Teacher Notes Systems (STD)

My Pals are Here!
Science Primary 5&6 Teachers Notes on Activity Books Systems
Theme: Systems
Chapter 1 The plant transport system
Activity 1.1 In the flow
Approximate time frame: 1.5 periods
Suggested venue: Science laboratory
Please take note of the following:
Pg 2 For Observations question 1 answer, the diagrams for A and B should be
further sliced into half (showing only half of the U-shaped celery stalk).
Pg 3 For Extension question 2, the pupils are not expected to cut along the dotted
line on the page.
Concepts
Plants have a transport system.
Plants have a set of tubes that carry water from the roots to other parts of the plants,
also known as the xylem.
Specific objectives
Pupils should be able to:
state that plants have water-carrying tubes
state that the water-carrying tubes in plants transport water from the roots to other
parts of the plants
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 parts of the

celery stalk that are stained with
food colouring
Comparing
To identify the similarities or

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

water in different parts of the
celery stalk
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 stained crosssection of the celery stalk
Inferring
By interpreting that tubes

transport water up the stem of
the celery stalk
To give explanations to observations of

objects or events
2009 Marshall Cavendish International (Singapore) Pte Ltd
My Pals are Here! Science Primary 5&6 Teachers Notes on Activity Books Systems
Material list
Material
Quantity
Per group
Per class
Remarks
Stalk of celery
Per pupil
1
Blue food colouring
a bottle
Red food colouring
a bottle
Beaker (1000 mL)
Knife
Teaching suggestions
Teaching strategy
Questioning
Explanation
Cycles of
questions-answersquestions
Teaching suggestion(s)
Ask the pupils to predict what will happen

before they conduct the experiment, e.g. will
there be a colour change on the leaves.
After the experiment, ask the pupils to
determine whether their predictions were
correct based on their observations.
Ask the pupils how they could improve the
experiment. (Suggested answer: Use
another similar set-up containing clear water
instead of coloured water as a control.)
SAIL
Instruction and
assessment
A rubric can be used to assess each pupils

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
Cuts part of a celery stalk into

two equal halves
Fills two beakers with exactly 500
mL of water each
Ensures that the ends of the
celery stalk are fully submerged
in the coloured water
Making
observations
and recording
results
Meets at
least one
but not all
the criteria
in level 3
Meets at
least two
but not all
the criteria
in level 3
Draws the cross-section of parts

A and B of the celery stalk clearly
Colours the correct positions in
the diagrams drawn to represent
the stained spots
States that there is no mixing of
the blue and red colours at the
upper portion of the celery stalk
(Note: This criterion can be
assessed using question 2 from
the Observations section.)
Skill(s): Analysing
Drawing
conclusions
Beginning
1
Developing
2
Meets at
least one
but not all
the criteria
in level 3
Meets at
least two
but not all
the criteria
in level 3
Accomplished
3
Score
*States that the water-carrying

tubes are responsible for
transporting water from the roots to
other parts of the plant
Draws the arrangement of the
water-carrying tubes correctly in
the diagram provided (Note: This
criterion can be assessed using
the question from the Conclusion
section.)
Explains that the water-carrying
tubes in the celery stalk are
separate tubes, so there is no
mixing of the coloured water at the
upper portion of the celery stalk
(Note: This criterion can be
assessed using the question from
the Question section.)
Total
* Note: The teacher can assess the pupil on this criterion through verbal questioning or
including an additional question in the Activity Book for the pupil to answer. The question can
be phrased as, Name the set of tubes that is responsible for transporting water from the
roots to other parts of the plant.
Extension (page 3)
Question
Process skill
Description
Comment
Predicting
The pupils can use the knowledge

obtained from the activity on the celery
stalk to predict that repeating the steps
using a carnation stalk would produce
similar results.
If time permits,
get the pupils to
perform the
experiment using
a carnation stalk
to verify their
prediction.
Communicating
The explanation/reasoning can be better

communicated to the pupils through the
use of clear diagrams.
Pupils can ask a

florist.
Reason 1
stalk
water
stem is cut at an angle so that
the tubes are not covered by
the base of the beaker
Reason 2
tubes
cut the stem

at an angle
larger
surface area
is exposed
Theme: Systems
Chapter 1 The plant transport system
Activity 1.2 Sugar in the flow
Approximate time frame: 0.5 period
Suggested venue: Classroom
Concepts
Plants have a transport system.
Plants have a set of tubes that carry sugar (food) from the leaves to other parts of the
plants, also known as the phloem.
Specific objective
state that plants have food-carrying tubes
state that the food-carrying tubes in plants transport sugar (food) from the leaves to
other parts of the plants
Process skills
Skill/process
Meaning
How is it applied in this activity?
Observing

By observing the results of Joes

investigation shown on page 4 of
the Activity Book
Inferring

objects or events
By interpreting that sugar has

accumulated in the upper part of
the cut
Evaluating
To determine whether objects, ideas,

principles or series of actions are
reasonable, accurate, of good standard
and capable of being used
By assessing whether water is still

able to travel from the roots to
other parts of the plant
Tell pupils that only the food-carrying tubes are removed. Lead them to understand
that water-carrying tubes are still present in the uncut part of the stem.
stem
The water-carrying
tubes are still present
in the uncut part.
Outer ring of the
stem is cut away.
Only food-carrying tubes are

removed in the cut part.
Teaching strategy
Explanation
Teaching suggestion
Demonstration
To scaffold the
learning process
The teacher may perform the experiment on a

sunflower stem one week before the activity
and show the pupils the results.
Questioning
Cycles of questionsanswers-questions
Discuss the questions in the Activity Book with

the pupils.
Theme: Systems
Chapter 2 Air and the respiratory system
Activity 2.1 The lung machine
Approximate time frame: 2 periods
Concepts
Humans have a respiratory system for breathing.
Air enters the respiratory system through the mouth and nose.
Lungs expand to draw in air and contract to push out air.
Specific objective
use the lung model to explain how the human respiratory system works
Process skills
Skill/process
Meaning
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 what happens when

balloon B is stretched and released
Comparing

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

model with those of the human
respiratory system
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 measuring tape to

measure the chest size during
inhalation and exhalation (Note: To
measure the chest size, one pupil
should raise his/her arms slightly and
allow another pupil to place the
measuring tape just under the arms.)
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 missing parts of the

human respiratory system
Analysing
To consider carefully and in detail

objects, ideas, principles or series
of actions in order to determine
the patterns and relationships
By identifying the parts of the human

respiratory system and how they work
together
Material list
Material
Transparent plastic cup
Per class
1
Straw
Balloon
Plasticine
a box
Measuring tape
Quantity
Per group
Remarks
Per pupil
The lung model
set-up is a teacher
demonstration.
The chest size

measurement is
group work. Each
group can have
two pupils.
Note: Prepare the lung model before the activity commences and ensure it works properly.
Teaching strategy
Explanation
Teaching suggestion
Demonstration
To scaffold the
learning process
Pull balloon B and release it for pupils to

observe what happens to balloon A.
Questioning
The teacher may link to the concept of matter

(anything that occupies space) by asking the
pupils why air enters balloon A.
Reinforcement (page 7)
Process skill
Description
Comparing
By comparing
the lung model
and the human
respiratory
system
Comments
Before asking the pupils to compare, the teacher may

ask the pupils, especially the high-ability pupils, to
evaluate the lung model and state its limitations.
(Possible answers: The plastic cup cannot represent
the movements of the ribs. The diaphragm contracts
to move downwards when we inhale, but balloon B in
the lung model must be stretched and vice versa.)
More than one similarity and one difference can be
discussed.
Theme: Systems
Activity 2.2 Ill huff and Ill puff
Approximate time frame: 1 period
Pg 8 For Procedure 1, the pupils can measure 100 mL of water in a beaker to
simplify the procedure.
Pg 8 For Procedure 1, the pupils should mark every 50 mL or 100 mL on the
plastic bottle. The diagram has been simplified.
Background information
This activity involves the measurement of the vital capacity, which is the maximum
amount of air expelled out of the lungs when we exhale.
This is different from the total lung capacity, which is the volume of air contained in
the lungs after a full inhalation (maximum inspiration).
Thus, the total lung capacity is greater than the vital capacity.
Concept
We can measure the volume of air we breathe out.
Specific objective
use a bottle set-up to measure the volume of air we breathe out
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,
By observing the water level

as air is blown into the plastic
bottle through the rubber tube
Using apparatus
and equipment
To know how to use, which to choose

and how to handle apparatus and
equipment correctly for different
purposes
By marking readings onto the

plastic bottle and using it as
an instrument to measure the
volume of air we breathe out
Material list
Material
Beaker (100 mL)
Per class
1
1.5 L plastic bottle with a cap
Permanent marker
Trough
Quantity
Per group
Remarks
Per pupil
This experiment
is a teacher
demonstration.
Rubber tube (50 cm long)

1
Note: Set up the trough of water and the graduated plastic bottle before the activity
commences.
Teaching strategy
Explanation
Teaching suggestion
Demonstration
To scaffold the
learning process
Get one pupil to do the demonstration.
Questioning
Extend the activity by asking the pupils

whether the maximum volume of air breathed
out in one breath is different for everyone. Ask
the pupils what they would do to find out the
answer. (Suggested answer: Repeat step 6 for
different pupils and record the volume of air
blown into the bottle.)
10
Theme: Systems
Activity 2.3 Fishy business
Pg 9 For Procedure 1, the fish can be placed in a bowl of ice cubes if crushed ice
is not available.
Background information
In fish, water flows through the mouth and then over the gills. Exchange of gases
occurs at the gills as shown in the diagram below.
blood rich in carbon dioxide
blood rich in oxygen
carbon dioxide leaves

the blood vessel
oxygen enters the
blood vessel
flow of water
rich in oxygen
gill filament
Concepts
Different animals have different parts in their respiratory systems.
Fish breathe through their gills.
Gills have a rich supply of blood to carry the oxygen that is obtained from the water.
Specific objectives
explain the role of gills in fish
infer why gills are deep red in colour
Process skills
Skill/process
Meaning

activity?
Observing

By observing where the

gills are found and the
colour of gills
Using apparatus
and equipment
To know how to use, which to choose and

how to handle apparatus and equipment
By using a hand lens to

have a clearer observation
of things
11
Skill/process
Meaning

activity?
Communicating
To understand and be able to inform

others of information that is presented in
different forms words, diagrams,
By drawing the fish head

and where the gills are
found
Inferring

objects or events
By inferring that there are

many blood vessels in the
gills based on the
observation of their deep
red colour
Material list
Material
Small fish
Per class
1
Hand lens
Big bowl of crushed ice /

ice cubes
Quantity
Per group
Remarks
Per pupil
Pupils can take
turn to use the
hand lens.
Teaching strategy
Explanation
Teaching suggestion(s)
Demonstration
To scaffold the
learning
process
The teacher should pull up the gill cover to let the

pupils observe the gills using the hand lens. Before
doing this, the teacher can ask the pupils where the
gills are found.
Questioning
Cycles of
questionsanswersquestions
Ask the pupils where the gills are located without

showing them first. (Answer: The gills are found
under the gill cover.)
Extend by asking the pupils what is the
advantage for gills to have many filaments.
(Answer: The gills have many filaments in order
to have a large surface area.) Next, ask why the
gills need to have a large surface area. (Answer:
The gills need to have a large surface area so
that they are in contact with the maximum
amount of water and are able to absorb as much
oxygen as they can.)
Extend by asking the pupils to compare and
contrast the lungs in humans and the gills in fish.
12
Theme: Systems
Chapter 3 The human circulatory system
Activity 3.1 Go with the flow
Approximate time frame: 0.5 period
Pg 11 For the sentence to be completed by pupils, it must be made clear that the
lungs are not a part of the circulatory system. It is the blood, heart and blood vessels
in the circulatory system that work together with the lungs in the respiratory system.
Concepts
Our circulatory system transports various materials around the body.
The heart pumps blood to all parts of our body.
Some blood vessels carry oxygen-rich blood from the lungs to all parts of the body.
Some blood vessels carry carbon dioxide-rich blood from all parts of the body to the
lungs.
Specific objectives
explain the roles of the different parts of the circulatory system
describe the movement of blood in the circulatory system
Process skills
Skill/process
Meaning

activity?
Communicating To understand and be able to inform others

of information that is presented in different
forms words, diagrams, pictures, tables,
graphs etc.
By using a simple diagram

to describe the flow of blood
throughout the body
Analysing
By analysing the different

parts of the circulatory
system and how they work
together
To consider carefully and in detail objects,

ideas, principles or series of actions in order
to determine the patterns and relationships
Teaching suggestion
Teaching strategy
Questioning
Explanation
Teaching suggestion
Ask the pupils what the roles of the heart,
blood vessels and blood are.
13
Theme: Systems
Activity 3.2 Run for your life!
Concepts
After every heartbeat, a pressure wave passes along the blood vessels.
The rate of heartbeat changes with age, health and the type of activity being done.
Specific objectives
measure the rate of heartbeat
state the factors that affect the rate of heartbeat
Process skills
Skill/process
Meaning
Using
apparatus and
equipment

By using a toothpick that is

stuck onto the wrist as a
pulse detector
Communicating

others of information that is presented in
different forms words, diagrams,
By recording the
measurements in a table
Inferring

objects or events
By inferring the factor that

affects the rate of heartbeat
Material list
Material
Plasticine
Quantity
Per group
a piece
Toothpick
Per class
Teaching strategy

activity?
Remarks
Per pupil
Each group can
have two pupils.
Explanation
Teaching suggestion
Cooperative
learning
An environment in which pupils

assume different roles to contribute
to the completion of tasks
Get the pupils to take each

others rate of heartbeat one
after another.
Questioning
Cycles of questions-answersquestions
Ask the pupils to predict their

results before allowing them to
carry out the experiment.
14
Extension (page 13)

Process skill(s)
Communicating,
analysing
Description
Comment
Pupils are to plot a line graph

and give an estimation of a
value based on the line graph
plotted.
Ask the pupils what conclusion can be

drawn from the line graph. (Answer:
The rate of heartbeat for a person
slows down with age.)
15
Theme: Systems
Activity 3.3 The ups and downs of life
Concept
The rate of heartbeat changes with the type of activity being done.
Specific objective
analyse the graph of heart rate against time for a person performing different activities
Process skills
Skill/process
Meaning

activity?
Inferring

objects or events
By inferring the times when

the boy started running and
when he stopped running
Analysing
To consider carefully and in detail objects,

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

heart rate against time
Teaching suggestion
Teaching strategy
Questioning
Explanation

Teaching strategy
Concept mapping
Teaching suggestion
Discuss the questions in the Activity Book
with the pupils.
Explanation
Pupils are to complete the concept map

that links the different concepts in Activities
3.1, 3.2 and 3.3.
Teaching suggestion
Pupils may refer to the
Systems Textbook.
16
Theme: Systems
Chapter 4 The unit of life
Activity 4.1 Micro-organisms in pond water
Pg 17 The pupils can read the Process recess on pg 19 before they begin the
activity.
Concepts
Micro-organisms need air, water and food to survive.
Some micro-organisms obtain their food through photosynthesis.
Some micro-organisms obtain their food by feeding on other micro-organisms.
Specific objectives
use a microscope to observe pond micro-organisms
state that micro-organisms need air, water and food to survive
Process skills
Skill/process
Meaning

activity?
Observing

By observing pond microorganisms
Using apparatus
and equipment

By using a microscope to
observe pond microorganisms
Inferring

objects or events
By inferring which microorganisms can

photosynthesise based on
whether they have green
pigments
Material list
Material
Per class
Quantity
Per group
Remarks
Prepared slides
Per pupil
a set
Microscope
17
Teaching suggestion
Teaching strategy
Questioning
Extension (page 18)

Teaching strategy
Questioning
Explanation
Teaching suggestion
with the pupils.
Teaching suggestion
Go through the questions in the
Activity Book with the pupils.
Further extension
Ask the pupils to find out about
planktons from the Internet or
other print media.
18
Theme: Systems
Activity 4.2 Plant and animal cells
Pg 19 For Materials, Elodea plant should be used in the activity instead of onions.
Pg 21 For Procedure 14, steps 9 to 11 should be repeated instead of steps 3 to 5.
Pg 22 For Extension question and answer, the pupils should be asked to observe
the cells of an onion bulbs scale leaf instead of an onion leaf. This is because the
onion bulbs scale leaf contains cells that do not carry out photosynthesis, while the
onion leaf contains cells that carry out photosynthesis.
Concepts
Living things are made up of cells.
Plant and animal cells have the nucleus, cytoplasm and cell membrane.
Plant cells have chloroplasts and cell walls, but animal cells do not.
Specific objectives
prepare slides
use a microscope and adjust the focus
observe plant and animal cells using a microscope
compare the plant cell and animal cell
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 plant

and animal cells
Comparing
To identify the similarities or differences between

objects, ideas, principles or series of actions
Using
apparatus and
equipment
To know how to use, which to choose and how

to handle apparatus and equipment correctly for
different purposes
By comparing the
structures found in
plant and animal cells
By using the
microscope to study
Communicating
To understand and be able to inform others of

By drawing and
information that is presented in different forms labelling the parts of
words, diagrams, pictures, tables, graphs etc.
19
Material list
Material
Per class
Quantity
Per group
Remarks
Toothpick
Per pupil
1
Glass slide
Iodine solution
a bottle
Cover slip
Forceps
a pair
Elodea plant
Microscope
Glass dropper
Safety pointers
Broken slides and glassware may cut the skin easily. Notify the teacher if glass is
broken.
Carry the microscope carefully with two hands. One hand should hold the arm and
the other hand should be supporting the base of the microscope.
Do not touch the lenses of the microscope.
If using a microscope with a light, turn off the light before pulling out the plug when
not in use.
Always clean slides and microscope when the experiment is completed. Store the
microscope set on the lowest objective with the nosepiece turned to its lowest
position (using the coarse adjustment knob).
Cover the microscope with a dust cover and return it to the correct place.
Teaching strategy
Explanation
Teaching suggestion
Questioning

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

pupils scientific drawing.
Note: A microscope digital imager could be used to show the pupils the results.
microscope digital imager
computer showing the image

of the cells observed
microscope
20
Rubric
For assessing the pupils scientific drawing
Making
observations
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
Presenting
data
Meets at
least one
but not all
the criteria
in level 3
Meets at
least two
but not all
the criteria
in level 3
Score
Both the plant and animal cells

are drawn
Drawings are done accurately to
show sufficient details, e.g.
different parts of the plant and
animal cells are shown (no
labels required)
Label lines are pointing to the
correct structures
Size of each drawing is more
than of the space given
Drawing is done neatly in pencil
with clear, continuous lines
Label lines are ruled and do not
cross each other
No spelling mistakes
Total

Process skill
Comparing
Meaning
Description

differences between objects, ideas,
principles or series of actions
Pupils are to complete a table that

compares the parts of a plant cell and
an animal cell.
Extension (page 22)

Process skill
Predicting
Description
Pupils need to understand that not all cells in a

plant have chloroplasts. With this knowledge,
pupils are to predict that an onion bulb, being an
underground stem, does not make food and
should not have chloroplasts. Other parts of the
cells in the onion bulb should be the same as the
leaf cell of the elodea.
Further extension
If time permits, allow
the pupils to observe
the cells of an onion
leaf and onion bulb.
21
Theme: Systems
Activity 4.3 Leaf prints
Pg 25 The pupils can be informed that the underneath surfaces of leaves is often
called the undersides of leaves.
Concepts
There are different types of cells in a multi-cellular organism.
Different types of cells perform different functions.
Specific objectives
prepare a leaf peel and a slide
use the microscope and adjust the focus
observe plant cells using the microscope
predict whether the cells in the leaf surface are the same as the cells underneath the
leaf surface
Process skills
Skill/process
Meaning

activity?
Observing

By observing the cells in the

leaf surface
Using apparatus
and equipment

purposes
By using the microscope to

observe plant cells
Predicting
To determine whether an outcome will

happen on the basis of observations,
experiences or scientific reasons
By predicting whether the peel

of the bottom surface of a leaf
would look the same as that of
the top surface of the leaf
22
Material list
Material
Microscope
Quantity
Per group
1
Glass slide
Cover slip
Nail polish
Leaf
Forceps
a pair
Per class
Teaching suggestion
Teaching strategy
Explanation
Questioning
Cycles of
questionsanswersquestions
Questioning
Per pupil
Each group can
have two pupils.

Teaching strategy
Remarks
Discuss the questions in the Activity Book with the

pupils.
Ask the pupils why we need to prepare the peel
and not just place the leaf on the microscope
stage for observation. Ask them to try both ways.
(Answer: Light from the light source cannot pass
through the leaf but it can pass through the peel,
which makes it easier to observe the cells.)
Ask the pupils to try to label the diagram of an
epidermal cell and that of a guard cell. Get them
to present to the class.
Explanation
Teaching suggestion
with the pupils.
23
Theme: Systems
Activity 4.4 My cell model
Concept
The parts of a cell and where they are found.
Specific objective
work in a team in a project work
Process skills
Skill/process
Meaning
Generating
possibilities
To come up with other potential

possibilities besides the common
one
By generating different ways of

making a model
Communicating

others of information that is
graphs etc.
By drawing the model made (Note:

Pupils can also use a digital
camera to take a photograph of
their model, print it out and paste it
onto page 26 of the Activity Book.)
Material list
Material
Resealable plastic bag
Quantity
Per group
1
Honey or syrup
a bottle
An assortment of edible
objects, e.g. chocolate
balls, jelly beans
a bag
Per class
Teaching strategy
Explanation
Remarks
Per pupil
Each group can
have three pupils.
Teaching suggestion
Questioning
Ask the pupils which other models they have

come across.
SAIL
Instruction and
assessment

performance during cooperative-learning.
24
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
Provides work that

occasionally needs
to be checked or
redone by other
group members to
ensure quality
Provides work of the

highest quality (Note:
No mistake was made
while taking the
measurement.)
Time
management
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
Rarely listens to,
shares with or
supports the efforts
of others
Does not suggest or

refine solutions, but
is willing to try out
solutions suggested
by others
Actively looks for and

suggests solutions to
problems
Often listens to,

shares with and
of others
Almost always listens

to, shares with and
supports the efforts of
others
Problemsolving
Working with
others
Score
Total
25
Theme: Systems
Chapter 5 Electric circuits
Activity 5.1 Electrical components
Pg 27 For Procedure 2, the pupils should be asked to look at and draw the piece of
wire provided instead of some pieces of wire.
Concepts
There are different electrical components in an electric circuit.
A battery has positive and negative terminals.
A battery in an electric circuit is the energy source.
Connecting wires may have two parts the metal part and the plastic or rubber part.
A light bulb has parts such as a glass bulb, metal filament, metal casing and metal tip.
In order for a bulb to light up, it has to be properly connected in an electric circuit.
Specific objectives
state the role of each component in a simple electric circuit
connect a bulb, a battery and connecting wires correctly for the bulb to light up
Process skills
Skill/process
Meaning
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 parts of a battery,

connecting wire and light bulb
Using apparatus
and equipment

apparatus and equipment correctly
for different purposes
By setting up a simple electric

circuit correctly such that a bulb
lights up
Communicating
To understand and be able to

inform others of information that is
graphs etc.
By drawing and labelling the parts

of a piece of connecting wire
Inferring
To give explanations to
observations of objects or events
By inferring how a bulb must be

connected in an electric circuit
after trying different ways of
connecting the given components
to cause a bulb to light up
26
Material list
Material
Per class
Quantity
Per group
Remarks
Per pupil
1
Battery (D-sized)
Wire
Bulb
Magnifying glass
Teaching suggestion
Teaching strategy
Questioning
Explanation

Teaching strategy
Concept mapping
Explanation
Meaningful relationships
of concepts
Teaching suggestion
with the pupils.
Teaching suggestion
Discuss the roles of the components in
the electric circuit that pupils set up to
cause a bulb to light up.
27
Theme: Systems
Chapter 5 Electric circuits
Activity 5.2 Closed circuits
Pg 29 For Materials, three pieces of wire should be used in the activity instead of
two pieces of wire.
Pg 29 For Materials, the pupils can be informed that the clips at the ends of wires
are also called crocodile clips.
Pg 29 For Materials, a bulb can be used alone if a bulb holder is not available.
Concepts
In order for a bulb to light up, it has to be properly connected in an electric circuit.
An electric current will only flow if the components in an electric circuit form a
complete path without any gaps.
A circuit through which an electric current can flow is called a closed circuit.
Specific objectives
state that when a circuit is closed, an electric current can flow.
use a circuit tester
Process skills
Skill/process
Meaning
Using apparatus
and equipment

apparatus and equipment correctly
for different purposes
By setting up a simple circuit tester
Inferring
To give explanations to
observations of objects or events
By inferring how the paper clips

are connected behind a card
Material list
Material
Per class
Quantity
Per group
Remarks
Battery (D-sized)
Per pupil
1
Wire (without clips at the ends)
Wire (with clips at the ends)
Bulb in bulb holder / Bulb alone
Stiff cardboard
Paper clip
Masking tape
a roll
28
Teaching suggestion
Teaching strategy
Games
Extension (page 30)

Teaching strategy
Questioning
Explanation
Teaching suggestion
Playing or simulations for the

learning of concepts and skills
Explanation
Pupils are to pair up and play the

game with each other.
Teaching suggestion
with the pupils.
29
Theme: Systems
Chapter 6 Using electricity
Activity 6.1 More batteries in series
Approximate time frame: 2 periods
Concepts
If more batteries are connected in series to a simple electric circuit, the brightness of
the bulb increases.
If too many batteries are used, too much electric current flows and the bulb might
blow or fuse.
Specific objective
infer that when more batteries are connected in series to a simple electric circuit, the
bulb will be brighter
Process skills
Skill/process
Meaning

activity?
Observing

By observing the brightness of

the bulb each time a new
electric circuit is set up
Using apparatus
and equipment

purposes
By setting up simple electric

circuits that are properly
connected
Communicating

By drawing circuit diagrams
Inferring

objects or events
By inferring that when more

batteries are connected in
series to a simple electric
circuit, the bulb will be brighter
Predicting

By predicting how the

brightness of a bulb changes
when more batteries are
connected in series in a
simple electric circuit prior to
the experiment
30
Material list
Material
Per class
Quantity
Per group
4
Battery (D-sized) in battery

holder
Bulb in bulb holder
Connecting wire
Magnifying glass
Teaching strategy
Remarks
Per pupil
Each group can
have two pupils.
Explanation
Teaching suggestion
Cooperative
learning

Tell pupils to divide their roles

among themselves to conduct
the activity.
Questioning
Discuss the questions in the

Extension (page 33)

Skill/process
Comparing
Meaning
To identify the similarities or differences between

objects, ideas, principles or series of actions
Communicating To understand and be able to inform others of

information that is presented in different forms
words, diagrams, pictures, tables, graphs etc.
How is it applied in
this activity?
By comparing the
circuit in a torch to a
simple circuit
By drawing the circuit
diagram of the circuit
in a torch
31
Theme: Systems
Activity 6.2 More bulbs in series
Pg 34 For Materials, three batteries should be used in the activity instead of one
battery.
Concept
If more bulbs are connected in series without increasing the number of batteries, the
brightness of the bulbs will decrease.
Specific objectives
infer that if more bulbs are connected in series in a simple electric circuit without
increasing the number of batteries, the brightness of each bulb will decrease.
state that when more bulbs are connected in series in a simple electric circuit, the
electric current will decrease.
Process skills
Skill/process
Meaning

activity?
Observing

By observing the brightness of

the bulbs each time a new
electric circuit is set up
Using apparatus
and equipment

purposes
By setting up simple electric

circuits that are properly
connected
Communicating

By drawing circuit diagrams
Inferring

objects or events
By inferring that when more

bulbs are connected in series
to a simple electric circuit, the
bulb will be dimmer
32
Skill/process
Predicting
Meaning

activity?


brightness of each bulb
changes when more bulbs
are connected in series in
a simple electric circuit
prior to the experiment
By predicting whether the
bulbs will still light up if
more bulbs are connected
in series in the electric
circuit (see * on the next
page)
Material list
Material
Battery (D-sized) in battery holder
Quantity
Per group
3
Bulb in bulb holder
Connecting wire
Per class
Teaching strategy
Explanation
Remarks
Per pupil
Each group
can have
two pupils.
Teaching suggestion
Cooperative
learning

Tell pupils to divide their roles

among themselves to conduct
the activity.
Questioning

Investigating
To carry out a scientific inquiry in

order to achieve a certain learning
objective
*If time permits, get the pupils to

test their prediction of whether
the bulbs still light up when
more bulbs are connected in
series to the electric circuit.
33
Theme: Systems
Activity 6.3 Bulbs, re-arrange!
Pg 36 For Materials, the pupils can be informed that batteries can also be called
cells. Thus, a battery holder can also be called a cell holder.
Pg 36 For Materials, two bulbs should be used in the activity instead of four bulbs.
Pg 36 For Procedure 1, the pupils should give the correct prediction that
connecting bulbs in series will make the bulbs dimmer.
Pg 36 For Procedure 1, the diagrams for circuits 1, 2 and 3 should contain one
battery instead of two batteries.
Concepts
The arrangement of bulbs in an electric circuit will affect the brightness of each bulb.
The bulbs arranged in parallel light up more brightly than the bulbs arranged in series.
Specific objectives
infer that the arrangement of bulbs in an electric circuit will affect the brightness of
each bulb
infer that bulbs arranged in parallel are more brightly lit than bulbs arranged in series
Process skills
Skill/process
Meaning

activity?
Observing

notice the surroundings, in order to learn or
understand the characteristics, properties,
similarities, differences and changes of
objects or events
By observing the
brightness of the bulb
each time a new electric
circuit is set up
Using apparatus
and equipment

By setting up simple
electric circuits that are
properly connected
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 circuit
diagrams
Inferring

objects or events
By inferring that bulbs

arranged in parallel are
more brightly lit than
bulbs arranged in series
Predicting


brightness of each bulb
changes when their
arrangement is changed
34
Material list
Material
Per class
Quantity
Per group
Remarks
Per pupil
4/1
Battery (D-sized) in
battery holder
Bulb in bulb holder
4/2
Connecting wire
12 / 6
Teaching strategy
If four batteries, four bulbs

and 12 wires are supplied
to pupils, they can set up
circuits 2 and 3, then place
them side-by-side to
compare the brightness of
the bulbs.
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
Demonstrating
experimental
techniques and
skills
Making
observations
and recording
results
Beginning
1
Developing
2
Accomplished
3
Meets at
least one
but not all
the criteria
in level 3
Meets at
least two
but not all
the criteria
in level 3
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
Places the batteries correctly

into the battery holders
Connects the battery holders
properly
Arranges all the electrical
components correctly
according to the diagrams
provided
Identifies that the bulbs in
circuits 1 and 3 light up as
brightly as each other (Note:
This criterion can be assessed
using question 1 from the
Observations section.)
Identifies that the bulbs in
circuit 2 light up less brightly
than the bulbs in circuits 1 and
3 (Note: This criterion can be
assessed using question 2
from the Observations
section.)
35
States one advantage of the

parallel circuit over the series
circuit (Note: The teacher can
ask the pupils to remove one of
the light bulbs in circuits 2 and
3, then observe the
differences. Thereafter, the
teacher can ask the pupils to
write down the advantage at a
specific location in the Activity
Book.)
Skill(s): Analysing
Drawing
conclusions
Beginning
1
Developing
2
Meets at
least one
but not all
the criteria
in level 3
Meets at
least two
but not all
the criteria
in level 3
Accomplished
3
Score
States that two bulbs arranged in

parallel will shine more brightly
than if they were arranged in
series (Note: This criterion can
be assessed using question 1
from the Questions section.)
Draws the three circuit diagrams
correctly (Note: This criterion can
be assessed using question 2
from the Questions section.)
Deduces that the arrangement of
bulbs in a circuit can affect the
brightness of the bulbs (Note:
This criterion can be assessed
using the question from the
Conclusions section.)
Total
Extension (page 38)

Skill/process
Meaning
Predicting
To determine whether
an outcome will
happen on the basis
of observations,
experiences or
scientific reasons
By predicting the sequence of brightness of the

bulbs, given three electric circuits with different
bulb arrangements (see * below)
By predicting whether the other bulbs in an
electric circuit will still light up if one bulb is fused
By predicting how lamps in a home are arranged
36
Teaching
strategy
Questioning
Investigating
Explanation
Teaching suggestion
Cycles of questions-answers-questions

To carry out a scientific inquiry in order to

achieve a certain learning objective
*If time permits, get the pupils

to test their prediction.
37
Theme: Systems
Chapter 7 Conductors of electricity
Activity 7.1 Conductors and insulators
Pg 39 For Materials, two batteries should be used in the activity instead of one
battery.
Pg 39 For Materials, the batteries can be used alone if the battery holders are not
available.
Concept
Electrical conductors and electrical insulators can be tested using a circuit tester.
Specific objectives
infer whether a material is a good conductor of electricity
classify materials into good conductors and bad conductors (insulators) of electricity
Process skills
Skill/process
Meaning

activity?
Classifying
To place objects or events into groups

according to the characteristics they
share
By grouping materials as good

conductors or bad conductors of
electricity
Using
apparatus and
equipment

purposes
By setting up and using the

circuit tester
Inferring

objects or events
By inferring whether a material

is a good conductor or bad
conductor of electricity
Material list
Material
Per class
Quantity
Per group
2
Battery (D-sized) in battery

holder / battery alone
Bulb in bulb holder
Connecting wire
Common objects in the

classroom
Remarks
Per pupil
Each group can
have three pupils.
38
Teaching strategy
Explanation
Teaching suggestion
Investigating
To carry out a scientific inquiry in

order to achieve a certain learning
objective
Tell pupils that they may test

other materials not suggested in
the Activity Book.
SAIL
Instruction and assessment
A rubric can be used to assess

each pupils 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
Provides work that

occasionally needs
to be checked or
redone by other
group members to
ensure quality
Provides work of the

highest quality (Note:
No mistake was made
while taking the
measurement.)
Time
management
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 or

refine solutions, but
is willing to try out
solutions suggested
by others
Actively looks for and

suggests solutions to
problems
Problemsolving
Score
39
Working with
others
Rarely listens to,

shares with or
of others
Often listens to,

shares with and
of others
Almost always listens

to, shares with and
supports the efforts of
others
Total

Teaching strategy
Concept mapping
Extension (page 41)

Skill/process
Explanation
Meaningful relationships of
concepts
Meaning
Teaching suggestion
Discuss the concept map with the
pupils.
Classifying
To place objects or events into groups

according to the characteristics they
share
By classifying the parts of a bulb

into electrical conductors and
electrical insulators
Predicting

By predicting whether each part of

the bulb will conduct electricity
40
Theme: Systems
Revision Exercise Systems
Section A: Multiple-choice questions
Question Content
Main topic(s)
domain
Process
skill(s)

question?
Life
Science
Chapter 4 The
unit of life
Analysing
By analysing the relationships

between different parts of cells
Life
Science
Chapter 4 The
unit of life
Analysing

between different parts of cells
Physical
Science
Analysing
By analysing which bulb(s) would

light up for different permutations
of switches being closed and open
Chapter 5
Electric
circuits
Chapter 6
Using
electricity
Physical
Science
Chapter 7
Conductors of
electricity
Evaluating
By evaluating the reasonableness

of each statement
Physical
Science
Chapter 7
Conductors of
electricity
Evaluating
By evaluating the reasonableness

of each statement
Section B: Structured questions

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

question?
Life
Science
Chapter 3 The
human
circulatory
system
Analysing

between different parts of the
circulatory system
Life
Science
Chapter 1 The
plant transport
system
Analysing

between different parts of the
transport system in a plant
Predicting
By predicting whether the

different parts of a plant will
wither or grow if the tubes
carrying water and food are
removed from a section of the
stem as indicated in the
diagram
41
Physical
Science
Chapter 5
Electric
circuits
Chapter 6
Using
electricity
Chapter 7
Conductors
of electricity
Inferring
By inferring whether materials

A and B are electrical
conductors or insulators
Predicting
By predicting whether bulbs X

and Y will light up, given a
circuit containing the materials
A and B
42

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My Pals are Here!

Science Primary 5&6 Teachers Notes on Activity Books Systems

How is it applied in this

To use the senses and/or instruments

By observing the parts of the

To identify the similarities or

By comparing the movement of

Communicating To understand and be able to inform

By drawing the stained crosssection of the celery stalk

By interpreting that tubes

To give explanations to observations of

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Blue food colouring

Red food colouring

Beaker (1000 mL)

Ask the pupils to predict what will happen

A rubric can be used to assess each pupils

Cuts part of a celery stalk into

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Draws the cross-section of parts

*States that the water-carrying

The pupils can use the knowledge

The explanation/reasoning can be better

Pupils can ask a

cut the stem

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How is it applied in this activity?

To use the senses and/or instruments

By observing the results of Joes

To give explanations to observations of

By interpreting that sugar has

To determine whether objects, ideas,

By assessing whether water is still

Only food-carrying tubes are

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The teacher may perform the experiment on a

Discuss the questions in the Activity Book with

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How is it applied in this activity?

To use the senses and/or

By observing what happens when

To identify the similarities or

By comparing the parts of the lung

To know how to use, which to

By using a measuring tape to

To understand and be able to

By drawing the missing parts of the

To consider carefully and in detail

By identifying the parts of the human

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Transparent plastic cup

The chest size

Pull balloon B and release it for pupils to

The teacher may link to the concept of matter

Before asking the pupils to compare, the teacher may

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How is it applied in this

To use the senses and/or instruments to

By observing the water level