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/process
Meaning
How is it applied in this activity?
Observing
To use the senses and/or

instruments to notice the
surroundings, in order to learn or
understand the characteristics,
properties, similarities, differences
and changes of objects or events
By observing the 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 equipment
To know how to use, which to

choose and how to handle
apparatus and equipment correctly
for different purposes
By 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
Predicting
To determine whether an outcome

will happen on the basis of
observations, experiences or
scientific reasons
By 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
2009 Marshall Cavendish International (Singapore) Pte Ltd
My Pals are Here! Science Primary 5&6 Teachers Notes on Activity Books Interactions
Skill/process
Inferring
Meaning
To give explanations to
observations of objects or events
Material list
Material
Per class
By 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
Quantity
Per group
Remarks
Glass
Per pupil
1
String
a strand
Card
20-cent coin
Sticky tape (about

3 cm long)
a piece
Scissors
a pair
Clear plastic
bottle
Magnet
Paper clip
Teaching suggestions
Teaching strategy
Explanation
Teaching suggestion
Questioning
Cycles of questionsanswers-questions
Discuss the questions in the Activity Book

with the pupils.
SAIL
Instruction and
assessment
A rubric can be used to assess each pupils

problem-solving skills.
Rubric
For assessing the pupils problem-solving skills
Skill(s): Problem-solving skills
Criteria
Beginning
1
Developing
2
Generating
possibilities
Does 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 out
Actively looks for,

refines and tries
out own solutions
Investigation
Begins 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
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
Scientific language
and vocabulary is
used consistently
without prompting
Is on task most of the

time
Is on task all the

time
Time
management
Accomplished
3
Score
Total
Theme: Interactions
Chapter 2 Types of forces
Activity 2.1 Get a grip!
Approximate time frame: 1.5 periods
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
state that friction exists between the surfaces of two objects in contact
Process skills
Skill/process
Meaning
How is it applied in this

activity?
Observing
To use the senses and/or instruments

to notice the surroundings, in order to
learn or understand the characteristics,
properties, similarities, differences and
changes of objects or events
By observing the change in the

amount of force needed to
move a box over four different
types of surfaces
Using apparatus
and equipment
To know how to use, which to choose

and how to handle apparatus and
equipment correctly for different
purposes
By using a spring balance to

measure the amount of force
exerted to move a box on four
types of surfaces
Predicting
To determine whether an outcome will

happen on the basis of observations,
experiences or scientific reasons
By predicting how the texture of

a surface would affect the
amount of force needed to
move a box over that surface
Material list
Material
Per class
Quantity
Per group
Remarks
Box
Per pupil
1
Four different types

of surfaces
(wrapping paper,
sandpaper, carpet,
plastic)
a set
Kitchen scale
Marbles
Thick string (about

10 cm long)
a strand
Spring balance
Teaching strategy
Explanation
Teaching suggestion
Questioning
Discuss the questions in the Activity Book with

the pupils.
SAIL
Instruction and
assessment

performance during the experiment.
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
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
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
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
Drawing
conclusions
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
Score
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/process
Meaning
Predicting
To 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
possibilities
To come up with other potential

possibilities besides the common
one
By planning an investigative work

with a set of given items
Communicating
To understand and be able to

inform others of information that is
presented in different forms
words, diagrams, pictures, tables,
graphs etc.
By drawing the 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
Activity 2.2 Spin it!
Concepts
Friction causes objects to slow down.
Putting rollers or ball bearings between sliding surfaces reduces friction.
Specific objective
describe how ball bearings can be used to reduce friction
Process skills
Skill/process
Meaning
Observing

By observing how the marbles

allow a book to spin freely when
the book is placed on top of them
Comparing
To identify the similarities or differences

between objects, ideas, principles or
series of actions
By comparing the differences in

the movement of the book with and
without the marbles, which function
as ball bearings
Inferring
To give explanations to observations of

objects or events
By inferring that the use of ball

bearings between sliding surfaces
helps to reduce friction
Material list
Material
Milk tin with a lid
Quantity
Per group
1
Marbles
a bag
A4-size book
Per class
Teaching strategy
Explanation
Remarks
Per pupil
Each group can
have two pupils.
Teaching suggestion
Questioning

with the pupils.
SAIL
Instruction and
assessment

performance during cooperative-learning.
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
Participates
without prompting
Routinely
provides useful
ideas
A definite leader
who contributes a
lot of effort
*Quality of
work
Provides 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
Usually task
Is consistently
Rarely gets things
Score
management
**Problemsolving
Working with
others
done
The group has to
change work
responsibilities
because of this
pupil
focused but gets

distracted
occasionally and
needs to be
reminded to stay
on task
focused on the task

and uses time well
throughout the
experiment to ensure
that things get done
on time
Does not try to

solve problems or
help others solve
problems
Lets others do the
work
Does not suggest

out solutions
suggested by
others
Actively 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)
Rarely listens to,

shares with or
supports the
efforts of the
partner
Often listens to,

shares with and
supports the efforts of
the partner
Works with 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
Questioning
Explanation
Teaching suggestion
with the pupils.
Theme: Interactions
Activity 2.3 See how I stretch!
Approximate time frame: 2 periods
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
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/process
Meaning

activity?
Observing

By observing the effects of

increasing the number of 20 g
weights hanging from a spring
Using
apparatus and
equipment

purposes
By 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
Communicating
To understand and be able to inform

others of information that is presented
in different forms words, diagrams,
pictures, tables, graphs etc.
By drawing the set-up of the

experiment
Predicting

By predicting how the length of

the spring will be affected when
more weights are added
10
Material list
Material
Spring with pan
Quantity
Per group
1
Retort stand
20 g weight
Metre rule
Per class
Teaching strategy
Explanation
Remarks
Per pupil
Each group can
have four pupils.
(Note: The
pupils will only
work as a group
in part B of the
activity.)
Teaching suggestion(s)
Questioning

with the pupils.
Investigating
To carry out a
scientific inquiry in
order to achieve a
certain learning
objective
Instruction and
assessment

ability to carry out planning. (Note: Part A of
the activity is individual work and each pupils
work can be assessed using the rubric.)
SAIL
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.
11
Rubric
For assessing the pupils ability to carry out planning
Skill(s): Planning
Planning an
investigation
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
Producing a
procedure for
the
investigation
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
States the aim of the

investigation
Lists the materials
needed
States the hypothesis for
the investigation
Draws a clear and welllabelled 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
12
Theme: Interactions
Activity 2.4 The best bouncing ball!
Approximate time frame: 1.5 periods
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
Process skills
Skill/process
Meaning

activity?
Observing

By observing the bounce height

of three different types of balls
after they are dropped from the
same height
Using apparatus
and equipment

purposes
By using a metre rule to

measure the highest point that
the ball reaches in its first
bounce
Analysing
To 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
Predicting

By predicting which ball would

bounce the highest
13
Material list
Material
Hard flat surface
Quantity
Per group
1
Basketball
Tennis ball
Table-tennis ball
Masking tape
one roll
Wall
Step ladder / Stool
Metre rule
Per class
Teaching strategy
Remarks
Per pupil
Each group can
have two pupils.
Explanation
Teaching suggestion
Questioning

the pupils.
SAIL
Instruction and
assessment

ability in the presentation of results.
14
Rubric
For assessing the pupils ability in the presentation of results
Presenting
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
Processing
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
Table has appropriate

headings (i.e. type of ball,
1st try5th try, average
height)
Appropriate units in
headings
Average heights are all
correctly calculated
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
Questioning
Explanation
Teaching suggestion
with the pupils.
15
Theme: Interactions
Chapter 3 Living together
Activity 3.1 Build a terrarium
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
build and maintain a terrarium
Process skills
Skill/process
Meaning

activity?
Observing
To use the senses and/or instruments to

notice the surroundings, in order to learn or
understand the characteristics, properties,
similarities, differences and changes of
objects or events
By observing the behaviour

of the organisms in a
terrarium
Using apparatus
and equipment
To know how to use, which to choose and

how to handle apparatus and equipment
correctly for different purposes
By using the materials

given to build and maintain
a terrarium
Analysing
To consider carefully and in detail objects,

ideas, principles or series of actions in order
to determine the patterns and relationships
By analysing how living

things interact with one
another and with their
surroundings in a terrarium
Evaluating
To 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
16
Material list
Material
Quantity
Per group
Per class
Swamp mini-habitat
Glass tank (about 60
cm x 30 cm x 30 cm)
Glass lid
Sand
300 g
Peat
300 g
Gravel
300 g
Dish
Water
a small amount
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)
300 g
300 g
a few pieces
a few pieces
Rainforest mini-habitat
Glass tank (about 60
cm x 30 cm x 30 cm)
Glass lid
Peat
Sand
Charcoal
Angular pieces of
rock
Remarks
Per pupil
Each group can
have two
pupils.
Each group can
choose to build
either a
swamp minihabitat or a
rainforest minihabitat.
17
Water
Small flowering
plants or ferns
Spiders
Earthworms
Insects (e.g. ants,

beetles and crickets)
Teaching strategy
a small amount
Explanation
Teaching suggestion
Questioning

the pupils.
SAIL
Instruction and
assessment

Rubric
Criteria
Contributions
Beginning
1
Participates only
when prompted
*Quality of
work
Provides 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
Developing
2
Participates
with
occasional
prompting
A satisfactory
group member
who does what
is required
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.)
Accomplished
3
Participates
without prompting
Routinely provides
useful ideas
A definite leader
who contributes a
lot of effort
Score

No mistake was
made.)
18
Time
management
**Problemsolving
Working with
others
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)
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
Does not try to

solve problems
or help the
partner solve
problems
Lets the partner
do the work
Does not suggest

out solutions
suggested by the
partner

problems (e.g.
suggests using cling
wrap or a transparent
plastic bag to seal up
the tank if there is no
glass lid)
Often listens to,

shares with and
supports the
efforts of the
partner
Almost always listens

to, shares with and
the partner
Rarely listens to,

shares with or
supports the efforts
of the partner
Total
discussion.
19
Reinforcement (page 21)

Teaching strategy
Questioning
Explanation
Teaching suggestion
Discuss the cloze passage in the Activity
Book with the pupils.
20
Theme: Interactions
Chapter 3 Living together
Activity 3.2 A pond community
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
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/process
Meaning
Observing

By observing the behaviour of the

organisms found at different parts
of a pond community
Classifying
To 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
Inferring

objects or events
By inferring the types of structural

adaptations that an organism has,
which allows it to live in a particular
part of the pond
Evaluating

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
SAIL
Explanation
Instruction and
assessment
Teaching suggestion
performance during a field trip.
21
Rubric
For assessing the pupils performance during a field trip
0
Less than
60%
1
6069%
2
7079%
3
8089%
4
90100%
Selfdiscipline
Never
displays selfdiscipline
Seldom
Generally
Consistently
Always
Directions
Never listens
to and
understands
directions
Seldom listens
to and
understands
directions
Generally
listens to and
understands
directions
Consistently
listens to and
understands
directions
Always listens
to and
understands
directions
Collecting
and
processing
information
No attempts
to record
observations
Records
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.)
Time on
task
Total
22
Theme: Interactions
Chapter 4 Characteristics of the environment
Activity 4.1 Good Earth
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
describe the composition of a sample of soil
Process skills
Skill/process
Meaning

activity?
Observing

objects or events
By observing the layers of

dead matter, clay, fine sand,
small stones and rough
sand in a sample of soil
Analysing

By analysing the time taken

for each layer of component
from a sample of soil to
settle down
Communicating
To understand and be able to inform others

of information that is presented in different
forms words, diagrams, pictures, tables,
graphs etc.
By drawing the arrangement

of the different layers or
components in a sample of
soil
Material list
Material
Small spade /
trowel
Quantity
Per group
1
Gas jar with lid
Water
a small amount
Per class
Remarks
Per pupil
Each group can
have two pupils.
23
Teaching strategy
Explanation
Teaching suggestion
Cooperative
learning
An environment in which pupils

assume different roles to contribute
to the completion of tasks
Get the pupils to divide the

tasks among themselves.
SAIL
Instruction and assessment
A rubric can be used to assess

each pupils performance during
cooperative-learning.
Rubric
Criteria
Contributions
Beginning
1
Participates only when
prompted
Developing
2
*Quality of
work
Provides 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 onethird 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)
Participates
with occasional
prompting
A satisfactory
group member
who does what
is required
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.)
Accomplished
3
Score
Participates
without
prompting
Routinely
provides
useful ideas
A definite
leader who
contributes a
lot of effort
Provides work of
the highest
quality (Note: No
mistake was
made.)
24
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
Does not try to solve

problems or help
others solve problems
Lets others do the
work
Does not suggest

out solutions
suggested by
others
Actively 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)
Rarely listens to,

shares with or
of the partner
Often listens to,

shares with and
supports the
efforts of the
partner
Works with the partner
Total
discussion.
Extension (page 26)

Skill/process
Meaning

25
Comparing
To identify the similarities or

differences between objects,
ideas, principles or series of
actions
By comparing the organisms found in two

different habitats
Inferring
observations of objects or
events
By inferring that physical factors, such as

light, temperature and water availability,
affect the kinds of organisms that can be
found in a habitat
26
Theme: Interactions
Chapter 4 Characteristics of the environment
Activity 4.2 Comparing environments
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
compare the conditions of temperature and light intensity of two different
environments
Process skills
Skill/process
Meaning
Comparing

differences between objects, ideas,
principles or series of actions
By comparing the differences in the

temperature and light intensity of
two different environments
Analysing

objects, ideas, principles or series
of actions in order to determine the
By analysing how the temperature

and light intensity of an
environment can affect the types of
organisms that are found there
Using apparatus
and equipment
To know how to use, which to

choose and how to handle
apparatus and equipment correctly
for different purposes
By using a garden trowel to collect

a sample of soil and a hand lens to
study the small organisms in the
soil sample
27
Material list
Material
Per class
Quantity
Per group
Remarks
Gloves
Per pupil
a pair
Garden trowel
Aluminium or
plastic tray
Paper towel
a few pieces
Hand lens
Toothpick or
ice-cream stick
Datalogger
Laboratory
thermometer
Teaching suggestion
Teaching strategy
SAIL
Explanation
Instruction and
assessment
Teaching suggestion
performance during a field trip.
28
Rubric
For assessing the pupils performance during a field trip
0
Less than
60%
1
6069%
2
7079%
3
8089%
4
90100%
Selfdiscipline
Never
Seldom
Generally
Consistently
Always displays
self-discipline
Directions
Never listens
to and
understands
directions
Seldom
listens to and
understands
directions
Generally
listens to and
understands
directions
Always listens to
and understands
directions
Collecting
and
processing
information
No attempt
to collect
and process
data
Meets at
least one but
not all the
criteria in
level 4
Meets at
least two but
not all the
criteria in
level 4
Consistently
listens to
and
understands
directions
Meets at
least three
but not all
the criteria in
level 4
Time on
task
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

Teaching strategy
Questioning
Explanation
Teaching suggestion
with the pupils.
29
Theme: Interactions
Chapter 5 Food chains and food webs
Activity 5.1 Energy from the Sun
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
state where the energy in our food comes from
Process skills
Skill/process
Meaning
Inferring
To give explanations to observations

of objects or events
By deducing that plants obtain

energy from the food they make
during photosynthesis
Analysing

By analysing whether the different

types of food that were consumed,
come from plants, animals or both
plants and animals
Teaching suggestion
Teaching strategy
Questioning
Explanation

Teaching strategy
Questioning
Explanation
Teaching suggestion
with the pupils.
Teaching suggestion
with the pupils.
30
Theme: Interactions
Activity 5.2 Eat and be eaten!
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
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/process
Meaning
Classifying
To 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
Inferring
events
By deducing the source of food for each

organism in a given list and use that
information to construct food chains
Analysing
To 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
Questioning
Teaching suggestion
Extension (page 36)

Skill/process
Inferring
Explanation
Meaning
observations of objects
or events

with the pupils.

By 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
31
Theme: Interactions
Activity 5.3 Chained to the web
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
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/process
Meaning

activity?
Inferring

objects or events
By inferring the consequences

of not having decomposers in
a community
Analysing

By analysing the effects of

removing one organism from
a food web
Teaching suggestion
Teaching strategy
Questioning
Extension (page 40)

Skill/process
Analysing
Explanation
Teaching suggestion
with the pupils.
Meaning


By analysing the information about
five living things in a community
and using the information to
construct a food web
32
33
Theme: Interactions
Chapter 6 Adaptations for survival
Activity 6.1 Moving on
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
describe how the structural adaptations of an organism enable it to move around with
greater ease
Process skills
Skill/process
Meaning
Inferring

By inferring how an animal moves

through the study of its structural
adaptations
Analysing

By analysing the physical structures

of animals and how they are
adapted to move
Comparing

By comparing the parts of two

animals and how they are adapted
for different functions
Teaching suggestion
Teaching strategy
Questioning
Extension (page 43)

Skill/process
Comparing
Explanation
Teaching suggestion
with the pupils.
Meaning


By comparing the wings of a plane
with those of a bird and identifying
their similarities
34
Theme: Interactions
Activity 6.2 Getting air and sunlight
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
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/process
Analysing
Meaning
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
Comparing

By identifying similarities and

differences between an aquatic
plant and a terrestrial plant
Classifying

share
By classifying a given group of

animals based on their methods of
breathing
35
Teaching suggestion
Teaching strategy
Questioning
Explanation
Teaching suggestion
with the pupils.
36
Theme: Interactions
Activity 6.3 Hide and seek
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
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/process
Analysing
Meaning

Comparing

Teaching suggestion
Teaching strategy
Questioning
Explanation
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
By identifying the different functions

provided by the same kind of body
covering found in two different
organisms
Teaching suggestion
with the pupils.
37
Extension (page 51)

Skill/process
Comparing
Meaning


By stating the different functions
provided by the same kind of body
covering found in two different
organisms
38
Theme: Interactions
Activity 6.4 More adaptations
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
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/process
Inferring
Meaning
events
Comparing

differences between objects,
ideas, principles or series of
actions
Teaching suggestion
Teaching strategy
Questioning
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
By identifying the similarities and the

differences between two fruits that are both
dispersed by animals
Explanation
Teaching suggestion
with the pupils.
39
Theme: Interactions
Activity 6.5 Extreme homes
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
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/process
Meaning
Analysing

By explaining how the different

adaptations enable the polar bear
to survive in the North Pole
Comparing

series of actions
By comparing the living conditions

between the desert and the North
Pole
Classifying

share
By classifying the different types of

adaptations into structural and
behavioural adaptations
Evaluating

By evaluating whether the

adaptations of a camel enable it to
survive in the living conditions of
the North Pole
40
Teaching suggestion
Teaching strategy
Questioning
Extension (page 58)

Skill/process
Explanation
Teaching suggestion
with the pupils.
Meaning
Communicating To understand and be able to inform

others of information that is presented
in different forms words, diagrams,
pictures, tables, graphs etc.

activity?
By drawing a labelled diagram of
a person with adaptations to
cope with the conditions of a
make believe place
41
Theme: Interactions
Chapter 7 Mans impact on the environment
Activity 7.1 Valuable forests
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
state the importance of forests to humans and other living things on Earth
Process skills
Skill/process
Meaning
Evaluating


having forests
Analysing

By analysing the impact of

deforestation on humans and other
living things on Earth
Generating
possibilities
To come up with other potential

possibilities besides the common one
By listing the various raw materials

that can be obtained from the
forest and be supplied to various
industries
Teaching strategy
Explanation
Teaching suggestion
Questioning

the pupils.
SAIL
Instruction and
assessment

performance during a group discussion. (Note:
Each group can have four pupils.)
42
Rubric
For assessing the pupils performance during a group discussion
0
Less than
60%
1
6069%
2
7079%
3
8089%
4
90100%
Self-discipline
Never
displays
selfdiscipline
Seldom
Generally
Consistently
Always
Contributions
No attempt
to
participate
Attempts to
contribute
but gives
fuzzy answer
Contributes
one clear
and concise
answer
Contributes
two clear and
concise
answers
Contributes
three clear
and concise
answers
Usage of
scientific
terminology
No attempt
to use
scientific
terminology
even with
prompting
Scientific
terminology
is used
occasionally
with
prompting
Scientific
terminology
is used
occasionally
without
prompting
Scientific
terminology is
used
frequently
without
prompting but
not always
appropriately
Scientific
terminology is
used
consistently
without
prompting and
is always used
appropriately
Time on task
Total
43
Theme: Interactions
Activity 7.2 Soil erosion
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
describe the effects of soil erosion
explain the importance of having plants as protective vegetation for the soil
Process skills
Skill/process
Meaning
Evaluating

reasonable, accurate, of good
standard and capable of being used

having plants as protective
vegetation for the soil
Analysing

By analysing the impact of soil

erosion on a piece of land
Predicting

By predicting whether there will be

any difference in the amount of
garden soil that will be washed
down in the two trays
44
Material list
Material
Small (plastic) tray
Per class
2
Patch of grass holding

a layer of garden soil
that is of the same
size as the small
plastic tray
a patch
Garden soil
enough to fill
the small
plastic tray
Aluminium tray (needs

to be large and deep)
Large watering can
Spade
Brick
1000 mL beaker
Teaching strategy
Quantity
Per group
Remarks
Per pupil
This experiment
is a teacher
demonstration.
Explanation
Teaching suggestion
Questioning

the pupils.
Demonstration
To scaffold the
learning process
The teacher can get the pupils to predict the

outcome of the experiment before carrying out
the demonstration.

Teaching strategy
Explanation
Questioning
Teaching suggestion
the pupils.
45
Extension (page 63)

Skill/process
Meaning

activity?
Predicting

By predicting whether the angle

of elevation will affect the amount
of soil that will be washed away
Evaluating


having plants as protective
vegetation for the soil
46
Theme: Interactions
Activity 7.3 Danger of burning
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
state that carbon dioxide is released during burning
state the causes of global warming
Process skills
Skill/process
Meaning
Observing

By observing what happens to

limewater when it comes in contact
with carbon dioxide
Comparing

series of actions
By identifying the differences in the

appearance of limewater in bottles
A and B
Material list
Material
Glass bottle
Per class
2
Matches
a box
Limewater
40 mL
Quantity
Per group
Remarks
Per pupil
This experiment
is a teacher
demonstration.
47
Teaching strategy
Explanation
Teaching suggestion
Questioning

the pupils.
Demonstration
To scaffold the
learning process
The teacher can get the pupils to predict the

outcome of the experiment before carrying out
the demonstration.

Skill/process
Meaning
Analysing

By deducing that as the amount of

carbon dioxide in the air increases,
global temperature also increases
Inferring

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
48
Theme: Interactions
Activity 7.4 Acid in action
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
state that acid rain can corrode metallic and stone structures
Process skills
Skill/process
Meaning

activity?
Observing

objects or events
By observing what happens

to the eggshell when vinegar
is in contact with it
Using
apparatus and
equipment
To 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
Analysing

By identifying that the

reaction between the
eggshell and the vinegar
releases a gas in the form of
bubbles
Material list
Material
Per class
Quantity
Per group
Remarks
100 mL beaker
Per pupil
1
Quail egg
Vinegar
100 mL
49
Spoon
1
Safety pointer
Handle the vinegar with care as it can cause irritation when it comes in contact with
your eyes.
Teaching strategy
Explanation
Teaching suggestion
Questioning

the pupils.
SAIL
Instruction and
assessment

performance during the experiment.
Rubric
For assessing the pupils performance during the experiment
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
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
50
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
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
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
using the question from
the Conclusions
section.)
Total

Teaching strategy
Questioning
Explanation
Teaching suggestion
with the pupils.
51
Theme: Interactions
Activity 7.5 Our Earth, our home
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
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/process
Analysing
Meaning

Teaching suggestion
Teaching strategy
Explanation
SAIL
Instruction and
assessment
By identifying actions which can be

carried out to minimise harm done
to our environment
Ask the pupils to select one of the projects in

Part B and work as a pair.
52
Rubric
Criteria
Contributions
Beginning
1
Developing
2
Participates only
when prompted
Quality of
work
Provides work that

usually needs to be
checked or redone
by the partner to
ensure quality
Time
management
Problemsolving
Working with
others
Rarely gets
things done
The group has
to change work
responsibilities
because of this
pupil
Does not try to
solve problems
or help the
partner solve
problems
Lets the partner
do the work
Rarely listens to,

shares with or
of the partner
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
Provides work that

occasionally needs
to be checked or
redone by the
partner to ensure
quality
Usually task
focused but gets
distracted
occasionally and
needs to be
reminded to stay on
task

No mistake was
made.)
Does not suggest or

refine solutions, but
is willing to try out
solutions suggested
by the partner

problems
Often listens to,

shares with and
of the partner
Almost always listens

to, shares with and
the partner
Is consistently focused
on the task and uses
time well throughout
the experiment to
ensure that things get
done on time
Total

Skill/process
Meaning

activity?
53
Analysing

By describing the negative

and positive impacts three
daily activities have on Earth
54
Theme: Interactions
Revision Exercise Interactions
Section A: Multiple-choice questions
Question
Content
Main topic(s)
domain
Process
skill(s)

question?
Life Science
Chapter 3 Living
together
Evaluating
By evaluating each statement

and identifying the one
containing true information
Life Science
Chapter 6
Adaptations for
survival
Analysing
By identifying the skull that

belongs to the plant-eater and
animal-eater respectively,
through the appearance of the
teeth
Physical
Science
Chapter 2 Types
of forces
Analysing
By identifying the factors that

reduce the speed of the
parachute
Environmental
Science
Chapter 7 Mans
impact on the
environment
Inferring
By 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

Question
Content
Main topic(s)
domain
Process
skill(s)

question?
Life Science
Chapter 6
Adaptations for
survival
Analysing
By identifying the structural

adaptation each animal has
in order to survive in its
environment
Physical
Science
Chapter 2 Types
of forces
Analysing
By 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.
Life Science
Chapter 5 Food
chains and food
webs
Inferring
By 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.
55
Question
8
Content
domain
Environmental
Science
Main topic(s)
Chapter 7 Mans
impact on the
environment
Process
skill(s)
Inferring

question?
By interpreting how
deforestation can lead to
global warming
56

Teacher Notes Interactions (STD)

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Teacher Notes Interactions (STD)

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My Pals are Here!

Science Primary 5&6 Teachers Notes on Activity Books Interactions

How is it applied in this activity?

To use the senses and/or

By observing the effects of:

To know how to use, which to

By carrying out the following

To determine whether an outcome

By predicting the outcomes for the

2009 Marshall Cavendish International (Singapore) Pte Ltd

How is it applied in this activity?

Sticky tape (about

Discuss the questions in the Activity Book

A rubric can be used to assess each pupils

2009 Marshall Cavendish International (Singapore) Pte Ltd

Does not suggest

Does not actively look

Actively looks for,

Begins to collect data

Is on task most of the

Is on task all the

2009 Marshall Cavendish International (Singapore) Pte Ltd

How is it applied in this

To use the senses and/or instruments

By observing the change in the

To know how to use, which to choose

By using a spring balance to

To determine whether an outcome will

By predicting how the texture of

2009 Marshall Cavendish International (Singapore) Pte Ltd

Four different types

Thick string (about

Discuss the questions in the Activity Book with

A rubric can be used to assess each pupils

2009 Marshall Cavendish International (Singapore) Pte Ltd

Zeros the kitchen scale before

Records the mass of the box

Infers that marbles were

How is it applied in this activity?

To determine whether an outcome

By predicting how the surface of a

To come up with other potential

By planning an investigative work

To understand and be able to

By drawing the set-up of an

2009 Marshall Cavendish International (Singapore) Pte Ltd

How is it applied in this activity?

To use the senses and/or instruments

By observing how the marbles

To identify the similarities or differences

By comparing the differences in

To give explanations to observations of

By inferring that the use of ball

Milk tin with a lid

Discuss the questions in the Activity Book

A rubric can be used to assess each pupils

2009 Marshall Cavendish International (Singapore) Pte Ltd

Provides work that

Provides work that

Provides work of the

Rarely gets things

2009 Marshall Cavendish International (Singapore) Pte Ltd

focused but gets

focused on the task