THE USE OF MINDMAP

PRESENTED BY PAHANG , PENANG AND KEDAH EDUCATION STATE DEPARTMENT

OBJECTIVES
Enable student to capture ideas written on flip charts, white board or notepad Helps students to organize notes and detect missing key relationship between ideas Helps student to understand concept faster Helps student to capture information easily Helps student to get a different sensory perception and imagination of text. Enable student to appreciate and understanding a text forms, from cultures and contexts that which the student familiar.

GUIDELINES ON USING THE MIND MAP FOR SCIENCE YEAR 5 PRIMARY SCHOOL
Pupils view Teaching Courseware and teacher introduce the main topic. Brainstorm the main ideas based on the Learning Outcomes / viewing. .(e.g. quiz, puzzle, discussion, ) Teachers write down all the pupils ideas and discuss the ideas related to the topic. Teacher introduce main sub-topic. Pupils carry out exploration activities. E.g. group discussion, scrap-book, simulation, role play experiment and other suitable activities. Pupils make note and record their findings Pupils develop their own mind map and present using suitable method (transparency, display paper etc) Display their findings. Pupils do cross-checking with each other by referring the mind map produced by teacher through power point slide Make sure all the Learning Objectives for every theme had been taught.. Enhancement and remedial activities.

MINDMAP YEAR 5

Investigating Living Things

1.1 Understanding that microorganism is a living things Microorganism

Bacteria

Fungi

Protozoa

Virus

Characteristics

Breathe

Move

Grow

Cannot see with naked eyes tiny

Cause the dough rise

Rotten oranges Mouldy rice

1.2 Understanding that some microorganism are harmful and some are useful

Some Organisms Are Harmful And Some Are Useful

Useful

Harmful

Prevention
Washing hand

Making bread/ tapai/tempe/fertilizer

Can cause

Disease
Stomach upset Measles/cough

Drink boiled water Covering mouth & nose when coughing & sneezing

Illness

Food poisoning Food Turns bad

Tooth decay Tooth decay Conjunctivitic/mumps

how animals take care of Their eggs and young.

Examples animals that take care of their eggs and young.
Bird, Frog, Spider, Fish, Snake, turtle, Kangaroo, Elephant Bird - Eggs with shell covering Frog - Eggs are thick, slimy and having bad smell Spider - kept in a bag underneath its body Fish - keep their young in their mouths Snake, Tiger - attack in order to protect their eggs Turtle - hide their eggs Kangaroo - carry their young in their pouches Elephant - stay in herds

2.1 Survival of Animal Species

Why animals take care of their eggs and young.

To ensure the survival of their species

2.3 Importance

Shortage of food resource

Animals and plants species may face extinction.

Agents of dispersal

Special characteristic

Examples

Light

Coconut

Water

Air Space in the fruits Not water absorbent

Lily

Light

Shorea Angsana Lalang

Wind

2.2 Survival of Plant Species

Small in size Winged

Explosive mechanism

Dry when ripe Explodes when mature

Rubber fruit Balsam fruit Chestnut

Brightly coloured

Rambutan Mango Love grass Mimosa

Animal

Edible Have smells Have hook

3.1 Food Chain

Animals and the food they eat

Producer

Classify animals into herbivore, carnivore and omnivore.

Construct food chain

Consumer

All living things need food to survive. Green plant can make their own food. However animals cannot make their own food.

Green plant obtain energy from the sun to make food. Green Plant as a producer

Herbivore : Animals that eat plants only. e.g.: cow, goat, deer

The food relationship among living things can be shown by a food chain.

Animals that eat plant or other animals are called consumers.

Carnivore: Animals that eat other animals. e.g.: tiger, lion To construct food chain It must start with plant as a producer.

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

In a food chain the arrow means eaten by

3.2 Synthesizing food chain to construct food web.

What will happen to a certain species of animals if they eat only one type of food

Food web

Food web of different habitats

What will happen If there is a change in population of a certain species in a food web

A change in the population of a certain species will effect the Population of other species
garden

They will face difficulty to survive if the Source of food runs out

Paddy field

Investigating Force And Energy

Examples of situations : Jumping, holding things, Pulling things

ENERGY

- by living things to carry out life processes. Ex : moving, breathing, growing -to move, boil, melt, - to bounce nonliving things

When and where energy is needed

Why energy is needed? 1.1 The Uses of Energy Sun

Water
- moving or falling water produce energy

The Sources of Energy

- main source of energy - produces light and heat

Food Batteries Fuel

- wood, coal, petroleum, natural gas

Wind
- Moving air - Used to pump water, drive small sawmills

- food contains stored energy

- device that generated electrical energy from chemical energy

ENERGY
Light energy Heat energy Electrical energy Kinetic energy Chemical energy

Potential energy

Sound energy

Form of energy
Solar energy

1.2 Energy can be transformed from one form to another Energy can be transformed

Example of appliance that make use of energy transform

a) a burning candle Chemical energy heat energy + light energy

b) solar powered signal light Solar energy electrical
energy light energy

a) Electric iron Electrical energy heat energy b) Electric Radio Electrical energy sound energy c) Television Electrical energy sound energy + light energy

Resources solar, wind, biomass fuel, water

ENERGY
Energy that cannot be replenished Energy that can be replenished when it is used up Why renewable energy is better then non-renewable energy

Resources natural gas, petroleum, coal

Non-renewable energy 1.3 Renewable and Non-renewable Energy

Renewable energy

Why use energy wisely

Avoid wastage Some energy resources cannot be replenished when used up To save cost

How to save energy

Reduce pollution

Turn off the television when no one watching it

Switch off the lights before going to leave the room

Electricity
Precautions
Sources

Dry cell Dynamo Solar cell

Danger of mishandling electrical appliances

Type of circuit Fire Burn Parallel circuit Series circuit

Accumulator

Electric shock Electrocution

Symbol and component

Name Dry cell

Symbol

Safety precautions to be taken when using appliances

Do not touch electrical appliances with wet hand Do not repair electrical appliances on your own

Connecting wire Differences The bulb in the parallel circuit is brighter then the bulb in the series circuit Switch Bulb

Light
Travel in a straight line Can be reflected How ?
Pinhole camera

Uses of reflection
Periscope Kaleidoscope
Factor that cause the size of a shadow change Distance of the object from the light source

Shadow

The light that falls on objects bounces off the objects and comes to your eyes Factor that cause the shape of a shadow change When light is completely or partially blocked by an opaque object

How shadow is formed

mirror

Side mirror of a car

Opaque object

Position of the object

Light
Shadow form

Heat
The effects of heat on matter Understanding that Temperature is an indicator of degree of hotness

Matter expands when heated

Matter contracts when cooled

Substances gain heat become warmer Substances loses heat become cooler

Temperature of object increases as it gains heat and decreases as it loses heat

Measure temperature using the correct technique

oC

Example Example
Heating an iron ball and insert into a iron ring Cooling an iron ball and insert into a iron ring

Temperature is an indicator to measure hotness

is the metric unit for temperature

Investigating Materials

wood

water

milk

air

solid
stone

liquid

gas
steam

examples

1.1 Matter exist in the form of solid, liquid or gas

Properties of solid

Properties of liquid

Properties of gas
has mass

has mass

fixed shape has mass fixed volume

fixed volume

no fixed shape

no fixed volume

no fixed shape
(Takes the shape of the container)

can be compressed

solid

liquid

melting

boiling

1.2 CHANGING STATES OF WATER

liquid gas

evaporation
*Affected by windy and hot weather *Takes place at the surface of the liquid at room temperature

*Happen at any temperature

gas

liquid

condensation

liquid solid

freezing

1.3 Understanding the water cycle.

condensation

Importance of water.

Formation of clouds and rain.

sea

evaporation

Circulation of water in the environment. Changes in the states of matter in the water cycle Gas liquid (Condensation) Liquid gas (evaporation) Droplets of water will become bigger and heavier rain

To prevent living aquatic from being destroyed and undergoing extinction

To avoid infected diseases

To regulate the formation of clouds and rain

Reasons to keep our water resources clean.

To ensure the cleanliness of water supply

1.4 Appreciating the importance of water resources.

Ways to keep our water resources clean Keep the rivers clean Cleanliness campaign

2.1 The properties of acidic, alkaline and neutral substances.

Identify acidic, alkaline and neutral substances using litmus paper. Changes in colour of litmus papers blue to red red to blue

Identify the taste of acidic and alkaline food.

Conclude the properties of acidic, alkaline and neutral substances.

bitter

sour

Properties of acid Properties of alkali Properties of neutral substances

acid
no change neutral

alkaline

Taste bitter & change red litmus paper blue

Taste sour & change blue litmus paper red

Other tastes no changes in litmus paper

Investigating Earth And Universe

planting

harvesting desert

Indicates Seasons

Importance of constellation
Show directions

sea

What constellation is

1.1 Understanding the constellation

A group of stars that form a certain pattern in the sky June - August Scorpion

Southern Cross

Identify constellation

Scorpion
south

Orion
South April June

Big dipper
Hunter

North

Kite or Cross Water dipper North December - January

THE EARTH , THE MOON AND THE SUN

Earth rotates on it axis

Moon rotates on it axis

Moon rotates and at the same time moves around the Earth

2.1 The movements of the Earth, the Moon and the Sun
The earth rotates on its axis from west to east

Earth rotates and at the same time moves around the sun

The Moon and The changes the Earth move in length and position round the Sun at of the shadow the same time throughout the day

night-time

daytime
the Sun the Earth

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.

2.2 The occurrence of day and night axis Day and night occur due to the rotation of the Earth on its axis.

west

east

2.3 Phases Of The Moon

(The different shapes of the moon that can be seen from the Earth)

Describe the phases of the moon The Moon Does Not Emit Light

The Moon appears bright when it reflects sunlight

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

Cylinder
Sphere Cube

Cuboid

Cylinder

Sphere

Pyramid

Cone

Strength and Stability

Shapes of objects that are stable

Cube, cone, cylinder

The factors that affect stability of objects

1.2 The strength and stability of a structure

Height , base area

How base area affects stability

Bigger base area more stable Smaller base area less stable

How height affects stability

Design a model that is strong and stable Suggested design strong and stable Bridge one with manila card one with wood Lower object more stable Higher object less stable

The factors that affect the strength of a structure

Types of materials used Steel ,Iron, Wood

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 nonrenewable 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.

Non-renewable energy

Renewable energy

Renewable Energy and 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.

Activitiy 1: 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.

Light
Can be reflected How ?
Pinhole camera

Uses of reflection

Shadow

How shadow is formed

Factors that cause the size of a shadow change

Factors that cause the shape of a shadow change

mirror

Opaque object

Light
Shadow form

Activity 2: Experiment 1
Topic: Factor that cause the size of shadow to change Teacher asks pupils to place an opaque object in front of light source and state their observation. Pupils give reason based on their observation. Teacher asks pupils to 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 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 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 Teacher asks pupils to place a cylinder in different position in front of light source and state their observation. Pupils give reason based on their observation. 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.