbols are used to represent the female and the male members of a family in a
family tree.
Specific objectives
Pupils should be able to:
state the relationships between the individuals in a family tree
state that some characteristics such as eye and hair colour can be inherited, but
some characteristics such as fingerprint and iris pattern cannot be inherited
Process skills
Skill/process
Meaning
Observing
Inferring
Teaching suggestion
Teaching strategy
Questioning
Explanation
Cycles of questionsanswers-questions
Reinforcement (page 6)
Skill/process
Inferring
Meaning
To give explanations to
observations of objects or events
Teaching suggestion
Discuss the questions in the Activity Book
with the pupils.
My Pals are Here! Science Primary 5&6 Teachers Notes on Activity Books Cycles
Theme: Cycles
Chapter 2 Reproduction in flowering plants
Activity 2.1 Parts of a flower
Approximate time frame: 1.5 periods
Suggested venue: Science laboratory
Please take note of the following:
Pg 7 For Procedure 3, the pupils only need to label one petal in their drawing
instead of multiple petals.
Pg 8 For Reinforcement question (g) answer, one ovule contains only one egg cell
instead of multiple egg cells.
Concepts
Flowers have either/both male (stamen) and female (pistil) parts.
Some plants have both the male and the female parts in the same flower, but some
plants have them in separate flowers.
Specific objective
Pupils should be able to:
label the parts that make up the stamen and the pistil of a flower respectively
Process skills
Skill/process
Observing
Meaning
How is it applied in
this activity?
By observing the
different parts of a
dissected flower
Analysing
By explaining the
functions of the various
parts of a flower
Material list
Material
Per class
Dissected
tiger lily
Magnifying
glass
Quantity
Per group
1
Remarks
Per pupil
My Pals are Here! Science Primary 5&6 Teachers Notes on Activity Books Cycles
Teaching suggestions
Teaching strategy
Explanation
Teaching suggestion
Questioning
Cycles of questionsanswers-questions
SAIL
Instruction and
assessment
Rubric
For assessing the pupils scientific drawing
Skill(s): Performing and Observing
Beginning
1
Making
observations
Meets at least
one but not all
the criteria in
level 3
Developing
2
Meets at least
two but not all
the criteria in
level 3
Accomplished
3
Presenting
data
Meets at least
one but not all
the criteria in
level 3
Meets at least
two but not all
the criteria in
level 3
Score
Drawing is done
accurately to show
sufficient details, e.g.
different parts of the pistil
and stamen are shown
(no labels required)
Label lines are pointing to
the correct structures
Both the outer parts and
the inner parts of the
flower are shown in the
drawing
Size of the drawing is
more than 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 8)
Teaching strategy
Explanation
Questioning
Cycles of questionsanswers-questions
Teaching suggestion
Ask the pupils to identify the function of each
part of the flower and state whether it belongs
to the stamen or pistil.
My Pals are Here! Science Primary 5&6 Teachers Notes on Activity Books Cycles
Extension (page 8)
Skill/process
Analysing
Meaning
My Pals are Here! Science Primary 5&6 Teachers Notes on Activity Books Cycles
Theme: Cycles
Chapter 2 Reproduction in flowering plants
Activity 2.2 The need to disperse seeds
Approximate time frame: 1.5 periods
Suggested venue: Science laboratory
Please take note of the following:
Pg 10 For question 2 answer, the plants in pot A also have to compete for light, in
addition to water, nutrients and space.
Concepts
Fruits and seeds can be dispersed by water, animals, wind or explosive action
(splitting mechanism).
When too many young plants grow very closely in one place, they compete among
themselves for water, minerals and sunlight, leading to overcrowding.
Specific objective
Pupils should be able to:
state that seed dispersal is important as it prevents overcrowding of young plants
Process skills
Skill/process
Meaning
Comparing
Analysing
Inferring
Material list
Material
Tomato seed
Quantity
Per group
a packet
Garden soil
two cups
Per class
Remarks
Per pupil
Each group can
have two pupils.
My Pals are Here! Science Primary 5&6 Teachers Notes on Activity Books Cycles
Teaching suggestions
Teaching strategy
Explanation
Teaching suggestion
Questioning
Cycles of questions-answersquestions
Investigating
Cooperative
learning
Meaning
To give explanations to
observations of objects or events
My Pals are Here! Science Primary 5&6 Teachers Notes on Activity Books Cycles
Theme: Cycles
Chapter 2 Reproduction in flowering plants
Activity 2.3 Conditions necessary for seed germination
Approximate time frame: 1 period
Suggested venue: Science laboratory
Please take note of the following:
Pg 12 For Extension question 2, the vacuum in jar A can be better created by a
machine continually attached to its opening instead of placing a cork into the opening.
Pg 12 For Extension question 2 answer, the seeds require all three conditions of
warmth, air and water to germinate.
Concepts
Seeds need water, oxygen and the right temperature to germinate.
Seedlings cannot make food. They get energy from the food stored in their seed
leaves.
The young plants start making their own food when their first leaves appear.
Specific objective
Pupils should be able to:
state the conditions necessary for seeds to germinate
Process skills
Skill/process
Meaning
Observing
Using
apparatus and
equipment
Analysing
Predicting
My Pals are Here! Science Primary 5&6 Teachers Notes on Activity Books Cycles
Material list
Material
Quantity
Per group
10
Cotton wool
a handful
Petri dish
Per class
Teaching suggestions
Teaching strategy
Remarks
Per pupil
Each group can have
four pupils.
Each pupil can take
turns to take the
measurement.
Explanation
Teaching suggestion
Questioning
Cycles of questionsanswers-questions
SAIL
Instruction and
assessment
Rubric
For assessing the pupils performance during cooperative-learning
Skill(s): Collaborative work skills
Criteria
Contributions
Beginning
1
Participates only
when prompted
Developing
2
*Quality of
work
Participates
with occasional
prompting
A satisfactory
group member
who does what
is required
Accomplished
3
Score
Participates
without prompting
Routinely
provides useful
ideas
A definite leader
who contributes a
lot of effort
10
My Pals are Here! Science Primary 5&6 Teachers Notes on Activity Books Cycles
Time
management
**Problemsolving
Working with
others
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
task
Is consistently
focused on the task
and uses time well
throughout the
experiment to ensure
that things get done
on time
Almost always
listens to, shares
with and supports
the efforts of
others
Tries to keep the
group members
working well
together
Total
* Note: The pupils can be asked to measure the height of each seedling in dish A and take
the average of the five measurements. In order to effectively measure this criterion, every
pupil must carry out this activity.
** 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 12)
Skill/process
Meaning
Inferring
Analysing
11
My Pals are Here! Science Primary 5&6 Teachers Notes on Activity Books Cycles
Theme: Cycles
Chapter 2 Reproduction in flowering plants
Activity 2.4 Reproduction in ferns
Approximate time frame: 1.5 periods
Suggested venue: Science laboratory
Concepts
Non-flowering plants such as mosses and ferns reproduce by spores.
Spores are contained in spore bags found on the underside of the leaf of a fern.
Spores are released from the spore bags once they are mature.
Specific objectives
Pupils should be able to:
state that spores are contained in spore bags found on the underside of the leaf of a
fern
infer that spores are dispersed by wind
Process skills
Skill/process
Meaning
Observing
By observing:
the spore bags found on the
underside of the leaf of a
fern using a magnifying glass
the spores under a
microscope
Using
apparatus and
equipment
Inferring
To give explanations to
observations of objects or events
Communicating
By drawing:
the arrangement of spore
bags on the underside of a
fern leaf
a spore
12
My Pals are Here! Science Primary 5&6 Teachers Notes on Activity Books Cycles
Material list
Material
Magnifying glass
Quantity
Per group
1
A4 paper
a sheet
Metal spoon
Glass slide
Microscope
Per class
Teaching suggestions
Teaching strategy
Questioning
Explanation
Cycles of questionsanswers-questions
Instruction and
assessment
Each group
can have
two pupils.
Teaching suggestion(s)
SAIL
Remarks
Per pupil
Rubric
For assessing the pupils performance during the experiment
Skill(s): Performing and Observing
Demonstrating
experimental
techniques and
skills
Beginning
1
Developing
2
Meets at least
one but not
all the criteria
in level 3
Meets at
least two but
not all the
criteria in
level 3
Accomplished
3
Score
13
My Pals are Here! Science Primary 5&6 Teachers Notes on Activity Books Cycles
Making
observations
Meets at least
one but not
all the criteria
in level 3
Meets at
least two but
not all the
criteria in
level 3
Presenting
data
Meets at least
one but not
all the criteria
in level 3
Meets at
least two but
not all the
criteria in
level 3
Total
Description
Explanation
Comment
Pupils may refer to the Cycles
Textbook.
Teaching suggestion
14
My Pals are Here! Science Primary 5&6 Teachers Notes on Activity Books Cycles
Questioning
Cycles of questionsanswers-questions
15
My Pals are Here! Science Primary 5&6 Teachers Notes on Activity Books Cycles
Theme: Cycles
Chapter 3 Reproduction in humans
Activity 3.1 Human reproductive systems
Approximate time frame: 1 period
Suggested venue: Classroom
Concepts
The ovaries produce eggs, which are the female reproductive cells. The testes
produce sperms, which are the male reproductive cells.
Fertilisation is the process whereby the nucleus of the egg fuses with the nucleus of
the sperm.
After fertilisation, the embryo will implant itself into the uterine lining of the mothers
womb and continue its development and growth until it is time for delivery.
The developing baby is connected to the mother through a structure called the
umbilical cord, which allows the exchange of food, oxygen and wastes between the
mother and the baby.
Specific objectives
Pupils should be able to:
discuss how and where a baby develops in a female
state the roles of the human male and female reproductive organs
Process skills
Skill/process
Evaluating
Meaning
Explanation
Teaching suggestion
Questioning
Cycles of questionsanswers-questions
SAIL
Instruction and
assessment
16
My Pals are Here! Science Primary 5&6 Teachers Notes on Activity Books Cycles
Rubric
For assessing the pupils reasoning ability
Skill(s): Analysing and Evaluating
Criteria
Beginning
1
Developing
2
Accomplished
3
Evaluating
information
Justifying
decision
Gives reasons to
explain why one of
the statements is
wrong
Sentence
fluency
Many run-ons,
fragments and
awkward
phrasings
Some run-ons,
fragments and
awkward phrasings
Knowledge on
scientific
terminology
Makes many
errors in scientific
terminology
Makes no errors in
scientific terminology
Score
Gives reasons to
explain why all of the
statements are wrong
Total
17
My Pals are Here! Science Primary 5&6 Teachers Notes on Activity Books Cycles
Theme: Cycles
Chapter 3 Reproduction in humans
Activity 3.2 My nine-month journey
Approximate time frame: 1 period
Suggested venue: Classroom
Please take note of the following:
Pg 17 For question 1 (c) answer, the pupils mothers should have experienced the
first kick around the 4th or 5th month.
Concepts
Gestation is the period of time during which the foetus develops inside the female.
The length of gestation for humans range between 3742 weeks.
Gestation is divided into three periods known as trimesters. Each trimester is three
months long.
Specific objective
Pupils should be able to:
discuss about his/her development in his/her mothers womb
Process skills
Skill/process
Comparing
Meaning
Explanation
Cycles of questionsanswers-questions
Teaching suggestions
18
My Pals are Here! Science Primary 5&6 Teachers Notes on Activity Books Cycles
Theme: Cycles
Chapter 3 Reproduction in humans
Activity 3.3 Sexual reproduction in humans and plants
Approximate time frame: 1 period
Suggested venue: Classroom
Please take note of the following:
Pg 18 For the diagram, the labels for filament and anther should be swopped.
Pg 18 For the diagram, the anther is the reproductive part that contains the pollen
grains instead of the filament.
Concepts
In both flowering plants and animals, characteristics are passed from parents to their
young through sexual reproduction.
In flowering plants, the female organs involved in reproduction are the stigma, style
and ovary. In humans, the female organs involved in reproduction are the vagina,
ovaries and fallopian tubes.
In flowering plants, the male organs involved in reproduction are the anther and
filament. In humans, the male organs involved in reproduction are the testes and
penis.
In flowering plants, the male sex cell in the pollen grain fuses with the female sex cell
in the ovule during fertilisation.
In flowering plants, fertilisation takes place in the ovary, while in humans, fertilisation
takes place in one of the fallopian tubes.
Specific objective
Pupils should be able to:
discuss the differences between the reproductive organs of flowering plants and
humans
Process skills
Skill/process
Comparing
Meaning
Explanation
Cycles of questionsanswers-questions
Teaching suggestion
Discuss the questions in the Activity Book
with the pupils.
19
My Pals are Here! Science Primary 5&6 Teachers Notes on Activity Books Cycles
Theme: Cycles
Chapter 4 Water and changes of state
Activity 4.1 From gas to liquid
Approximate time frame: 1 period
Suggested venue: Science laboratory
Please take note of the following:
Pg 19 For Materials, the beaker of cold water should be sufficiently cold and
should not be at room temperature.
Pg 20 For Observations question 5 (a) answer, the tiny water droplets can be seen
at the side of the cup, specifically on the inner surface of the cup above the water
level.
Pg 21 For question 1 (b) answer, the plastic cup in the control experiment should
be half-filled instead of one-third filled with water at room temperature.
Pg 21 For question 2, cup B should contain hot water instead of cold water.
Concepts
Water can change from one state to another when it gains or loses heat.
Condensation occurs when water vapour loses heat and changes from gaseous to
liquid state.
Evaporation occurs when liquid gains heat and changes from liquid to gaseous state.
Specific objective
Pupils should be able to:
work in a team in an experiment
Process skills
Skill/process
Meaning
Observing
Using
apparatus and
equipment
Inferring
To give explanations to
observations of objects or events
20
My Pals are Here! Science Primary 5&6 Teachers Notes on Activity Books Cycles
Material list
Material
Cling wrap
Quantity
Per group
two pieces
Hot water
a beaker full
Cold water
a beaker full
Magnifying glass
Per class
Remarks
Per pupil
Each group can
have two pupils.
Each pupil can
take turns to
record the
observations.
Safety pointer
Be careful of the beaker of hot water while handling it.
Teaching suggestions
Teaching strategy
Explanation
Teaching suggestion
Questioning
Cycles of questionsanswers-questions
Investigating
SAIL
Instruction and
assessment
Rubric
For assessing the pupils performance during cooperative-learning
Skill(s): Collaborative work skills
Criteria
Contributions
Beginning
1
Participates only
when prompted
Developing
2
Participates
with occasional
prompting
A satisfactory
group member
who does what
is required
Accomplished
3
Score
Participates
without prompting
Routinely
provides useful
ideas
A definite leader
who contributes a
lot of effort
21
My Pals are Here! Science Primary 5&6 Teachers Notes on Activity Books Cycles
*Quality of
work
Time
management
Usually task
focused but 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
Rarely gets
things done
The partner has
to change work
responsibilities
because of this
pupil
22
My Pals are Here! Science Primary 5&6 Teachers Notes on Activity Books Cycles
**Problemsolving
Working with
others
Total
* Note: The teacher needs to make sure that each member is in charge of one of the cups,
so that each pupil in a pair can effectively be assessed for that criterion.
** Note: The teacher can intentionally distribute wet cups to the pupils and observe whether
they try to wipe the cups dry before starting the experiment.
23
My Pals are Here! Science Primary 5&6 Teachers Notes on Activity Books Cycles
Theme: Cycles
Chapter 4 Water and changes of state
Activity 4.2 The melting of ice
Approximate time frame: 2 periods
Suggested venue: Science laboratory
Please take note of the following:
Pg 22 For Materials, a retort stand should also be used in the activity.
Concepts
When water gains or loses heat, it changes its state.
The freezing point of water and the melting point of ice are both 0oC.
Specific objective
Pupils should be able to:
state that the rate of melting for a piece of ice is affected by the surrounding
temperature
Process skills
Skill/process
Meaning
Observing
Using
apparatus and
equipment
Comparing
Communicating
Inferring
To give explanations to
observations of objects or events
24
My Pals are Here! Science Primary 5&6 Teachers Notes on Activity Books Cycles
Material list
Material
Per class
Quantity
Per group
(Experiment A)
Experiment A
Glass funnel
with crushed ice
Temperature
sensor
Retort stand
Beaker
Stopwatch
Experiment B
Beaker
Stopwatch
Petri dish
Ice cube
Ice water
Warm water
Teaching suggestions
Teaching strategy
Explanation
Remarks
Per pupil
(Experiment B)
The teacher
can get the
pupils to work
as a pair for
experiment A.
The teacher
can get the
pupils to work
individually for
experiment B,
so as to
effectively
assess each
pupil.
a beaker filled
a beaker filled
a beaker filled
Teaching suggestion
Questioning
Cycles of questionsanswers-questions
Investigating
SAIL
Instruction and
assessment
25
My Pals are Here! Science Primary 5&6 Teachers Notes on Activity Books Cycles
Rubric
For assessing the pupils performance during the experiment
Skill(s): Performing and Observing
Demonstrating
experimental
techniques and
skills
Beginning
1
Developing
2
Meets at
least one
but not all
the criteria in
level 3
Meets at least
two but not
all the criteria
in level 3
Accomplished
3
Making
observations
and recording
results
Meets at
least one
but not all
the criteria in
level 3
Meets at least
two but not
all the criteria
in level 3
Score
26
My Pals are Here! Science Primary 5&6 Teachers Notes on Activity Books Cycles
Skill(s): Analysing
Drawing
conclusions
Beginning
1
Developing
2
Meets at
least one
but not all
the criteria in
level 3
Meets at least
two but not all
the criteria in
level 3
Accomplished
3
Score
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, Explain how one experimental error can affect the accuracy of the results.
27
My Pals are Here! Science Primary 5&6 Teachers Notes on Activity Books Cycles
Theme: Cycles
Chapter 4 Water and changes of state
Activity 4.3 Changing water to steam
Approximate time frame: 1 period
Suggested venue: Science laboratory
Concepts
Evaporation is the process by which water changes from liquid to gaseous state.
Evaporation can occur at any temperature below boiling point, but boiling only occurs
at the fixed boiling point of a pure liquid.
Evaporation occurs only at the surface of a liquid, but boiling takes place throughout a
liquid.
Condensation is the process by which water vapour is converted to water droplets.
Specific objectives
Pupils should be able to:
state the effects of heating and cooling on liquid and gas respectively
describe how boiling and condensation take place
Process skills
Skill/process
Meaning
Observing
By observing:
the conversion of water from liquid
to gaseous state during boiling
the conversion of water vapour
from gaseous state to liquid state
during condensation
Comparing
Inferring
To give explanations to
observations of objects or
events
By inferring:
that when water is subjected to
heating, it gains heat and will be
converted to water vapour
that when water vapour touches a
cool surface, it loses heat and will
be converted to water droplets
28
My Pals are Here! Science Primary 5&6 Teachers Notes on Activity Books Cycles
Material list
Material
Per class
1
Beaker
Bunsen burner
Laboratory thermometer
Retort stand
Wire gauze
Tripod
Glass funnel
Metal tray
Quantity
Per group
Remarks
Per pupil
This experiment
is a teacher
demonstration.
Safety pointers
Be careful of the lighted Bunsen burner. Pupils are advised to be careful of the flame
while taking readings.
Pupils are not supposed to place their hands over the mouth of the glass funnel as
steam comes out from it.
Teaching suggestions
Teaching strategy
Explanation
Teaching suggestion
Questioning
Cycles of questionsanswers-questions
SAIL
Instruction and
assessment
Rubric
For assessing the pupils ability to give clear explanations
Skill(s): Observing and Inferring
Criteria
Data collection
(Note: This criterion
can be assessed
using question 2
from the
Procedures and
Beginning
1
Records one
temperature
reading
correctly in the
Activity Book
Developing
2
Records two
temperature
reading
correctly in the
Activity Book
Accomplished
3
Score
Records all
temperature readings
correctly in the Activity
Book
29
My Pals are Here! Science Primary 5&6 Teachers Notes on Activity Books Cycles
observations
section.)
Observation (Note:
This criterion can be
assessed using
questions 3 and 4
from the
Procedures and
observations
section.)
Making inference
(Note: This criterion
can be assessed
using all three
questions from the
Questions
section.)
Sentence fluency
Many run-ons,
fragments and
awkward
phrasings
Some run-ons,
fragments and
awkward
phrasings
Knowledge on
Makes many
Makes a few
Makes no errors in
30
My Pals are Here! Science Primary 5&6 Teachers Notes on Activity Books Cycles
scientific
terminology
errors in
scientific
terminology
errors in
scientific
terminology
scientific terminology
Total
Meaning
To give explanations to
observations of objects or events
Explanation
Cycles of questionsanswers-questions
Teaching suggestion
Discuss the flow chart in the Activity Book
with the pupils.
31
My Pals are Here! Science Primary 5&6 Teachers Notes on Activity Books Cycles
Theme: Cycles
Chapter 4 Water and changes of state
Activity 4.4 What factors affect the rate of evaporation?
Approximate time frame: 2 periods
Suggested venue: Science laboratory
Please take note of the following:
Pg 22 For Materials, a pair of scissors should not be used in the activity.
Concepts
Evaporation takes place all the time and at any temperature below boiling point.
Humidity is the amount of water vapour in the air.
The rate of evaporation of water is affected by temperature, wind, area of exposed
surface and humidity.
Specific objectives
Pupils should be able to:
state the factors that affect the rate of evaporation
infer that an increase in temperature, presence of wind and an increase in area of
exposed surface speed up the rate of evaporation
Process skills
Skill/process
Meaning
Observing
Using
apparatus and
equipment
Inferring
To give explanations to
observations of objects or events
32
My Pals are Here! Science Primary 5&6 Teachers Notes on Activity Books Cycles
Material list
Material
Handkerchief
Quantity
Per group
3
Plastic plate
Table fan
Clothes peg
Plastic syringe
Per class
Teaching suggestions
Teaching
Explanation
strategy
Questioning
Cycles of questionsanswers-questions
SAIL
Remarks
Per pupil
Each group
can have two
pupils.
Teaching suggestion
Discuss the questions in the Activity Book
with the pupils.
Instruction and
assessment
Rubric
For assessing the pupils performance during cooperative-learning
Skill(s): Collaborative work skills
Criteria
Beginning
1
Contributions
Developing
2
Participates
with
occasional
prompting
A
satisfactory
group
member
who does
what is
required
Accomplished
3
Score
Participates
without prompting
Routinely provides
useful ideas
A definite leader
who contributes a
lot of effort
33
My Pals are Here! Science Primary 5&6 Teachers Notes on Activity Books Cycles
*Quality of
work
Provides work
that
occasionally
needs to be
checked or
redone by the
partner to
ensure quality
(Note: Makes
one of the
mistakes in
level 1.)
Time
management
Usually task
focused but
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
Does not
suggest or
refine solutions,
but is willing to
try out solutions
suggested by
the partner
**Problemsolving
Working with
others
Total
* Note: The teacher needs to make sure that each member has a chance to carry out the
three activities in the two experiments, 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.
2009 Marshall Cavendish International (Singapore) Pte Ltd
34
My Pals are Here! Science Primary 5&6 Teachers Notes on Activity Books Cycles
Explanation
Explanation
Cycles of questionsanswers-questions
Teaching suggestion
Pupils may refer to the Cycles
Textbook.
Teaching suggestion
Discuss the questions in the Activity Book
with the pupils.
35
My Pals are Here! Science Primary 5&6 Teachers Notes on Activity Books Cycles
Theme: Cycles
Chapter 5 The water cycle
Activity 5.1 A mini water cycle
Approximate time frame: 1 period
Suggested venue: Science laboratory
Concepts
The water cycle is the continuous movement of water around the Earth.
The water cycle is important because it:
keeps the amount of water on the Earth the same over the years
ensures a constant supply of fresh water for the survival of all living things on
the Earth
The water cycle takes place because water can change from one state to another
when it gains or loses heat.
Specific objectives
Pupils should be able to:
state that the water cycle is driven by the heat from the Sun
describe how the water cycle takes place
Process skills
Skill/process
Meaning
Observing
Using apparatus
and equipment
Analysing
Material list
Material
Quantity
Per group
Per class
Beaker
Petri dish
Hot water
200 mL
Ice cube
a beaker full
Remarks
Per pupil
The teacher can
get the pupils to
work in pairs.
36
My Pals are Here! Science Primary 5&6 Teachers Notes on Activity Books Cycles
Teaching suggestions
Teaching strategy
Explanation
Teaching suggestion
Questioning
Cycles of questionsanswers-questions
SAIL
Instruction and
assessment
Rubric
For assessing the pupils ability to give clear explanations
Skill(s): Observing and Inferring
Criteria
Beginning
1
Developing
2
Accomplished
3
Observation
(Note: This
criterion can
be assessed
using question
1 from the
Observation
section.)
Gives one
but not all the
observations
in level 3
Making
inference
(Note: This
criterion can
be assessed
using question
2 from the
Observation
section.)
Draws one
but not all the
conclusions
in level 3
Sentence
fluency
Many runons,
fragments
and awkward
phrasings
Some runons,
fragments and
awkward
phrasings
Knowledge on
scientific
terminology
Makes many
errors in
scientific
terminology
Makes a few
errors in
scientific
terminology
Score
Total
37
My Pals are Here! Science Primary 5&6 Teachers Notes on Activity Books Cycles
Theme: Cycles
Chapter 6 Water A precious resource
Activity 6.1 Water pollution
Approximate time frame: 1.5 periods
Suggested venue: Science laboratory
Concepts
Pollution is the process whereby various harmful substances are added to the
environment by human and natural activities.
Water pollution occurs when waste materials from agricultural, industrial and
domestic sources are discharged into rivers, lakes and seas.
Specific objective
Pupils should be able to:
describe the effects of detergent and oil on water plants
Process skills
Skill/process
Meaning
Observing
Using apparatus
and equipment
By subjecting duckweed/hydrilla to
different treatments
Communicating
Predicting
38
My Pals are Here! Science Primary 5&6 Teachers Notes on Activity Books Cycles
Material list
Material
Quantity
Per group
5
Pond water
500 mL
Liquid detergent
a tablespoon
Cooking oil
a tablespoon
Duckweed/Hydrilla
30 / 3 stalks
Measuring cylinder
Forceps
a pair
Per class
Teaching suggestions
Teaching strategy
Explanation
Remarks
Per pupil
The teacher can
get the pupils to
work in pairs.
(Note: There is
an additional 200
mL of pond water
and two extra
beakers listed.
They are
required to
assess the
pupils problemsolving skills.)
Teaching suggestion
Questioning
Cycles of questionsanswers-questions
SAIL
Instruction and
assessment
Rubric
For assessing the pupils problem-solving skills
Skill(s): Problem-solving skills
Criteria
*Generating
possibilities
Beginning
1
Does not look for
another possible
pollutant for this
experiment, but is
willing to try out
the suggestion
given by the
teacher
Developing
2
Actively looks
for another
possible
pollutant for this
experiment, but
is unsuccessful
Is willing to try
out the
suggestion
given by the
teacher
Accomplished
3
Score
Manages to
find one
possible
pollutant for
this experiment
Carries out this
part of the
experiment
without any
help from the
teacher
39
My Pals are Here! Science Primary 5&6 Teachers Notes on Activity Books Cycles
Investigation
Begins to collect
simple data or
information during
the investigation
with guidance
provided by the
teacher (Note: The
teacher needs to
hand-hold the pupil
throughout the
investigation.)
Begins to collect
data and information
during the
investigation 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
the investigation
without any
guidance provided
by the teacher
**Communication
Little scientific
language is used
to describe
observations even
with prompting
Needs frequent
reminders to stay
on task
More scientific
language is used to
describe
observations with
prompting
Is on task most of
the time
Scientific language
and vocabulary is
used consistently
without prompting
Time
management
Total
* Note: The teacher can get the pupils to make use of a substance available in their bags and
each pupil can set up another beaker of pond water containing another type of pollutant. The
substance can be glue, ink, correction fluid or watercolour paint.
*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, What is the effect of pollution on our water sources?
Reinforcement (page 34)
Teaching strategy
Questioning
Explanation
Cycles of questions-answersquestions
Teaching suggestion
Discuss the flowchart with the
pupils.
40
My Pals are Here! Science Primary 5&6 Teachers Notes on Activity Books Cycles
Theme: Cycles
Chapter 6 Water A precious resource
Activity 6.2 What should I do?
Approximate time frame: 1.5 periods
Suggested venue: Classroom
Concepts
Conservation of water is the practice of using water carefully so that it can last for a
longer time.
We can conserve water by reducing, reusing and recycling.
Specific objective
Pupils should be able to:
describe the different methods through which water can be conserved at home
Process skills
Skill/process
Meaning
Generating
possibilities
Evaluating
Analysing
Teaching suggestions
Teaching strategy
Explanation
Teaching suggestion
Questioning
Cycles of questionsanswers-questions
SAIL
Instruction and
assessment
41
My Pals are Here! Science Primary 5&6 Teachers Notes on Activity Books Cycles
Rubric
For assessing the pupils problem-solving skills
Skill(s): Problem-solving skills
Criteria
Beginning
1
Developing
2
Accomplished
3
Generating
possibilities
Actively suggests
and refines
solutions
Analysing
*Communication
Little scientific
language is used
to describe
observations even
with prompting
Needs frequent
reminders to stay
on task
More scientific
language is used to
describe
observations with
prompting
Is on task most of the
time
Scientific language
and vocabulary is
used consistently
without prompting
Time
management
Score
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, Why is it important to conserve water?
Extension (page 37)
Skill/process
Meaning
42
Analysing
My Pals are Here! Science Primary 5&6 Teachers Notes on Activity Books Cycles
Theme: Cycles
Chapter 6 Water A precious resource
Activity 6.3 Helpful tables
Approximate time frame: 1 period
Suggested venue: Classroom
Concept
Information recorded in a table is called data.
Specific objective
Pupils should be able to:
interpret data and represent it in a table
Process skill
Skill/process
Analysing
Meaning
Teaching suggestions
Teaching strategy
Explanation
Teaching suggestion
Questioning
Cycles of questionsanswers-questions
SAIL
Instruction and
assessment
Rubric
For assessing the pupils ability in the interpretation of data
Skill(s): Analysing
Processing
data
Beginning
1
Developing
2
Meets at
least one
but not all
the criteria
in level 3
Meets at
least two
but not all
the criteria
in level 3
Accomplished
3
Score
43
My Pals are Here! Science Primary 5&6 Teachers Notes on Activity Books Cycles
Drawing
conclusions
Meets at
least one
but not all
the criteria
in level 3
Meets at
least two
but not all
the criteria
in level 3
Total
Note: All the criteria can be assessed using the questions from the Procedure and
observations section in the Activity Book.
Extension (page 3940)
Process skill(s)
Communicating,
analysing
Description
Comments
44
My Pals are Here! Science Primary 5&6 Teachers Notes on Activity Books Cycles
Theme: Cycles
Revision Exercise Cycles
Approximate time frame: 1 period
Suggested venue: Classroom
Section A: Multiple-choice questions
Question Content
Main topic(s)
domain
Process
skill(s)
Physical
Science
Chapter 5 The
water cycle
Inferring
Life
Science
Chapter 6 Water
A precious
resource
Evaluating
Physical
Science
Chapter 6 Water
A precious
resource
Inferring
Life
Science
Chapter 3
Reproduction in
humans
Inferring
Life
Science
Chapter 3
Reproduction in
humans
Analysing
Life
Science
Chapter 2
Reproduction in
flowering plants
Inferring
Physical
Science
Chapter 4 Water
and changes of
state
Analysing
45
My Pals are Here! Science Primary 5&6 Teachers Notes on Activity Books Cycles
Process
skill(s)
Life
Science
Chapter 3
Reproduction in
humans
Analysing
Life
Science
Chapter 6 Water
A precious
resource
Inferring
Analysing
10
Physical
Science
Chapter 5 The
water cycle
Inferring
11
Life
Science
Chapter 2
Reproduction in
flowering plants
Analysing
12
Physical
Science
Chapter 4 Water
and changes of
state
Analysing
13
Physical
Science
Chapter 6 Water
A precious
resource
Inferring
Analysing
46