sce3111 contoh peta konsep

1

Peta Konsep/Minda

21/06/2013 Hakcipta Terpelihara © Donatus Justin 2013 1

PGSR SCE3111

Objektif

Membantu murid menguasai dan menghafal fakta dan konsep sains dengan lebih mudah.

Membantu murid menyusun nota dan mengenal pasti kunci perkaitan antara idea yang tercirir.

Membantu murid memahami konsep dengan lebih cepat.

Membantu murid ‘menangkap’ maklumat lebih cepat.

Membantu murid mendapat persepsi deria yang berlainan dan imaginasi teks.


Panduan

Sumbang saran idea utama daripada hasil pembelajaran dengan melihat koswer atau bahan bacaan yang berkaitan.

Guru mencatat semua idea murid dan membincangkan idea yang berkaitan dengan tajuk.

Guru memperkenalkan sub-tajuk utama.

Murid mencatat nota dan merekodkan dapatan mereka.

Murid memperkembangkan dan membentangkan peta konsep/minda mereka.

Murid menyemak dengan membandingkan peta konsep/minda guru melalui tayangan slaid.

*Boleh diaplikasikan dalam mana-mana fasa pengajaran.


MIND MAP

YEAR 5


Investigating Living Things

21/06/2013 5 Hakcipta Terpelihara © Donatus Justin 2013

1.1 Understanding that microorganism is a living thing

Microorganism

Bacteria Fungi Protozoa Virus

Cannot see with

naked eyes Grow Move Breathe

Characteristics

21/06/2013 6 Hakcipta Terpelihara © Donatus

Justin 2013

2

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 21/06/2013 7 Hakcipta Terpelihara © Donatus

Justin 2013

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


Justin 2013

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


Justin 2013

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


Justin 2013

Investigating

Force And Energy


3

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

21/06/2013 13 Hakcipta Terpelihara © Donatus Justin 2013

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


4

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 21/06/2013 21 Hakcipta Terpelihara © Donatus

Justin 2013

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


Justin 2013

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


Justin 2013

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 21/06/2013 24 Hakcipta Terpelihara © Donatus

Justin 2013

5

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 21/06/2013 25 Hakcipta Terpelihara © Donatus

Justin 2013

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


Justin 2013

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 21/06/2013 29 Hakcipta Terpelihara © Donatus

Justin 2013

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


Justin 2013

6

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 21/06/2013 33 Hakcipta Terpelihara © Donatus

Justin 2013

USEFUL RELATED WEBSITES

http://www.mindtools.com/pages/article/newISS_01.htm

http://www.peterrussell.com/MindMaps/mindmap.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.











7

Renewable Energy and

Non-Renewable Energy

Renewable energy Non-renewable energy

Why use energy wisely How to save energy


Justin 2013

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. 21/06/2013 Hakcipta Terpelihara © Donatus Justin 2013 38

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


Justin 2013

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 21/06/2013 Hakcipta Terpelihara © Donatus Justin 2013 41

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.


Worksheet1.doc

8

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. 21/06/2013 Hakcipta Terpelihara © Donatus Justin 2013 43

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.


sce3111 contoh peta konsep

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