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MC Science Sampler Flipbook PDF
MC Science Sampler
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Marshall Cavendish
Cambridge Primary
Ah pa igh-qu c ality Ca kage and c th mb omplete instructional ridg at prov ides su e Pr pport for the imar y Scien ce Curriculum Framework
C In amb End te rid o r rn at ge sed io As b na se y l E ss du m ca en tio t n
e dg s i r mb age a C t For ry S a Prim
1 to
6
Support High Quality Teaching and Learning
What’s in Our Package?
This package is based on the guided constructivist-inquiry approach and uses spiral progression to build a strong foundation.
Pupil’s Book
Activity Book
Stages 1 – 6
Stages 1 – 6
Author: Ho Peck Leng
Author: Ho Peck Leng
Consultant: L Fairclough
Consultant: L Fairclough
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Activity Book 2
Activity Book 1
Pupil’s Book
Marshall Cavendish
Cambridge Primary
Activity Book
Cambridge Primary
Activity Book
Author: Ho Peck Leng
Author: Ho Peck Leng
Consultant: L Fairclough
Consultant: L Fairclough
MC Science_AB_Stage 1_Cover & Ack.indd 3
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Teacher’s Guide
2
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Marshall Cavendish
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Activity Book
3
Author: Ho Peck Leng
Consultant: L Fairclough
MC Science_PB_Stage 3_Cover.indd 3
Consultant: L Fairclough
MC Science_PB_Stage 4_Cover.indd 3
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Marshall Cavendish
Consultant: L Fairclough
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Teacher’s Guide Marshall Cavendish
Author: Ho Peck Leng
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MC Science_AB_Stage 5_Cover.indd 3
5
7/6/19 9:36 AM
Cambridge Primary
20 17 M
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Activity Book
Author: Ho Peck Leng
3
Cambridge Primary
Teacher’s Guide
Digital Resources • Schemes of Work (editable) • Lesson Plans (editable) • Revision Worksheets (editable) • Chapter Openers • Activity Book with suggested answers • Overview of Resources for Scientific Enquiry Learning Objectives
7/6/19 9:31 AM
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Marshall Cavendish
Cambridge Primary
Activity Book
Consultant: L Fairclough MC Science_PB_Stage 5_Cover.indd 3
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Consultant: L Fairclough
MC Science_AB_Stage 4_Cover.indd 3
Cambridge Primary
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Teacher’s Guide 5
Author: Ho Peck Leng
Consultant: L Fairclough
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Activity Book
Activity Book 6
Pupil’s Book
Author: Ho Peck Leng
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Cambridge Primary
Activity Book 5
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Pupil’s Book 5
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Marshall Cavendish Cambridge Primary
Marshall Cavendish Cambridge Primary
Marshall Cavendish
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Teacher’s Guide 3
Author: Ho Peck Leng
Consultant: L Fairclough
7/6/19 9:27 AM
Marshall Cavendish Cambridge Primary
Pupil’s Book
Activity Book 4
Author: Ho Peck Leng
Marshall Cavendish
Cambridge Primary
Consultant: L Fairclough
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Activity Book 3
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Pupil’s Book
Marshall Cavendish
Cambridge Primary
Author: Ho Peck Leng
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Marshall Cavendish Cambridge Primary
Marshall Cavendish Cambridge Primary
Marshall Cavendish Cambridge Primary
Marshall Cavendish Cambridge Primary
Marshall Cavendish
Cambridge Primary
Cambridge Primary
Teacher’s Guide Teacher’s Guide
Digital Resources • Schemes of Work (editable) • Lesson Plans (editable) • Revision Worksheets (editable) • Chapter Openers • Activity Book with suggested answers • Overview of Resources for Scientific Enquiry Learning Objectives
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Marshall Cavendish
Cambridge Primary
Teacher’s Guide 1
Marshall Cavendish
Cambridge Primary
Pupil’s Book 2
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Marshall Cavendish Cambridge Primary
Marshall Cavendish
Cambridge Primary
Marshall Cavendish Cambridge Primary
Marshall Cavendish Cambridge Primary
Marshall Cavendish Cambridge Primary
Marshall Cavendish Cambridge Primary
Marshall Cavendish
Marshall Cavendish
Teacher’s Guide Marshall Cavendish
Cambridge Primary
Teacher’s Guide
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Digital Resources • Schemes of Work (editable) • Lesson Plans (editable) • Revision Worksheets (editable) • Chapter Openers • Activity Book with suggested answers • Overview of Resources for Scientific Enquiry Learning Objectives
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Teacher’s Guide with digital resources Stages 1 – 6
Cambridge Primary
Teacher’s Guide 2
Teacher’s Guide Marshall Cavendish
Cambridge Primary
Teacher’s Guide Teacher’s Guide
Author: Ho Peck Leng
2
Digital Resources Consultant: L Fairclough • Schemes of Work (editable) • Lesson Plans (editable) • Revision Worksheets (editable) • Chapter Openers MC Science_TG_Stage 2_Cover.indd 3 • Activity Book with suggested answers • Overview of Resources for Scientific Enquiry Learning Objectives
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Marshall Cavendish Cambridge Primary
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Cambridge Primary 7/6/19 10:04 AM
Teacher’s Guide 4
Teacher’s Guide Marshall Cavendish
Cambridge Primary
Teacher’s Guide
4
Author: Ho Peck Leng Digital Resources • Schemes of Work Consultant: L Fairclough (editable) • Lesson Plans (editable) • Revision Worksheets (editable) • Chapter Openers MC Science_TG_Stage 4_Cover.indd 3 • Activity Book with suggested answers • Overview of Resources for Scientific Enquiry Learning Objectives
©
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Cambridge Primary
• • • • •
Schemes of Work (editable) Lesson Plans (editable) Revision Worksheets (editable) Chapter Openers Activity book with suggested answers • Overview of Resources for Scientific Enquiry Learning Objectives (Resources also available at www.mc-science.com)
dee ills and scientific sk
Well-designed to engage
and captivate pupils
Enhance Teacher Effectiveness to s’
Marshall Cavendish Cambridge Primary
ons
Marshall Cavendish
Cambridge Primary 18/4/19 3:26 PM
Teacher’s Guide 6
Teacher’s Guide Marshall Cavendish
Cambridge Primary
Teacher’s Guide
Author: Ho Peck Leng
6
Digital Resources Consultant: L Fairclough • Schemes of Work (editable) • Lesson Plans (editable) • Revision Worksheets (editable) • Chapter Openers MC Science_TG_Stage 6_Cover.indd 3 • Activity Book with suggested answers • Overview of Resources for Scientific Enquiry Learning Objectives
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Marshall Cavendish
Digital Resources in CD-Rom:
Marshall Cavendish Cambridge Primary
Marshall Cavendish
Why choose
Master Concepts and Reinforce Learning Constant reinforcement of learning will lead to deeper understanding. Pupils can review and assess what they have learnt through ample formative assessment opportunities.
What You Have L
Key learning points are consolidated at the end of each section in What You Have Learnt with concise notes for pupils to review before they move on to the next part.
earnt
ent functions. nts carry out differ la f p o rts pa e Th • od for plants. • Leaves make fo oduce. wering plants repr • Flowers help flo bsorb water ound. They also a gr e th to ly rm fi ts • Roots hold plan soil. eral salts from the and dissolved min e roots to the ineral salts from th m nd a er at w rt p so that they • Stems transpo hold the leaves u lso s a em St s. nt la other parts of p can get sunlight. stems and d healthy leaves, ee s n nt la l, p el w • To live and grow her. roots to work toget
Pupil’s Book, Stage 3
Pupil’s Book, Stage 3
Tic se
Exercise ble. 1 Complete the ta
Pupils can self-assessPlant part how much they have learnt at designated milestones in each chapter with Exercise.
I
Exercise
Function
i s
1 A fly and an owl are both animals.
he plant. It makes food for t om nd mineral salts fr It takes in water a the soil. and mineral salts It transports water . nt la e rest of the p from the roots to th produce. It helps the plant re Fly
r d
i
Owl
(a) Which group does each animal belong to? (b) Describe three ways in which they are similar. (c) Describe three ways in which they are different.
2 Look at the body coverings of these animals. 96
Chapter 4
21/1/17 9:07 PM
dd 96
(S)CIE_PB3_04.in
Animal X
Animal Y
Animal Z
(a) Identify the body coverings of animals X, Y and Z. (b) Which group does each animal belong to?
2
14
MC Science_Activity B
Let’s Review, page 12 Reflection, page 13
1 Teachers can check for pupils’ understanding with Worksheets and encourage recall of concepts learnt with concept maps in Let’s Review to facilitate assessment for learning.
Light and Dark
Worksheet
1
Light Sources in School Aim: To identify light sources in different parts of the school Skills: Observing, identifying, communicating
1 Look around your school. 2 N ame one light source in each of these parts of your school.
Reflection
(a)
ck (✔) to show how well you have learnt. Revise the Pupil’s Book ection(s) that you do not know well.
I have learnt to
Yes
Not sure
Pupil’s Book section(s)
No
identify different sources of light such as the Sun
A
recognise that there is total darkness when there is no light
B
identify shadows
C
Classroom
Light source:
Light and Dark
Let’s Review
MC Science_Activity Book_Stage 2_C01.indd 1
Fill in the blanks. Use th blocked shadows
1 18/12/18 4:50 PM
e helping words.
darkness shapes
eyes sources
fire stars
lamps sizes
Lig ht from
when
light such as
Chapter 1
Book_Stage 2_C01.indd 14
Activity Book, Stage 2
• the Sun •
is by
things forms 18/12/18 4:50 PM
dark areas called
3
• •
not present in total
which can have
Develop Effective Habits of Learning Through highly engaging activities that promote active learning, pupils will learn to become confident, innovative, responsible, reflective and engaged.
Try This STEP 1 Your teacher will give you a few bags. Each bag has a different thing in it.
Opportunities for hands-on learning in Try This allow pupils to become active learners, practise collaboration and develop thinking skills.
STEP 2
Put your hand into a bag.
Feel the thing inside. Can you say how it feels to touch? Try to guess what it is. STEP 3
Teacher’s Guide, Stage 1 STEP 4
s
Teaching idea 11.
STEP 5
Tr y This
Take the thing out of the bag.
Material(s) ue bags • 5 small opaq
all object
a sm each wi Look atth the thing. Did you guess it correctly? rble, ch as glass ma (su bble, coin stationery, pe class and key) per
’s Try This (Pupil the activity in Let pupils do ). Book p. 12 (such as glass small objects Skill(s) • Choose five coin and le, bb pe ry, ne • Observing marble, statio aque bags. ting op all sm ve fi • Communica key) to put in sharp, • Verifying jects are not ob se the re • Make su 12 Chapter 1 e. brittle or fragil ss so that around the cla gs ba the ss • Pa feel the s a chance to each pupil ha (S)CIE_PB1_C1.indd 12 . gs ba objects in the objects using to guess the • Ask pupils uch. to of e ns se their bags after all jects out of the • Take the ob m. the t fel ve the pupils ha have guessed whether they ir sense of • Ask pupils ctly using the rre co ts jec the ob h. touc e es did you us h of the sens • Ask: Whic guesses are ur yo r he et Try This has a to check wh sight) ags. Each bag wer: Sense of ive you a few b correct? (Ans ur teacher will g
Essential process skills practised during the lesson are highlighted to teachers in Skill(s).
STEP 1 Yo in it. different thing
(Answers: STEP 3
s.
Answer varie
s.) Answer varie , ills: Observing Sk ; ng rni lea (Active verifying) g, tin ica un comm STEP 5
STEP 2
into a bag.
Put your hand
2/14/17 9:41 AM
What is the se
nse of smell?
ur sense o ose gives us o
Our n
f smell.
or bad
ing smells good
hether someth
We can smell w
Rubbish
o
to touch? Try t
how it feels . Can you say
ide
thing ins STEP 3 Feel the . guess what it is
Pupil’s Book, Stage 1
Pizza
4 e
Chocolate cak
Shampoo
Extend Learning Beyond the Syllabus Pupils explore and discover expansive application of scientific concepts in various real-life examples, which is an effective way to stimulate their curiosity for science. Learning is meaningful with concepts applied in real-life contexts and misconceptions highlighted in Going Further. The feature covers information beyond the syllabus to pique pupils’ curiosity.
Skill(s)
Additional support
• Inferring • Communicating • Identifying
Common misconception(s)
• The small balloon is inflated by blowing into it instead of pulling down the big balloon in Try This (Pupil’s Book pp. 10–11).
Going Further Some rocks contain fossils. Fossils are the remains of living things that died a very long time ago.
Teaching ideas
For learners needing more support: • Help pupils make the model of a lung. Alternatively, make the model to demonstrate steps 6 and 7 in Try This (Pupil’s Book pp. 10–11). For advanced learners: • Get pupils to read up on one disease that affects the lungs or respiratory system. Have them find out its cause(s), symptoms and treatment(s). Ask them to share their findings with the class.
(Answers: STEP
6 The ‘lung’ inflates or fills with air. It is ‘inhaling’.
7 The ‘lung’ deflates or lets out air. It is ‘exhaling’.) (Using a model, active learning; Skills: Predicting, observing, analysing, comparing, communicating) STEP
9. Discuss with pupils what happens when any part of our respiratory system fails. Lead them to conclude that our respiratory system may not function properly if any part of it is damaged or does not work properly. 10. Summarise this section using What You Scientists Have Learnt (Pupil’s Book p. 11). 11.
studying dinosaur fossils
Exercise From these rocks, we can learn more about the living things that lived in
Wrap up by going through the questions in Exercise the past. This is how scientists found out about dinosaurs! (Pupil’s Book p. 11). (Answers: STEP 6 Pull the big balloon by the knot. What happens to the ‘lung’? Is it ‘inhaling’ or ‘exhaling’?
gs ungs have many air and blood vessels for xchange of gases. d in the blood vessels rbs oxygen from the e breathe in. Carbon de is removed from the d.
1 (a) Windpipe/Trachea
STEP 7 Let go of the big balloon. What happens to the ‘lung’ now? Is it ‘inhaling’ or ‘exhaling’?
(b) 24 Nose Chapter 2 (c) Lung
Pulling the big balloon
2, page 4
2 The air we breathe in has more oxygen (S)CIE_Science_PB2_C2.indd 24 than the air we breathe out. This is because our body uses up oxygen to release energy from food.) (Formative assessment, reinforcement; Skills: Inferring, communicating, identifying)
Letting go of the big balloon
What You Have Learnt
12. Carry out the Additional activity if time permits.
• Our respiratory system is made up of organs and parts such as the nose, windpipe or trachea, and lungs. It enables us to breathe or exchange gases with the surroundings.
Additional activity
• Our lungs are organs that allow oxygen from the air we breathe in to be absorbed into the blood. They also allow carbon dioxide to be removed from the blood.
•
small balloon
Exercise
cut bottom of a plastic bottle
Let pupils collect leaflets from clinics, hospitals or health education centres on lung diseases or diseases caused by smoking. Have them share the information in the leaflets with the class.
1 Identify these organs or parts of the respiratory system.
knot
(a) The main air tube through which air flows
(b) The organ through which air enters or leaves the body
(c) The organ in which oxygen is absorbed into the blood and carbon dioxide is removed from the blood
rubber band
Material(s): Leaflets on lung diseases or diseases caused by smoking per pupil (optional)
Pupil’s Book , Stage 2
21/1/17 5:48 pm
More ideas for pupils’ enrichment are shared in Additional activity, which also provides opportunities for teachers to extend their lessons, if time permits.
2 Does the air we breathe in have more, less or the same amount of oxygen than
big balloon
the air we breathe out? Explain why.
Human Organs and Organ Systems
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Human Organs and Organ Systems
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Teacher’s Guide, Stage 6
5
Spark Interest in Science Colourful illustrations and mascots make science concepts less intimidating and more fun. When pupils are engaged in learning the content, they ignite their intellectual curiosity about science.
New concepts are introduced in chapter openers using rich visuals and text.
Meet Aishah and Lily. They are just like you and me. They see with their eyes, The bright blue sky. They hear with their ears, The birds chirping loud and clear.
1 (S)CIE_PB1_C1.indd 2
6
They smell with their noses, The sweet scent of roses. They touch with their skin, The cold can drinks. They taste with their tongues, The yummy food made by their mums.
Ourselves 2/14/17 9:40 AM
In this chapter, you will learn to
• recognise and name the different parts of the body • investigate how senses help humans and animals to be aware of the world around them • recognise how humans are similar to and different from one another
(S)CIE_PB1_C1.indd 3
Pupil’s Book, Stage 2/14/17 9:41 AM1
7
Mascots (Owen, Lily, Aishah, Tom and Raj) are there to help guide the pupils and make learning more fun!
About This Book
is specially written to help you learn science, and
use the knowledge and skills to find out more about the world around you. Learning science can be fun and enjoyable. This is especially when you have friends to help you along the way. Meet Raj, Lily, Owen, Tom and Aishah.
We are your friends. We are here to help you learn science.
Look out for us as you use this book! Owen
Tom
Raj
Aishah
Lily
v
8
(S)CIE_PB4_Prelims.indd 5
4/13/17 3:26 PM4 Pupil’s Book, Stage
Make Learning Science Relevant and Applicable to Everyday Life Pupils can focus on learning scientific concepts and their application, without having to understand contexts that may be foreign to them. Age-appropriate language is used to ensure that pupils can grasp the concepts easier and faster.
The seeds of the rubber tree are dispersed by explosion of the fruit.
The seeds of the balsam plant are dispersed by explosion of the fruit.
Try This
References are made to native plants (eg: rubber tree, kapok tree & balsam plant).
Observe the fruit and seeds of the kapok tree. fruit pod
Fruit hanging from a kapok tree seeds Kapok fruit
How do you think kapok seeds are dispersed? Discuss in pairs. Worksheet 6, pages 48–49 Worksheet 7, pages 50–51
Pupil’s Book, Stage 1 79
Reproduction in Flowering Plants
(S)CIE_Science_PB5_C3.indd 79
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9
References are made to local vegetables.
Going Further The vegetables we eat are different parts of plants. leaf
flower
Lettuce
Broccoli
root fruit Carrot
French beans
leaf
stem
stem Potato
Spinach
Pupil’s Book, Stage 1
What You Have Learnt • Plants have leaves, stems and roots.
Pupil’s Book, Stage 5
• Some plants also have flowers and fruit.
58
Chapter 3
(S)CIE_PB1_C3.indd 58
rther Going Fu
Which of
tions. nt celebra
differe
ights for
use l he world t d n u ro People a u take part in? yo these do
2/14/17 10:01 AM
References are made to local festivals.
a Puasa
Hari Ray
li
Deepava
10
Pupil’s Book, Stage 2
al
mn Festiv
Mid-Autu
Save Lesson Preparation Time and Reduce Teachers’ Workload There is ample support and resources for teachers, so that they can focus on refining their lessons and less on preparing them. 56
CIE_Sci_TG1_03.indd 56
Chapter 3
3
Growing Plants
Scheme of Work tely 40 minutes.)
Suggested time frame: 15 periods (1 period is approxima
Teaching and Learning Sequence Introduction
No. of Periods
Framework Code(s) and Learning Objective(s)*
Learning Outcome(s)
5
• 1Bp4: Name the major parts of a plant, looking at real plants and models.
• Name the different parts of a plant.
A. What Are the Different Parts of a Plant?
• 1Bp6: Explore how seeds grow into flowering plants.
• • • • • •
leaves stems roots flowers fruit trunk
• 1 sketchpad per pupil • 2 different kinds of leaves per pupil
Flowering Plants
• Pupil’s Book, pp. 61–66 • Investigate how seeds grow • seeds • Activity Book, WS 3–4, pp. 37–43 plants • young Scheme of Work into plants. • Teacher’s Guide, pp. 67–72 • seedlings plants adult • Suggested time frame: 13 periods (1 period is approximately 40 minutes.) • Different kinds of seeds (such as seeds, ladies’ fingers seeds Teaching and No. ofpumpkin Framework Code(s) and Learning Outcome(s) and red beans) per pupil
Learning Sequence
14/2/17 2:55 PM
*As reflected in the Cambridge Primary Science curriculum
• Pupil’s Book, pp. 52–60 • Activity Book, WS 1–2, pp. 32–36 • Teacher’s Guide, pp. 58–66
Optional • 1 real plant per class • 1 magnifying glass per pupil • Leaf specimens per pupil • 1 scrapbook per pupil • 1 bottle of glue per pupil • Small flowers per pupil • Pieces of cardboard per pupil • Sheets of paper per pupil
4
Chapter 4
5
92
CIE_Sci_TG3_04.indd 92
B. How Do Seeds Grow into Plants?
Resources and Material(s)
Vocabulary
Periods
Learning Objective(s)*
5
• 3Bp1: Know that plants have roots, leaves, stems and flowers. • 3Bp3: Know that water is taken in through the roots and transported through the stem. • 3Bp4: Know that plants need healthy roots, leaves and stems to grow well.
Introduction
framework
A. What Are the Parts of a Plant?
54 Chapter 3
_03.indd 54
CIE_Sci_TG5
3
• Pupil’s Book, pp. 84–97 • Activity Book, WS 1–3, pp. 46–49 • Teacher’s Guide, pp. 94–107
• plants • leaves • flowering plants • flowers • roots • stems • healthy • grow • unhealthy
• Different types of leaves or pictures of them per group • 1 set of coloured markers per group • 1 bottle of glue or 1 roll of sticky tape per group • 1 sheet of cardboard per group • 1 bottle of food colouring per group • 1 dropper per group • 1 medium-sized glass or plastic container per group • Water • 1 white flower per group
*As reflected in the Cambridge Primary Science curriculum framework
Reproduction in
Suggested tim
e frame: 20
Teaching and Learning Sequ en Introduction
Flowering Pla nts
riod is appro
4
A. Why Do Pla nts Produce Flowe rs?
*As reflected
periods (1 pe
No. of Periods
ce
4/21/17 10:4 4 PM
Teacher’s Guide, Stages 1, 3 & 5
Resources and Material(s)
Scheme of W ork 2/15/17 2:21 PM
Topics are introduced and built upon concepts that are taught and mastered previously, with a chapter-by-chapter overview shown in the Scheme of Work for teachers.
• Recognise that plants have parts such as leaves, flowers, stems and roots. • Recognise that roots take in water and stems transport water. • Recognise that the leaves, stems and roots of plants need to be healthy in order for plants to grow well.
Vocabulary
in the Cambrid
ximately 40 mi
Framework Co de(s) and Learning Ob jective(s)*
• 5Bp2: Know that plants reproduce. • 5Bp6: Obser ve that plants produce flowers which have ma le and female organs ; seeds are formed when pollen from the male organ fer the ovum (fema tilises • 5Bp7: Recog le). nise that flowering pla nts have a life cycle inc luding pollination, fer tilis seed productio ation, n, seed dispersa l and germination.
ge Primary Sci
ence curriculum
framework
nutes.)
Learning Ou
tcome(s)
Vocabulary
• Recognise that plants reproduce. • flowering • Recognise plants that flowering plants produce • reproduce flowers with male and fem • flowers ale parts. • Recognise • male the processes of pollination • stamen , fertilisation, seed productio • petals n, seed dispersal and • anther germination involved in the • pollen grains rep of flowering pla roduction • filament nts. • female • pistil • stigma • style • ovary • ovule • egg • ovum
Resources an
d Material(s)
• Pupil’s Book , pp. 48–56 • Activity Bo ok, • Teacher’s Gu WS 1–2, pp. 34–38 ide, pp. 60–68 • Different kin ds of flowers pe • 3 kinds of flowers per gro r class up • 1 magnifyi ng glass per group • Different kin ds of flowers, each male and fem ale parts within with the the same flower, per cla ss • 1 magnifyi ng glass per class • 1 flower wit h large petals, and male and female pa rts (such as lily , hibiscus and peacock flowers) per gro up
11
Suggested answers to Exercise questions in the Pupil’s Book are provided to help teachers conduct formative assessments.
D
What Is Beyond the Solar System?
Teachers can address concepts that commonly confuse pupils through information provided in Common misconception(s).
Number of periods: 6
Teaching ideas 1. Begin by showing pupils the picture of the children looking at the sky on Pupil’s Book p. 140. Ask: Have you ever wondered what is beyond the Solar System? (Answer: Answer varies.) (Trigger question) 2. Explain the terms ‘universe’, ‘galaxy’ and ‘Milky Way’.
Learning outcome(s)
• Research the life and discoveries of scientists who explored the Solar System and stars.
Skill(s)
• Inferring • Communicating
3. Show pupils the picture on Pupil’s Book p. 140 to help pupils develop the sense of wonder and awe that the universe is very large and human beings are very tiny in comparison.
Common misconception(s)
• The Earth is the centre of the universe. • Stars appear in the same position in the sky every night.
Key scientific terms that pupils need to learn are shown in Vocabulary.
Vocabulary • • • • •
galaxy Milky Way discoveries space race space probes
• Note: The universe is all of space and everything in it. 4. Ask: Do you think there might be planets that can support life just like the Earth? (Answer: Answer varies.) (Skills: Inferring, communicating)
Easy-to-follow, detailed lesson ideas and suggestions are provided in Teaching ideas.
D
What Is Beyond the Solar System?
Have you ever wondered what is beyond the Solar System?
Scientists who explored the Solar System and stars
Many scientists have explored the Solar System and stars over the years. Although they could not reach these faraway places, they could explore them with the help of science and mathematics, and tools such as telescopes. Here are a few of them.
Milky Way
The Sun is the nearest star to us. Beyond the Solar System, there are billions more stars in the universe. Stars gather in large groups called galaxies.
About 85–165 Claudius Ptolemy developed a model to predict the movements of the Sun, Moon, planets and stars based on the Earth-centred model of the universe.
A galaxy is a collection of star systems, such as the Solar System, gas and dust. The Solar System belongs to a galaxy called the Milky Way. Beyond the Milky Way, there are many more galaxies and stars. There are many stars with their planets and moons beyond the Solar System. Do you think there might be planets that can support life just like the Earth?
1048–1131 Omar Khayyam calculated accurately the number of days in a year.
Andromeda is a galaxy that can be spotted from the Earth.
Humans are really tiny compared to the universe!
Indeed, we are!
For quick referencing during lesson planning, teaching ideas and the relevant page from the Pupil’s Book are placed on the same page in a wraparound format.
1473–1543 Nicolaus Copernicus developed the Sun-centred model of the Solar System where the planets move around the Sun in circular orbits.
I wonder if there are other living things out there?
1564–1642 Galileo Galilei designed and made his own telescopes. He observed sunspots on the Sun, craters and mountains on the Moon, four of Jupiter’s moons, Saturn’s rings, and the phases of Venus, among others.
1571–1630 Johannes Kepler developed three laws regarding the orbits of planets. One of them states that the planets’ orbits around the Sun are oval and not circular.
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The Earth and Beyond
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Cater to Different Learning Needs Teachers can increase their effectiveness in meeting the learning needs of pupils with varying abilities through the differentiated instructions provided. This ensures that learners who need more support and advanced learners are both engaged in class.
Teaching ideas 11. Summarise this section using What You Have Learnt (Pupil’s Book p. 8). 12.
Exercise
Skill(s) • • • •
Teachers are provided with lesson differentiation suggestions in Additional support.
Additional support
Classifying Identifying Inferring Communicating
For learners needing more support: • Ask pupils what the functions of the road transport and waste disposal system are, then lead them to the answers for question 2 in Exercise (Pupil’s Book p. 8).
Wrap up by going through the questions in Exercise (Pupil’s Book p. 8). (Answers: 1 Respiratory system: lungs, nose Blood circulatory system: heart Digestive system: gullet, small intestine, large intestine, liver, stomach Excretory system: bladder, kidneys Nervous system: brain
For advanced learners: • Get pupils to find out the other organ systems besides the ones they have learnt.
2 (a) Blood circulatory system (b) Excretory system) (Formative assessment, reinforcement; Skills: Classifying, identifying, inferring, communicating)
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What You Have Learnt • Organs are parts of the human body which carry out one or more important functions. Examples of major organs are the heart, lungs, brain, kidneys, stomach, and small and large intestines.
What Does Our Respiratory System Do?
Raj runs as quickly as he can and after a while, he feels like his lungs are about to burst. Why does he feel this way?
• An organ system is made up of different organs and parts working together to perform one or more important functions. Examples of organ systems are the respiratory system, blood circulatory system, digestive system, excretory system and nervous system.
Exercise 1 Which organ systems do these organs belong to? Classify them in the table. bladder kidneys
Respiratory system
brain liver
gullet lungs
Blood circulatory system
heart nose
small intestine stomach
Digestive system
large intestine
Excretory system
Nervous system
2 (a) Vehicles and roads form a road transport system. Which human organ system functions in a way similar to a road transport system?
Our respiratory system is made up of organs and parts such as the nose, lungs and windpipe. These parts enable us to breathe. Raj breathes heavily when he runs. This is because his lungs need to quickly take in fresh air from the surroundings and let out stale air. We breathe in or inhale fresh air that is rich in oxygen but poor in carbon dioxide. Our body needs oxygen to release energy from food. The energy enables us to run or do other things. We breathe out or exhale stale air that is rich in carbon dioxide but poor in oxygen. Our body produces carbon dioxide as a waste product which is given out to the surroundings when we breathe out.
Road transport system
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(b) A waste disposal system gathers waste from different areas and removes it. This system makes sure that waste does not build up in those areas. Which organ system functions in a way similar to a waste disposal system?
Chapter 1
Human Organs and Organ Systems
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Schemes of Work* Learning Outcome(s) in the Chapter
Chapter 1 Ourselves • Recognise and name the different parts of the body.
B. What Are Senses?
• Investigate how senses help humans and animals to be aware of the world around them. • Recognise how humans are similar to and different from one another.
Chapter 2 Living and Growing A. What Are Living and Non-living Things?
• Recognise that animals and plants are living things.
B. Where Do Animals and Plants Live?
• Recognise that there are living things and non-living things.
C. Do Animals Need Food?
• Investigate where different animals and plants live.
D. Can Animals Have Young? Can They Grow?
• Recognise the need for water and the right amount and types of food. • Recognise that humans and other animals have young which grow into adults.
A. What Are Light Sources? B. What Is Darkness? C. How Are Shadows Formed?
A. What Are the Different Parts of a Plant?
• Name the different parts of a plant.
B. How Do Seeds Grow into Plants?
• Investigate how seeds grow into plants. • Recognise that plants need light and water to grow.
Chapter 4 What Is It Made Of? A. What Are Materials? B. What Properties Do Materials Have? C. In What Ways Can We Classify Things?
• Identify the properties of materials. • Sort things into groups based on the properties of their materials.
Chapter 5 Pushes and Pulls A. In What Ways Do Things Move? B. What Is a Push or a Pull? C. What Can Pushes and Pulls Do?
• Investigate the movement of living and non-living things. • Recognise that pushes and pulls are forces. • Recognise that forces can make things start or stop moving, move faster or slower, and change direction.
Chapter 6 Making Sounds A. What Are Some Sounds Around Us? B. Why Do We Hear Sounds?
• Recognise that there is total darkness when there is no light.
Chapter 2 Rocks and Other Materials A. What Are Rocks?
• Recognise some types of rocks.
B. What Is Soil?
• Recognise what soil is.
C. What Are the Uses of Rocks?
• Recognise the uses of rocks.
D. What Are Natural and Man-made Materials?
• Recognise that some materials are natural while others are manmade.
Chapter 3 Changes A. How Can Things Change Their Shape? B. How Can Things Change When Heated or Cooled? C. How Can Solids Change When Mixed With Water?
• Recognise how some things can change their shape by bending, squashing, stretching and twisting. • Investigate and describe how some things change when heated or cooled. • Recognise that some solids can dissolve in water.
Chapter 4 Day and Night A. Why Is There Day and Night? B. Does the Sun Move Across the Sky? C. How Do Shadows Change?
• Model how the spinning of the Earth causes day and night. • Investigate how the Sun appears to move across the sky during the day. • Investigate how shadows change during the day.
• Use senses to explore and talk about different materials. • Recognise and name some common materials.
• Identify different sources of light such as the Sun.
• Identify shadows.
Chapter 3 Growing Plants
C. What Do Plants Need to Grow?
Learning Outcome(s) in the Chapter
Chapter 1 Light and Dark
A. What Are the Different Parts of the Body?
C. In What Ways Are We Similar and Different?
Sections in the Chapter
Chapter 5 Living Things and Their Environments A. Where Can You Find Animals and Plants? B. What Can We Do to Care for Our Environment? C. What Is Weather?
• Compare some environments and recognise how they affect the animals and plants living there. • Recognise ways to care for the environment. • Observe weather and record observations in a report.
Chapter 6 Electricity A. What Can Electricity Do? B. What Is a Circuit? C. What Is a Switch Used For?
• Recognise the uses of electricity and how to use electricity safely. • Recognise the parts of a simple circuit. • Use a switch to open or close a circuit.
• Identify sources of sound. • Recognise that we hear sounds when they enter our ears. • Recognise that as a sound moves away from its source, it gets softer.
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*Please visit http://www.cambridgeinternational.org/ to see how the learning outcomes correlate to the Cambridge Primary Science Curriculum framework.
Stage 2
Stage 1
Sections in the Chapter
Learning Outcome(s) in the Chapter
Chapter 1 Living Things A. What Do Living Things Need? B. What Can Living Things Do? C. What Kinds of Living Things Are There? D. What Kinds of Animals Are There?
Sections in the Chapter
Chapter 5 Materials • Recognise what living things need.
A. What Are the Different Materials and Their Properties?
• Recognise that each material has its own properties.
• Describe how living things and non-living things are different.
B. How Can We Classify Materials?
• Find out about magnetic and non-magnetic materials.
• Recognise what living things can do.
C. What Are the Uses of Materials?
• Classify living things and explain why they are classified that way.
Chapter 2 Our Senses A. What Are the Ways We Use Our Sense of Sight? B. What Are the Ways We Use Our Sense of Hearing? C. What Are the Ways We Use Our Sense of Touch? D. What Are the Ways We Use Our Sense of Smell? E. What Are the Ways We Use Our Sense of Taste?
• Investigate our sense of sight and the ways we use it to learn about the world. • Investigate our sense of hearing and the ways we use it to learn about the world.
Chapter 6 Forces A. What Can Forces Do? B. How Can We Measure Forces? C. What Are the Effects of Friction?
C. What Other Ways Can We Keep Healthy?
• Investigate our sense of smell and the ways we use it to learn about the world.
• Investigate how a force can affect the shape of a thing.
• Recognise what living things need. • Investigate the type of diet needed for us to keep healthy. • Recognise that some food can be unhealthy.
Chapter 4 Flowering Plants B. Do Plants Need Light and Water? C. Does Temperature Affect How Plants Grow?
• Investigate how a force can make a thing move or stop moving. • Investigate how a force can make a thing go faster or slower, or change its direction.
• Investigate the types of exercise needed for us to keep healthy.
A. What Are the Parts of a Plant?
• Recognise that a force is a push or a pull.
• Investigate our sense of touch and the ways we use it to learn about the world.
• Recognise that a forcemeter can be used to measure forces. • Investigate how friction can make a thing go slower.
Chapter 3 Keeping Healthy B. How Can We Eat to Keep Healthy?
• Classify materials based on their properties. • Discuss how the properties of a material make it suitable for certain uses.
• Investigate our sense of taste and the ways we use it to learn about the world.
A. Why Do We Need Food?
Learning Outcome(s) in the Chapter
Sections in the Chapter
Chapter 1 Solids, Liquids and Gases A. What Is Matter? B. What Are the States of Matter? C. Can Matter Change in State?
• Recognise that temperature affects how well plants grow.
• Recognise that solid, liquid and gas are three states of matter.
• Observe and recognise these changes in state — melting, boiling, condensation and freezing.
• Recognise that roots take in water and stems transport water.
• State that plants need light or water to grow as the reason for observations.
• Recognise that matter has mass and occupies space.
• Investigate how substances can change in state when they gain or lose heat.
• Recognise that plants have parts such as leaves, flowers, stems and roots.
• Recognise that the leaves, stems and roots of plants need to be healthy in order for plants to grow well.
Learning Outcome(s) in the Chapter
Stage 4
Stage 3
Sections in the Chapter
• Recognise that freezing is the reverse of melting.
Chapter 2 Skeleton and Muscles A. What Is a Skeleton? B. How Do the Skeleton and Muscles Work Together? C. What Are Drugs and Medicines?
• Recognise that humans and some animals have bony skeletons inside their bodies. • Recognise that the skeleton supports and protects the body. • Recognise that our bones grow as we grow. • Recognise that animals with skeletons have muscles that are joined to their bones. • Describe how the skeleton and muscles work together to allow us to move. • Explain that some drugs are used as medicines.
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Learning Outcome(s) in the Chapter
Sections in the Chapter
Learning Outcome(s) in the Chapter
Chapter 3 Habitats and Environments
Chapter 1 Solids, Liquids and Gases
A. What Is a Habitat?
A. What Are Boiling and Melting?
B. In What Ways Are Animals Suited or Adapted to Their Environments? C. What Is an Identification Key? D. In What Ways Do Human Activities Affect the Environment?
• Investigate the variety of animals and plants found in different habitats. • Recognise the ways animals are suited or adapted to the environment in which they live.
B. What Is Evaporation? C. What Is Condensation? D. What Is the Water Cycle?
• Recognise that condensation is the process of a gas changing into a liquid and that it is the reverse of evaporation.
Chapter 4 How Magnets Work B. What Are the Properties of a Magnet? C. What Are Some Uses of Magnets?
• Recognise that magnets can attract some metals but not others.
• Recognise that magnets can attract some metals but not others.
Chapter 5 Electric Circuits A. How Does an Electric Circuit Work? B. How Do Electrical Components Affect an Electric Circuit? C. Can We Connect Buzzers and Simple Motors in an Electric Circuit? D. In What Ways Can We Use Electricity Safely?
• Recognise that there is water vapour in the air and that water vapour may condense when it comes into contact with a cold surface.
• Recognise that magnets can attract or repel each other. • Explain the magnetic force of attraction and repulsion between magnets.
Chapter 2 Investigating Plant Growth A. What Do Seeds Need to Germinate? B. What Do Plants Need to Grow?
C. Why Are Some Sounds Soft and Some Sounds Loud? D. What Can We Do to Keep Out Sounds? E. Why Do Sounds Have Different Pitches?
• Recognise that plants need light energy to grow.
• Recognise that electric current flows and this can be described with the use of models. • Investigate whether an electrical device will be able to work if there is a break in its electric circuit.
A. Why Do Plants Produce Flowers?
• Recognise that plants reproduce.
B. What Is Pollination?
• Recognise that flowering plants produce flowers with male and female parts.
C. What Is Fertilisation? D. What Is Seed Dispersal? E. What Happens in the Life Cycle of a Flowering Plant?
• Recognise the processes of pollination, fertilisation, seed production, seed dispersal and germination involved in the reproduction of flowering plants. • Recognise that the flowers of some plants are pollinated by insects.
Chapter 6 Sound B. How Do Sounds Travel?
• Find out how water and warmth, and not necessarily light, are needed for seeds to germinate.
Chapter 3 Reproduction in Flowering Plants • Set up electric circuits using electrical components such as cells or batteries, lamps or bulbs, wires and switches.
• Recognise how to use electricity safely.
A. How Are Sounds Made?
• Recognise that evaporation is the process of a liquid changing into a gas. • Recognise that a solid is obtained when a liquid evaporates from a solution.
• Use simple identification keys to identify or classify animals. • Recognise some ways that human activities affect the environment.
A. What Is a Magnet?
• Recognise that the boiling point of water is 100ºC and the melting point of ice is 0ºC.
• Recognise that seeds are formed after fertilisation takes place.
• Investigate how sounds are made when things or air vibrate.
• Recognise the various ways in which seeds can be dispersed.
• Investigate how sound travels through air, liquids and solids to the ears.
• Observe that flowering plants have life cycles.
• Measure sound levels in decibels with a sound-level meter.
Chapter 4 The Way We See Things
• Investigate how some materials help prevent sound from travelling through them.
B. What Is Reflection of Light?
• Investigate sounds with high and low pitches and how pitch can be changed in musical instruments. • Differentiate between loudness and pitch.
A. What Is Light?
• Recognise that we see a light source because its light enters our eyes. • Recognise that we can measure light intensity. • Recognise that a surface can reflect light. • Investigate why a beam of light changes direction when it is reflected from a surface. • Recognise that we can see an object that does not give off light because it reflects light into our eyes.
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Stage 5
Sections in the Chapter
Sections in the Chapter
Learning Outcome(s) in the Chapter
B. How Are Shadows Formed? C. How Do Shadows Change?
• Investigate how opaque materials do not allow any light to pass through them, while transparent materials allow most of the light to pass through them.
A. What Are the Relationships Between Living Things in a Habitat?
• Recognise how food chains can be used to represent feeding relationships in a habitat.
B. What Are Some Food Chains in Different Habitats?
• Recognise that many food chains begin with a plant which uses energy from the Sun.
• Observe that shadows are formed when light is blocked.
• Recognise the terms ‘producer’, ‘consumer’, ‘predator’ and ‘prey’.
• Observe that the lengths and positions of shadows change throughout the day. • Investigate how the position of an object affects the size of its shadow.
Chapter 6 The Earth and Beyond A. What Does the Earth’s Spinning Cause? B. Does the Earth Move Around the Sun? C. What Makes Up the Solar System? D. What Is Beyond the Solar System?
• Investigate through modelling that the Sun’s apparent movement is caused by the Earth spinning on its axis. • Recognise that the Earth takes 24 hours to spin once on its axis. • Recognise that the Earth takes one year to orbit the Sun, while constantly spinning. • Research the life and discoveries of scientists who explored the Solar System and stars.
• Investigate and construct food chains in a particular habitat.
Chapter 4 Caring for the Environment A. What Are the Positive Effects of Some Human Activities on the Environment?
• Investigate the positive effects of human activities on the environment.
B. What Are the Negative Effects of Some Human Activities on the Environment?
• Investigate the negative effects of human activities on the environment.
C. What Can We Do to Care for the Environment?
• Investigate some ways of caring for the environment.
Chapter 5 More About Electricity A. What Are Electrical Conductors and Insulators? B. How Can We Draw Electric Circuits? C. How Do Changes Affect Electric Circuits?
Sections in the Chapter
Stage 6
Learning Outcome(s) in the Chapter
Chapter 3 Food Chains
Chapter 5 Shadows A. Do All Materials Allow Light to Pass Through Them?
Sections in the Chapter
Learning Outcome(s) in the Chapter
• Investigate the ways some materials are better electrical conductors than others. • Investigate the ways some metals are good electrical conductors and that most other materials are not. • Recognise why metals are used for cables and wires, and why plastics are used to cover wires, plugs and switches.
Chapter 1 Organs and Organ Systems A. What Are Some Organs and Organ Systems?
• Use scientific names for some major organs in the body.
• Represent series circuits with drawings and circuit symbols.
B. What Does Our Respiratory System Do?
• Identify the position of major organs in the body.
C. What Does Our Blood Circulatory System Do?
• Describe the main functions of major organs in the body.
D. What Does Our Digestive System Do?
• Explain how the functions of major organs in the body are essential.
• Predict and test the effects of changes to electric circuits, including the change in the number and type of electrical components, and the length or thickness of a wire.
E. What Does Our Excretory System Do?
A. What Is Gravitational Force? B. How Do Forces Act?
F. What Does Our Nervous System Do?
Chapter 2 More About Changes A. How Can Solids Be Mixed and Separated?
• Investigate how solids can be mixed and separated.
B. How Do Solids Change When Mixed With Water?
• Observe, describe, record and explain changes that occur when some solids are mixed with water.
C. What Are Solutions? D. What Are Reversible and Irreversible Changes?
Chapter 6 More About Forces
• Investigate how solids that do not dissolve or react with water can be separated by sieving or filtration. • Investigate how some solids dissolve in water to form solutions, and recognise that they are still present, although they cannot be seen in the solutions. • Distinguish between reversible and irreversible changes.
C. What Are the Effects of Friction
• Distinguish between mass measured in kilogram (kg) and weight measured in newton (N), noting that kilogram is used in everyday life. • Recognise and use units of force, mass and weight, and identify the direction in which forces act. • Recognise the concept of energy in movement. • Recognise friction, including air resistance, as a force which can affect the speed of a moving object and sometimes stop a moving object.
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