OBJECTIVES

Enable pupils to master and memorize science facts and

concepts easily.
Helps pupils to organize notes and detect missing key
relationship between ideas.
Helps pupils to understand concept faster.
Helps pupils to capture information easily.
Helps pupils to get a different sensory perception and
imagination of the text.
GUIDELINES ON USING THE MIND MAP
Brainstorm the main ideas based on the Learning Outcomes by viewing
the teaching courseware or referring to reading materials.
Teacher writes all the pupils ideas and discuss the ideas related to the
topic.
Teacher introduces main sub-topic.
Pupils make notes and record their findings.
Pupils develop and present their mind maps.
Pupils do counter check by referring the mind map produced by teacher
through power point slides.


*It can be used at any stage of the lesson.
MINDMAP
YEAR 5
Investigating Living
Things
1.1 Understanding that microorganism is a living thing
Microorganism
Bacteria Fungi Protozoa Virus
Cannot see with
naked eyes
Grow Move Breathe
Characteristics
1.2 Understanding that some microorganism are harmful and some are useful
Microorganisms
Useful
Harmful
Making bread/
tapai/tempe/fertiliser
Food
poisoning
Food to
turns bad
Tooth
decay
Disease /
Illness
Prevention
Wash hand
Drink boiled water
Cover mouth & nose when coughing
& sneezing
Can cause
Non Contagious Contagious
Stomach upset
Measles
Chicken pox
Conjunctivitis
Mumps
AIDS
Dengue

Quarantine patients
Cover wounds
2.1
Survival of The Animals

Examples animals that take
care of their eggs and young.
How animals take care of
their eggs and young.
Why animals take care of
their eggs and young.

Bird - eggs with shell covering
Frog - slimy eggs and having bad smell
Fish - keep their young in their mouths
Snake, Tiger - attack in order to protect their eggs
or young
Turtle - hide their eggs
Kangaroo - carry their young in their pouches
Elephant - stay in herds

2.3
Importance

Shortage of food resource
The animals and other
species may face extinction
Bird, Frog, Fish, Snake,
Turtle, Kangaroo, Elephant
To ensure the survival
of their species
2.2
Survival of Plant
Species

Water
Explosive
mechanism
Wind
Animal
Light
Have air space
Light
Small in size
Have wing-like
structure
Have fine hairs
Dry when ripe
Explodes when mature
Fleshy
Brightly coloured
Edible
Have smells
Have hooks
Coconut
Pong pong
Angsana
Lalang
Rubber fruit
Balsam fruit
Chestnut
Ocra
Rambutan
Mango
Love grass
Mimosa
Watermelon
Agents of dispersal
Special characteristic Examples
3.1 Food Chain
Animals and the
food they eat
Classify animals into
herbivore, carnivore
and omnivore.
Producer Consumer Construct food chain
Green plants
produced their
own food
Herbivore :
Animals that eat plants only.
e.g.: cow, goat, deer
Carnivore:
Animals that eat other animals.
e.g.: tiger, lion

Omnivore:
Animals that eat plants and
other animals
e.g. bird, rat

Animals that eat plant
or other animals
are called consumers.

The food relationship
among living things
can be shown by
a food chain.
A food chain starts
with a plant as
producer.



In a food chain
the arrow


means eaten by



Tiger eats meat

Bird eats fruits / insect

Panda eats bamboo shoots
3.2 Synthesizing food chain
to construct food web.
Food
web
What will happen
If there is a change in
population of a certain
species in a food web
Food
web of different
habitats
What will happen
to a certain species
of animals if they
eat only one type
of food
E.g. in a garden
A change in the population
of a certain species
will effect the population
of other species
They will face difficulty
to survive if the
source of food
runs out
Food web is a
combination of
several food chains
E.g. in a Paddy field
E.g. : - Panda eats bamboo
shoots only.
- Koala bear eats
eucalyptus leaves only.
- Pangolin eats ants only

Investigating
Force And Energy
ENERGY
1.1 The Uses of Energy
Why energy
is needed?
- by living things to carry
out life processes.
Ex : moving, breathing,
growing
The Sources of Energy
Sun
- main source of energy
- produces light and heat
Food
-Food stored
chemical energy
Wind
- Moving air
- Used to pump
water, drive
small wind mills
-to move,
boil,
melt,
- to bounce
non-
living things
Fuel
Batteries
- wood, coal,
petroleum,
natural gas
- device that
produced
electrical energy
from chemical energy
Water
- moving or
falling water
produce
energy
When and where
energy is needed
Examples of situations :
Jumping, holding things,
Pulling things
E.g.
Sound
energy
FORM OF
ENERGY
Heat
energy
Light
energy
Electrical
energy
Kinetic
energy
Chemical
energy
Potential
energy
Solar energy
Lighting
candle
Moving
toy car
Stretched
rubber band
Ringing
telephone
Switching on
the lights
Lighting torch
light
Solar
powered
calculator
Candle
E.g.
E.g.

E.g.
E.g. E.g.

E.g.

E.g.
ENERGY
1.2 Energy can be transformed from
one form to another
Energy can be
transformed
a) a burning candle
Chemical energy
heat energy + light energy

b) solar powered signal light
Solar energy electrical
energy light energy
Example of appliance that make use of
energy transform
a) Electric iron
Electrical energy heat energy

b) Electric Radio
Electrical energy sound energy

c) Television
Electrical energy sound energy + light energy
ENERGY
1.3 Renewable and
Non-renewable Energy
Renewable energy
Energy that
cannot
be replenished
Resources
natural gas,
Petroleum,
Coal.
Non-renewable energy
Energy that
can be
replenished when
it is used up
Resources
solar, wind,
biomass,
water
Why use energy wisely
How to save energy
Some energy
resources cannot
be replenished
when used up
To save
cost
Avoid
wastage
Reduce
pollution
Turn off the
television when
no one
watching it
Switch off the
lights before
going to leave
the room
Why renewable energy is better
then non-renewable energy
Electricity
Sources
Dry cell
Accumulator
Dynamo
Solar cell
Type of
circuit
Name Symbol
Dry cell
Connecting
wire
Switch
Bulb
Symbol and component
Precautions
Safety precautions to
be taken when using
appliances
Danger of mishandling
electrical appliances
Fire Burn
Electric shock
Electrocution
Parallel circuit Series circuit
Differences of
brightness of
bulbs
The bulb in the parallel circuit is brighter
then the bulb in the series circuit
Do not touch electrical
appliances with wet hand
Do not repair electrical
appliances on your own
Light
Can be reflected
How ?
The light that falls
on objects bounces
off the objects and
comes to your eyes
mirror
Travel in a straight line
Shadow
When light is
completely or
partially blocked
by an opaque
and a
translucent
object
Factor that
cause the
size of a
shadow
change
Factor that
cause the
shape of a
shadow
change
How
shadow is
formed
Position
of the
object
Distance
of the
object from
the light
source
Uses of reflection
Side mirror of a car
Periscope
Kaleidoscope
Shadow form
Opaque object
Light
Heat
Gain
Loss Cooler
Warmer
How to measure temperature
using the correct technique
The effects of heat
on matter
Matter expands
when heated
Matter contracts
when cooled
Investigating
Materials
1.1 Matter exist in the form of solid, liquid or gas
Solid Liquid Gas
has mass
Properties of solid Properties of liquid Properties of gas
has fixed
volume
has fixed
shape
has mass
examples
water milk air
no fixed shape
(Takes the shape of the container)
has fixed
volume
steam
wood
stone
no fixed
shape
has mass
no fixed
volume
can be
compressed
1.2
CHANGING
STATES OF
MATTER



gas liquid
liquid solid
liquid gas
solid liquid melting
boiling
evaporation
condensation
freezing
Rate of evaporation
*Affected by windy and hot weather
*Takes place at the surface of the liquid at
room temperature
*Happen at any temperature
1.3
Understanding the water cycle.
Circulation of water in
the environment.
Formation of clouds
and rain.
Importance of water.
Changes in the states of
matter in the water cycle
Liquid gas
(evaporation)
Droplets of water will
become bigger and
heavier rain
evaporation
condensation
sea
Gas liquid (Condensation)
rain
1.4
Appreciating the importance
of water resources.

To prevent living aquatic from being
destroyed and undergoing extinction
Reasons to keep our
water resources clean.
To ensure the cleanliness
of water supply
To regulate
the formation of
clouds and rain
To avoid infected
diseases
Ways to keep our water
resources clean
Keep the rivers clean
Cleanliness campaign

2.1 The properties of acidic,
alkaline and neutral substances.

Identify the taste of acidic
and alkaline food.

Identify acidic, alkaline
and neutral substances
using litmus paper.
Conclude the properties of
acidic, alkaline and neutral
substances.
Changes in colour
of litmus papers
blue to red red to blue
no changes
bitter sour
Properties of alkali
Properties of acid
Properties of
neutral substances
Taste bitter & change
red litmus paper blue
Taste sour & change
blue litmus paper red
Other tastes
no changes in litmus paper
acid alkaline
neutral
Investigating Earth
And Universe
Show
directions
Indicates
Seasons
A group of stars that form a
certain pattern in the sky
Importance of
constellation
Identify
constellation
What constellation is
1.1 Understanding
the constellation
Big dipper
Scorpion
Orion
Southern Cross
North
North
South April June
Kite or Cross
Scorpion
Hunter
Water ladle
South
December - January
June - August
planting
harvesting
desert
sea
direction
shape

when
2.1
The movements
of the Earth, the Moon
and the Sun
Earth rotates
on it axis
Earth rotates
and at the
same time
moves around
the sun
Moon rotates
on it axis
Moon rotates
and at the
same time
moves around
the Earth
The Moon and
the Earth move
round the Sun at
the same time
The earth
rotates on its axis
from west to east
The changes
in length and position
of the shadow
throughout the day
THE EARTH , THE MOON
AND THE SUN
2.2
The occurrence of day and night
It is day time for the part
of the Earth facing the Sun.
It is night time for
the part of the Earth facing
away from the Sun.

Day and night occur
due to the rotation of the Earth
on its axis.
the Sun
the Earth
night-time
daytime
axis
west
east
2.3 Phases Of The Moon
The Moon Does Not Emit Light
The Moon appears bright
when it reflects sunlight
The phases
of the moon
New moon Crescent Half moon Full moon

Investigating
Technology
1.1
The shapes of objects in a structure
The shapes of objects Identify shapes in structure
Cuboid
Cube
Cylinder
Sphere Cone Pyramid
Sphere
Cylinder
Shapes of objects that are
stable




The factors that affect
stability of objects
How base area affects
stability
How height affects stability

1.2
The strength
and
stability
of a structure
The factors that affect the
strength of a structure

Design a model that
is strong and stable

Cube, cone, pyramid
Height , base area
Bigger base area more stable
Smaller base area less stable
Lower object more stable
Higher object less stable
Types of materials used
Steel ,Iron, Wood

Suggested design strong and stable
Bridge one with manila card
one with plywood
USEFUL RELATED WEBSITES
http://www.mindtools.com/pages/article/n
ewISS_01.htm
http://www.peterrussell.com/MindMaps/mi
ndmap.php
http://www.studygs.net/mapping/
http://www.edrawsoft.com/MindMap.php
Sample T&L Activities
TOPIC: Renewable Energy and Non-renewable
Energy

Learning Objectives:
1.3 Understanding renewable and non-renewable energy.

Learning Outcomes:
State what renewable energy is.
State what non-renewable energy is.
List renewable energy resources
List non-renewable energy resources.
Explain why we need to use energy wisely.
Explain why renewable energy is better than non-
renewable energy.
Give examples on how to save energy.
Practice saving energy
Activity : Using Mind Map:
1. Pupils view the CD teaching courseware / get information
from text book/ article from related web sites.
2. Teacher discusses with pupils to list the main ideas about
the topic based on what they viewed in the courseware.
3. Teacher lists all the pupils ideas on the board.
4. Pupils discuss in groups to construct a mind map from all the ideas listed
or pupils discuss in groups to complete the blank mind map given by the
teacher.
5. Pupils present their mind map in front of class using transparency or
power point slide or mahjong paper.
6. Teacher displays power point slides about the topic and ask students to
cross check the ideas in their mind map.
Renewable Energy and
Non-Renewable Energy
Renewable energy
Non-renewable energy
Why use energy wisely
How to save energy
Topic: Light
Learning Objectives:
3.1 Understanding that light travels in a straight line.
3.2 Understanding that light can be reflected.

Learning Outcomes:
State that light travels in a straight line.
Give examples to verify that light travels in a straight line.
Describe how shadow is formed.
Design a fair test to find out what factors cause the size of
shadow to change by deciding what to keep the same,
what to change, and what to observe.
Design a fair test to find out what factors cause the shape of
a shadow to change by deciding what to keep the same,
what to change, and what to observe.
State that the light can be reflected.
Draw ray diagram to show reflection of light.
Give examples of uses of reflection of light in everyday life.
Suggested activity
1. Pupils view the CD teaching courseware / get information from
text book/ article from related web sites.
2. Teacher discusses with pupils to list the main ideas about the
topic based on what they viewed in the courseware.
3. Teacher lists all the pupils ideas on the board.
4. Pupils discuss in groups to construct a mind map from all the
ideas listed or pupils discuss in groups to complete the blank
mind map given by the teacher.
5. Pupils present their mind map in front of class using
transparency or power point slide or mahjong paper.
6. Teacher displays power point slides about the topic and ask
students to cross check the ideas in their mind map.
Light
Can be reflected
How ?




mirror
Shadow





Factors that
cause the
size of a
shadow
change
Factors that
cause the
shape of a
shadow
change
How
shadow is
formed










Uses of reflection
Shadow form
Opaque object
Light
Activity 2: Experiment 1
Topic: Factor that cause the size of shadow to change
1. Teacher asks pupils to place an opaque object in front of
light source and state their observation.
2. Pupils give reason based on their observation.
3. Teacher asks pupils some questions to generate the ideas
about the size of a shadow.
Q1: What will happen to the size of shadow when the
opaque object move towards the light source?
A : The size of the shadow increases / become bigger.
Q2: What will happen to the size of the shadow when the opaque object
move backwards?
A : The size of the shadow decreases / become smaller

4. Teacher explains the aim of the experiment that the pupils will
carry
out.
Aim: To find out the factor cause the size of shadow to change
5. Teacher asks pupils to identify what to change, what to
observe and
what to remain the same in the experiment.
6. Pupils discuss in small groups to plan the experiment.
7. Pupils carry out the experiment by changing the distance
between the opaque object and the light source and
measure the height of the shadow.
8. Pupils record their findings in a table.
9. Based on their findings pupils answer the questions
provided in the worksheets.
10. Pupils form a conclusion base on the result of the
experiment.
Activity 2: Experiment 2
Topic: Factor that cause the shape of shadow to change
1. Teacher asks pupils to place a cylinder in different position
in front of a light source and state their observation.
2. Pupils give reason based on their observation.
3. Teacher asks pupils some questions to generate the ideas
about the changing of shape of a shadow.
Q1: What is the shape of the shadow when the cylinder is
placed vertically?
A: The shape of shadow is rectangular.
Q2: What is the shape of the shadow when the cylinder is
placed horizontally?
A: The shape of the shadow is round.

4. Teacher explains the aim/purpose of the experiment
that the pupils will carry out.
Aim: To find out the factor cause the shape of shadow
to change
5. Teacher asks pupils to identify what to change, what
observe and what to keep the same in the
experiment.
6. Pupils discuss in small groups to plan the experiment.
7. Pupils carry out the experiment by changing the
position of the object ( wooden pyramid block, plastic
cup etc) in font of the light source and draw the shape
of the shadow formed.
8. Pupils draw their findings in a table.
9. Based on their findings pupils answer the questions
provided in the worksheets.
10. Pupils form a conclusion of experiment.