The
÷
SMART
Based on the latest Cambridge Primary curriculum
series ...
=
M THS
SC ENCE +
Alston Empowering Minds Improving Lives
Contents
+
2 Why Maths SMART?
3 What is the Singapore Mathematics approach?
4
Maths SMART Workbooks
6
2 c m E=
10
Maths SMART Textbooks
Area = length x breadth
8 Maths SMART? Teacher’s Guides
Why Science SMART?
11 Science SMART Textbooks
13 Science SMART Workbooks
15 Science SMART Teacher’s Guide
Alston Empowering Minds Improving Lives
+÷
Why M THS SMART ?
• Covers comprehensively the 2011 Cambridge Primary curriculum framework offered by University of Cambridge International Examinations (CIE). This curriculum is most suited for pupils progressing to take the higher CIE certifications, such as the International General Certificate in Secondary Education (IGCSE). • Adopts the well-renowned Singapore Mathematics approach to the teaching of Mathematics (see next page) • Written and edited by a team of highly qualified and experienced mathematics educators from Singapore and Britain • Equips learners with the relevant competencies spelled out in the 21st Century Skills framework. These skills are essential for learners to function well and succeed in the fast-changing 21st Century. • Uses real-world examples and activities to enable pupils to discover, understand and appreciate the relevance of the subject • Utilises engaging visuals and language that is simple and easy-to-read to motivate pupils to learn. Suitable for pupils from different cultures and of varying abilities.
=
• Instills exam confidence and prepares pupils well for Cambridge Primary and other international examinations
Together with the SMART characters, Smarty, Min, Ari, Rita and Tom, pupils will embark on a journey of discovery in each chapter.
Smarty
2
Min
Ari
Rita
Tom
What is the Singapore Mathematics approach? The Singapore Mathematics approach has gained worldwide fame among mathematics educators. Students from Singapore consistently perform well in international examinations. Maths SMART adopts the 4 key principles which makes this approach so successful.
Grade 1 Add a one-digit number to another one or two-digit number
Spiral progression of topics
Introduction of fewer topics at greater depth at each level
Grade 2
Topics covered previously are built upon at later grades, ensuring gradual build-up of concepts and skills
Add a one or two-digit number to another two-digit number without or with regrouping Grade 3 Add one, two or three-digit number to another three-digit number without or with regrouping
Adding numbers
How many cubes are there altogether?
Do You Remember?
Min has 5 shells. Her friend gives her 1 more shell. How many shells does Min have now?
approach to teaching
part
2
part
5
7
whole
2 and 5 make 7.
2+5=7
There are 7 cubes altogether.
We can use a number track to find the answer. Count on from 6.
‘2 more’ is the same as ‘add 2’.
2 more
Strong emphasis on pictorial representations such as number bonds and model drawing enable pupils to understand better
We can use number bonds to help us add two numbers.
Ari has 6 books. Rita gives him 2 more books. How many books does Ari have altogether?
Concrete > Pictorial > Abstract
ter
5
Chap
Using number bonds
Counting on
Try This!
Fill in the boxes.
6
5
8
7
6+2=8
9
10
3
(a) 3 + 4 =
addition sentence
? 4
We read this as 6 plus 2 is equal to 8.
‘2 more than 6’ can be written as ‘6 + 2’.
So, Ari has 8 books altogether.
(b) 6 + 0 =
6 ? 0
88
?
Maths SMART Grade 1
91
Addition and Subtraction
Use of concrete manipulatives and pictorials to teach for conceptual understanding before introducing abstract mathematical symbols
78
ter
Problem-Solving
3
Chap
st
C
21 Skills
y tur en
IC
u Know
Building of key 21st Century Skills such as problemsolving skills, thinking skills, communication skills and ICT literacy skills through carefully selected questions and activities
, gles, rectangles uter using trian out your re on your comp ble software. Print 1. Draw a pictu s. Use any suita . squares and circle e with your class shar and ing draw the pattern? t comes next in rns below. Wha 2. Study the patte er. Circle the answ
C & Pr ri o
l Thinkin ca ti lem-Solv g b i
ng
Key skills Development
Ap
Literac
y
T
at Yo ply Wh
?
(a)
21
st
ry Skills ntu Ce
?
(b)
We can use these four steps
to solve a problem.
Step
1
Understand the problem • What do I know? • What do I need to find out?
Step
2
Make a plan • How can I solv
e the problem?
Step
3
Try it out • Does my plan work? • Can I get the answer?
Step
4
Look back • How do I check my
answer?
?
(c)
Let us look at some problems and learn how to solve them.
Colour half of the number (a)
l Think i ica it lem-Sol n v ob
C &P r r
Co m
IC
nica t
g in
2.
mu
g
tiv rea ity C
61
n io
Litera c
y
T
Solids Shapes and
of squares in each picture
below.
face Look at each clock (a)
and write
There are
Various types of practices at different junctures ensure mastery of topics and exam confidence
(b)
It is
(d)
(c)
(a)
1 o’clock
So,
s to show the time.
ing minute hand
Draw in the miss
2
(b)
3 o’clock
(c)
3.
Grade 1 Maths SMART
One quarter of 4 is
.
One quarter of 12 is
.
(b)
squares. is
. (c)
squares have to be coloure
d.
Amir bought 12 files. One half of them were blue and the rest were black. How many blue files did he buy?
One quarter of 20 is
.
Half past 9
72
96
.
d.
One half of
.
It is
.
80
(a)
squares have to be coloure
There are
It is
is
Date: Refer to Textbook page
(b)
.
It is half past
o’clock.
squares.
One half of
So,
Ample reinforcement of learning
4 Quarters of small numbers Circle to show quarter of each set of objects. Then fill in the blanks.
Worksheet 1.
the correct time.
125
Name: Class:
On Your Own
1
Problem-So lving
Maths SMART Grade 1
Halves and Quarters • Worksheet 4
73
3
M THS SMART Textbooks – A Comprehensive Series that Builds a Strong Foundation in Mathematics • • • •
Teaches for Deeper Understanding Motivates through Interesting Activities Develops Essential Skills Reinforces and Assesses Knowledge
Teaches for Deeper Understanding 3
Chapter
Shapes an
d Solids
The use of the Concrete > Pictorial > Abstract approach helps pupils gain a deeper understanding of mathematical concepts.
Quarters of shapes cut it Look at this pizza. I now pieces twice as shown to get 4 of pizza of the same shape and size.
Learning Outcomes are clearly highlighted at the beginning of each chapter.
r of the whole pizza.
Each piece is one quarte
one quarter
one quarter whole
Learning Ou
one quarter
tcomes
• Recognise com number and ty mon shapes by the pes of sides • Make pic tures using sha pes • Recognise com number and ty mon solids by the pes of faces • Make mo dels using solid s • Complete and make pa tterns with shapes and sol ids
What shapes can you see? How are they the same? How are they different?
one quarter 4 quarters make 1 whole!
These are cylinders.
THINK!
How many quarters make up one half?
68
flat faces
A cylinder has 2 flat faces
1 Maths SMART Grade
flat face
Counting on Do You Remember?
Clear, engaging visuals and simple language allows pupils to focus on the maths.
1 more shell. Min has 5 shells. Her friend gives her How many shells does Min have now?
Ari has 6 books. Rita gives him 2 more does Ari have altogether?
books. How many books
curved face
A cone has 1 flat face and 1 curved face. The flat face is a circle. These are spheres.
10
9
8
7
6
A sphere has 1 curved face.
as ‘add 2’.
2 more
addition sentence
6+2=8
We read this as 6 plus 2 is equal to
52
8.
2
•
•
•
•
•
•
•
•
•
•
•
Key terms and ideas are highlighted to emphasise key concepts covered within the chapter.
There are 8 toy cars and
•
The number of toy cars is not equal to the number of toy animals.
5 toy animals.
There are more toy cars than toy animals. 8 is greater than 5. There are fewer toy anima ls than toy cars. 5 is smaller than 8. Some words mean nearly the same thing.
more greater
bigge r
fewe r
I
Know That...
apes. (pages 43
• These are sh
I Know That summarises key concepts and mathematical terms learnt and helps consolidate learning at the end of every chapter.
triangle
and 44)
(pages 43 and
circle
square
rectangle
ght sides.
quares have strai
tangles and s • Triangles, rec 44)
e 44) curved sides. (pag • Circles have 52) lids. (pages 51 and • These are so
cuboid
cone
cube
sphere
cylinder an slide but flat faces. They c cubes have only s. (page 51) • Cuboids and no curved face use they have have beca cannot roll nders and cones Cyli ces. ed fa s can roll only curv • Spheres have ed faces. All of these three solid both flat and curv curved faces. (page 52) because they have
smaller less
large r
ter
3
Chap
Chapter
Maths SMART Primary 1
88
Maths SMART Grade 1
‘2 more than 6’ can be written as ‘6 + 2’.
So, Ari has 8 books altogether.
•
Cylinders, cones and spheres have curved faces. So, they can roll.
curved face
answer. We can use a number track to find the Count on from 6. ‘2 more’ is the same
5
and 1 curved face.
These are cones.
Adding numbers
Do You Remember? questions prompts pupils to recall related prior knowledge.
curved face
Solids Shape s and More about Numbers
M THS SMART
M THS SMART
M THS cm SMART
M THS cm SMART
M THS SMART
M THS SMART
Authors:Editor: HawaKatharine Shahbal •Edgar Penny Sim General General Editor: Katharine Edgar
Authors:Editor: HawaKatharine Shahbal •Edgar Penny Sim General General Editor: Katharine Edgar
Authors: Hawa Shahbal • Penny Sim General Editor: Katharine Edgar
Authors: Hawa Shahbal • Penny Sim General Editor: Katharine Edgar
Authors: Evelyn Tan • Neo Seow Ling General Editor: Katharine Edgar
Authors: Evelyn Tan • Neo Seow Ling General Editor: Katharine Edgar
Textbook
Textbook 1 A
+11
1A -10
Textbook
+11
1B
Textbook
g
Textbook 1A 978-981-4321-24-2
2A
Textbook
g
2B
Textbook
3A
Textbook
3B
-10
m
4
59
23
Textbook 1B 978-981-4321-27-3
kg
Textbook 2A 978-981-4321-30-3
m
kg
Textbook 2B 978-981-4321-33-4
Textbook 3A 978-981-4321-36-5
Textbook 3B 978-981-4321-39-6
Motivates through Interesting Activities Cha
Chapter Opener introduces topics in a stimulating way and encourages active discussion.
Doubling and Sharing
7
pter
-O Handshs Mat
n
Get into pairs.
10
Fasc The inating Fact! hea tongue vier tha of a Blu eW n an adult hale is elephant!
Try This!
Materials needed (per pair): • cards with numbers 1 to 10 in numerals • cards with numbers 1 to 10 in words
Matching pairs
Let us sing this song: 1 and 1, 2 2 and 2, 4 3 and 3, 6 4 and 4, 8 5 and 5 gives 10 And double, double. It’s no trouble.
Chapter
On a scale, the side which is lower holds the heavier object. A smaller object can be heavier than a bigger object.
Fill in the boxes with light, lighter or
lightest.
alarm clock
row. Do the place them face down in a Mix up one set of cards and t row. cards. Put them in a differen same for the other set of if they are cards each row. Keep both 2 One player picks a card from are not a cards to the rows if they a matching pair. Return the
teddy bear
1
matching pair.
teddy bear
jewellery box
(a) The alarm clock is
than the teddy bear.
(b) The teddy bear is
than the jewellery box.
(c) The alarm clock is the
Fascinating Fact! contains interesting general and inter-disciplinary facts or trivia related to the concept(s) learnt.
.
Learning Outcomes • Double a
ny one-digit number
Look around you. Find three objects and compare their masses using a scale.
using • Add two numbers mentally doubles al groups • Share objects into two equ • Understand the relationship s between halves and double d which • Share numbers to 20 to fin are even and which are odd
r Do you know any other numbe rhymes or songs? double? What numbers can you
Mass
3
Take turns to pick
The player with more cards
at the end of the game wins.
20 Numbers from 0 to
63
Hands-On Maths contains different types of activities that promote peer interaction and collaborative learning.
the cards. Repeat step 2.
5
Develops Essential Skills Co m
C &P r r
right between
g in
2
3
4
5
6
7
8
C &P r r
g
g in
g in
Cho
ninth
seventh
THINK!
What position comes after the tenth (10th) position?
third (3rd) are used to tell Words like first (1st), second (2nd) and something. the order or position of someone or
Raja
Workbook
that David is in 1st place.
David comes in first. We can also say Jim comes in second (2nd). Siti comes in third (3rd). Jenny comes in fourth (4th). Sue is last. Can you name the positions of the other children?
Ari
1A
fifth
9 10
3. Write the correct name in each box.
Ben
THINK! hones thinking skills and extends learning.
eighth
sixth
fourth
second third
Ari is sitting between Raja and Cho. Ben is sitting next to Cho. Raja is first from the right.
134
Maya Ken tenth
first
Min places a counter on the number track. She then moves it 5 steps forward. Her counter is now on the square to the right of the blue counter. Which number was Min’s counter on before she moved it? 5 l Think ica it lem-So in lv ob
Ahmad Han
Siti
Sue
Jane
Jenny
Jim
David
2. Look at the number track shown below. A blue counter is placed on the number 9.
g
C &P r r
left next to
words below.
Answers vary.
g
IC
10 children are running in a race.
1. Describe the position of the objects using the
1
l Think i ica it lem-Sol n v ob
n io
Co m
nica
l Think ica it lem-So in lv ob
tiv rea ity C
y
nica mu t
Apply What You Know
mu
on ti
Litera c T
Position
21st
ry Skills ntu Ce
Apply What You Know promotes the learning of 21st Century Skills relevant to mathematics.
Go to Putt
ing It Togeth
er
2 116
Maths SMART Grade 1
Maths SMART Primary 1
Reinforces and Assesses Knowledge using length of the bag shown Rita and Tom measure the clips. pencils while Tom uses paper different objects. Rita uses
ter
9
Chap
On Your Own
1
The bag is about long. 8
The bag is long. 3
2
Try This! appears after the teaching of every new concept to provide immediate reinforcement to pupils or acts as a quick check to assess pupils’ understanding.
Who is correct? THINK!
8 paper Why does Tom have to use of the clips to measure the length 3 pencils? bag while Rita only uses
Try This!
.
Find the length of the hotdog
The hotdog is about The hotdog is about
3
Chapter
5
Look at the picture. How many snails and butterflies are there? Write down the number bond to show the total numbe r. Write down all the possib le pairs of numbers that make 8. Fill in the missing numbe rs in the number bonds? You may use cubes or pegs to help you find the answe rs. (a) (b) 3 6 7
3
3 and 7 make (c)
.
6 and 3 make
.
(d)
2 3
5 1
long.
2 and
long.
make 3.
and 1 make 5. Workbook
1A
Length
On Your Own practices appear at the end of every section and contain questions that are carefully selected and gradated to ensure a gradual build-up of skills.
Go to Wo
rksheet 1
51 Addition and Subtractio n
87
M THS SMART
M THS SMART
M THS 1 3 SMART
M THS 1 3 SMART
M THS SMART
M THS SMART
Authors: Evelyn Tan • Neo Seow Ling General Editor: Katharine Edgar
Authors: Evelyn Tan • Neo Seow Ling General Editor: Katharine Edgar
Authors: Evelyn Tan • Neo Seow Ling General Editor: Katharine Edgar
Authors: Evelyn Tan • Neo Seow Ling General Editor: Katharine Edgar
Authors: Evelyn Tan • Neo Seow Ling General Editor: Katharine Edgar
Authors: Evelyn Tan • Neo Seow Ling General Editor: Katharine Edgar
Textbook
4A
Textbook
4B
8
9
Textbook
5A
7 6
Textbook 4A 978-981-4321-42-6
Textbook 4B 978-981-4321-45-7
Textbook 5A 978-981-4321-48-8
8
9
Textbook
5B
Textbook
6A
Textbook
6B
7 6
Textbook 5B 978-981-4321-51-8
Textbook 6A 978-981-4321-54-9
Textbook 6B 978-981-4321-57-0
5
M THS SMART Workbooks – An Ideal Complement to the Textbooks • • • •
Reinforces to Mastery Consolidates Learning Extends and Checks Knowledge Develops Exam Confidence
Reinforces to Mastery Chap
10
Mass
number of books as Box A has 8 books. Box B has half the of books as Box A. Box A. Box C has double the number contained in Box B and Draw the number of books that are
3.
Refer to Textbook page 64
Box C.
(a) ruler
Box C
Box B
marker
(b)
is 16.
Double
is 14.
Double
.
(b) Half of 16 is
.
(a) Half of 14 is
ter
Comparing masses Worksheet 1 Comparing masses Worksheet 1 heavier object? 1. Which is the
Worksheets consist of gradated and differentiated exercises and activities to allow pupils of different ability levels to reinforce learning.
Fill in the blanks below.
2.
Date:
Class:
Name:
cap belt
2.
6. object? How many paper Which is the lighter clips
(a)
Challenging questions are marked with a (*) to cater to the more advanced learners.
are there?
handbag
jeans *4. Gerald has half as many pairs of as t-shirts. He has 5 more t-shirts than pairs of jeans.
I make 10. Then I count on.
umbrella
(a) How many pairs jeans does Gerald have?
(b) vase
jeans (b) How many t-shirts and pairs of have altogether?
dictionary
7.
does Gerald
Fill in the blanks. (a) 19 =
ten
(b) 4 =
Mass ones
tens
(c)
= 1 ten 3 ones
(d)
= 8 ones
• Worksheet 1
Maths SMART Grade 1
10
57
ones
*8. Mrs Tan need s to buy 18 exercise books for her class. The exercise book s are sold in pack ets of ten. (a) How many pack ets of exercise book s does she need to buy? (b) How many extra exerc
ise books will she
20
have?
Maths SMART Grade 1
Consolidates Learning 4.
Date:
Class:
The picture shows the routes taken by Paul on different days to get to school.
Name:
ther 1
1 unit
Putting It Toge
1 unit ice Further Pract
1.
Putting It Together 1 comprises questions that consolidate and test concepts and skills learnt in the earlier worksheets.
on a picnic. planning to go Rita and Tom are t to bring Smarty, Min, Ari, drinks they wan of the food and list a e mak They . along with them : drinks to bring List of food and • 10 sandwiches er • 5 bottles of wat • 7 bananas • 2 cakes • 5 apples
most of is they bring the (a) The item that number of ging an equal (b) They are brin . and than cakes. more bananas ging (c) They are brin ether. es of fruits altog piec ging (d) They are brin
N
(a) Route
is the shortest way for Paul
(b) Route
is the longest way for Paul
(c) Route K is
units longer than Route
N.
(d) Route L is
units shorter than Route
M.
(e) Route K is
units longer than Route
L.
(f)
54
107
to get to school.
to get to school.
Route M is than Route L.
than Route N but
Maths SMART Grade 1
M THS SMART
M THS SMART
M THS cm SMART
M THS cm SMART
M THS SMART
M THS SMART
Authors:Editor: HawaKatharine Shahbal •Edgar Penny Sim General General Editor: Katharine Edgar
Authors:Editor: HawaKatharine Shahbal •Edgar Penny Sim General General Editor: Katharine Edgar
Authors: Hawa Shahbal • Penny Sim General Editor: Katharine Edgar
Authors: Hawa Shahbal • Penny Sim General Editor: Katharine Edgar
Authors: Evelyn Tan • Neo Seow Ling General Editor: Katharine Edgar
Authors: Evelyn Tan • Neo Seow Ling General Editor: Katharine Edgar
Workbook
Workbook 1 B
Workbook 1 A
1A
+11
Workbook
1B
+11
-10
Workbook
2A
g
Name:
Class:
Workbook 1A 978-981-4321-25-9
Workbook
Workbook
2B
g
Workbook
3A
3B
-10
m
6
M
.
Togeth er 1 • Puttin g It Handl ing Data
L
K
Name:
Class:
Workbook 1B 978-981-4321-28-0
Name:
m
kg
Class:
Workbook 2A 978-981-4321-31-0
Name:
kg
Class:
Workbook 2B 978-981-4321-34-1
Name:
Class:
Workbook 3A 978-981-4321-37-2
Name:
Class:
Workbook 3B 978-981-4321-40-2
Extends and Checks Knowledge Putting It Together 2 comprises Problem-Solving. My Thoughts and Self-Check Date:
Class:
Name:
My thoughts
Putting It Together 2
My Thoughts provides journal writing activities that encourage reflection of mathematical thinking and development of metacognitive skills.
What kinds of lists do you make in your daily life? Give an example and explain why making a list is useful for you.
Problem-Solving
that are in Tom’s wardrobe.
This pictogram shows some types of items
Items in Tom’s wardrobe
Problem-Solving provides challenging or heuristics-based questions to develop problem-solving and critical thinking skills.
Name:
✓
Jacket
Cap
Pants
Shirt
Class:
Tom Put tingown? (a) How many jackets does It Togeth Putting It Tog er 2 eth friends, his caps to hiser of -Sol half blem (b) If Tom gives away Pro 2 ving left? have he will caps many how
Can you interpret data in lists?
Can you sort and organise data in tables?
Can you interpret data in tables?
1. I start with a num pairs 2 more berof . I pants, double it, and (c) If Tom’s mother buys anshim wer to get have now? then I dou What number how many pairs of pants will he 12. did I start with ble the ? shirts many How Ari. than fewer (d) Tom owns 3 2. Sarshirts ah gives her do Tom and Ari own altogether? friends some sticker s. I have Data • Putting It Together 2 double Handling of stickers as
Self-check
Can you sort and organise data in lists?
Date:
the number Sarah.
Can you collect and present data in simple pictograms?
Can you interpret data in simple pictograms?
111 112
Maths SMART Grade 1
Azri has dou ble the num ber of stickers as me.
Self-Check provides a review checklist of concepts and skills required for mastery of the topic to allow pupils to identify and communicate their areas of strengths and weaknesses.
Carol I have half the number of stickers as Sara
h.
Peter
Who has the Who has the
greatest num
Azri
ber of sticker
least number
s?
of stickers?
Doub ling
and Shar ing
• Putt ing It Toge ther
2
17
Develops Exam Confidence Name: Class:
Name:
Mid-Y ear R
e v i e w Pa p e
Write these numbers in words. (a)
3.
4.
(b)
12
20
Fill in the blanks.
12. Is Shape A one half of Shape (a) 1 ten 3 ones = (b) 10 =
ten
ones
(c) 6 =
tens
ones
16 tens
B? Write Yes or No.
3.
theAnumber 16. as Shape
1 one 6 tens
1.
4.
2.
10¢
Draw the hands for
5¢
5¢
1¢
1¢
114
5¢
1¢
5¢
1¢ End-of-Year Review Paper
each clock to show
11 o’clock
131
(b)
113
the time.
(b)
half past 8
Edwin completed his homework for his different subjects the afternoon. He in finished his Mathemat ics homework at half past 4, his Englis h homework at 1 o’cloc homework at half k, his Science past 3 and his Art homework at 4 o’cloc k. Arrange the subje cts in order, begin ning with the subje Edwin finished first. ct ,
first Mid-Year Review Paper
each shape into half.
Linda wants to buy an eraser that costs 18 cents. She has these coins in her purse. Colour the least number of coins that she can use to pay for the eraser.
in the
5.
(b) Double 8
Draw a line to divide (a)
(a)
number of squares (b) Colour one quarter of the picture below.
ers to show doubles.
8
1¢
127 s in the picture of triangle
w Pa p e r
5
Shape B
Review Paper
Rev i e
Fill in the missing numb (a) Double 5
1 ten 6 ones
Mid-Year number 13. (a) Colour one half of the below.
-of-Y ear
Read the questions carefully. Then write your answers in the spaces provided.
10¢
Circle those that are the same 16 ones
End
Mid-Year and End-Of-Year Review Papers reviews and integrates concepts learnt and helps pupils to consolidate their learning, while preparing them for tests and examinations
r
Then write your answers in the Read the questions carefully. spaces provided. 1. How many fruits are there?
2.
Date:
Date:
Class:
,
,
Maths SMART Grade 1
M THS SMART
M THS SMART
M THS 1 3 SMART
M THS 1 3 SMART
M THS SMART
M THS SMART
Authors: Evelyn Tan • Neo Seow Ling General Editor: Katharine Edgar
Authors: Evelyn Tan • Neo Seow Ling General Editor: Katharine Edgar
Authors: Evelyn Tan • Neo Seow Ling General Editor: Katharine Edgar
Authors: Evelyn Tan • Neo Seow Ling General Editor: Katharine Edgar
Authors: Evelyn Tan • Neo Seow Ling General Editor: Katharine Edgar
Authors: Evelyn Tan • Neo Seow Ling General Editor: Katharine Edgar
Workbook
Workbook
4A
4B
9
Workbook
5A
8 Name:
Class:
Workbook 4A 978-981-4321-43-3
Name:
Class:
Workbook 4B 978-981-4321-46-4
7 Name:
Class:
Workbook 5A 978-981-4321-49-5
9
Workbook
Workbook
5B
8
Workbook
6A
6B
7 Name:
Class:
Workbook 5B 978-981-4321-52-5
Name:
Class:
Workbook 6A 978-981-4321-55-6
Name:
Class:
Workbook 6B 978-981-4321-58-7
7
M THS SMART Teacher’s Guides To enable teachers to deliver engaging and effective Mathematics lessons, we provide teachers with an array of resources for complete teaching support. Every chapter of the Teacher’s Guide contains the following:
1. Scheme-of-Work and Chapter Overview
Provides planning support to teachers –- contains mathematical background information for the chapter, progression charts, notes on real-world connections to the topics taught and detailed schemes-of-work. Chapter 2: More about Numbers
Scheme-of-Work
Total teaching time: 16 periods (8 hours) Teaching Time
Specific Learning Outcomes/Skills
Chapter Opener p. 21
Lesson
0.5 periods (15 minutes)
• Develop and associate terms such as ‘more’ and ‘fewer’ with the concept of comparison
• Textbook 1A Chapter 2, p. 21
Lesson 2.1 pp. 22 – 24, 29
2.5 periods (1.25 hours)
• Compare the number of objects in two groups by matching and counting • Use the terms ‘equal’, ‘more’/‘greater’, ‘fewer’/‘smaller’ to compare two groups
• Textbook 1A Chapter 2, pp. 22 – 24, 29
Comparing numbers by matching and counting
Resources
Materials
Interlocking cubes Cubes/counters of different colours Worksheet 2.1: How many people? (Appendix)
equal, more, greater, bigger, larger, fewer, smaller, less
• Textbook 1A, Chapter 2, pp. 25 – 26, 29 • Workbook 1A, Chapter 2, Worksheet 1, pp. 23 – 26
• BM 2.2: Number tracks • BM 2.3: Number cards 0 to 20 (Appendix)
number track, before, after
• Use a number track to find a number that is 1 or 2 more/less than another number
• Textbook 1A, Chapter 2, pp. 27 – 28, 30 • Workbook 1A, Chapter 2, Worksheet 2, pp. 27 – 30
• Cubes/counters • BM 2.2: Number tracks (Appendix)
• Use a number track to arrange numbers in order
• Textbook 1A, Chapter 2, pp. 31 – 34 • Workbook 1A, Chapter 2, Worksheet 3, pp. 31 – 32
• BM 2.2: Number tracks (Appendix) • BM 2.4a – c: Stickers (Appendix)
• • •
Thinking Skills — Classifying and Comparing Lesson 2.2 pp. 25 – 26, 29
2 periods (1 hours)
Comparing numbers using a number track Lesson 2.3 pp. 27 – 28, 30
• Use a number track to compare numbers.
Thinking Skills — Sequencing and Comparing
3 periods (1.5 hours)
Using a number track to find a number Lesson 2.4 pp. 31 – 34
4 periods (2 hours)
Ordering numbers
Lesson 2.5 pp. 35 – 38
Thinking Skills — Sequencing and Comparing
4 periods (2 hours)
• Make a number pattern and predict what number comes next in the pattern by counting on or counting back
Number patterns
• Textbook 1A, Chapter 2, pp. 35 – 38 • Workbook 1A, Chapter 2, Worksheet 4, pp. 33 – 36
I Know That p. 39
• Reinforce and consolidate skills and concepts taught in Chapter 2
• Textbook 1A , Chapter 2, p. 39 • Workbook 1A, Chapter 2, Putting It Together 1, pp. 37 – 40
Apply What You Know p. 40
21 st Century Skills — • Creativity • Critical Thinking & Problem-Solving
• Textbook 1A, Chapter 2, p. 40 • Workbook 1A, Chapter 2, Putting It Together 2, pp. 41 – 44
http://www.ixl.com/math/grade-1/comparing-numbers-up-to-10 http://www.ixl.com/math/grade-1/comparison-word-problems http://www.ictgames.com/caterpillar_slider.html http://www.sheppardsoftware.com/mathgames/earlymath/BalloonPopVOrder.htm http://www.kidzone.ws/math/ocean/gr1-count3.htm
Chapter 2 Scheme-of-Work
© 2012 Alston Publishing House Pte Ltd
CHAPTER OV ERVIEW
Real-World Conn ection: Comparison of numbers is an e ssential skill that often need to m is widely used in our da ake comparisons ily life. For exam between the pr we enter the working ple, we ices of items or world, we may the masses of o need to keep track expenditure from bjects. Once of and compare different years. our earnings or Thus, the compa rison of number s is an especially important that pupils useful skill given develop a good its widespread usage. grasp of the concep It is t.
Learning Outcomes:
• Compare and order num bers to 20 • Say the number that is 1o r 2 more or less than any o ther number • Find a number in betwee n two numbers from 0 to 2 0 • Describe and continue nu mber patterns by countin g on or counting back 1 less than, 1 more in ones or twos than, 2 less than, 2 more than
Chapter Progressi on Chart:
order, greatest, smallest, between
Grade 1
Background Infor mation:
• Compare and o • Say the number
© 2012 Alston Publishing House Pte Ltd
40
rder numbers to 2 0
that is 1 or 2 mo re or less than a ny other numbe r n between two numbers from 0 to 20 • Describe and c ontinue numbe r patterns by cou back in ones and nting on and co twos unting
number pattern, This chapter deals with one aspect of number count on in ones, number sense, that is, the s. Pupils will learn relationship betwee about magnitudes count back in them. O of numbers and n nly numbers up how to compare to 20 are explor ones, what count on in and order ed in this chapt pupils er as we are bui twos, and cou count back have learnt in the previous chapte lding on from r where they dealt nting objects up in twos to 20. The foun with reading, writing extended to larger dational ideas t hat they learn a numbers at the t this level can b later grades. e Pupils will first be shown how to compa re the number o matching and c f objects in two ounting activitie groups through s. These types o of the Concrete-Picto f activities focus rial-Abstract spectru on the Concre types of manipu te stage m as it involves latives. Pupils learn the use of counter to s and other use terms such ‘fewer’/‘smaller as ‘equal’, ‘more’/ ’ to compare the ‘greater’ and number of obje cts in two group s. The chapter then moves on to activitie s focused on the pupils will learn how to use a number Pictorial and Abstrac track to make compa t stages, where then be used to show them how risons. The number to find number track will also another number s that are 1 more, 1 less . They will then progres , 2 more s to arranging number track and finding or 2 less than a number in be s in sequence on tween any two g a number about simple nu iven numbers. Fin mber patterns a ally, pupils will le nd finding unkno arn wn numbers in a numbe r pattern Take note that q . uestions such as “Who has more children. Hence, ?” are part of th pupils should already e daily lives of y have some basic some of these concep oung understanding and ts and terms. Howeve exposur with the term ‘more’ r, as young children e to than the term ‘less’, tend to be more “Who has less?” do make a conscio familiar type questions t us effort to addition ogether with “W theyGrade ally ask appear ho has more?” ty Maths SMART Teacher’s Guide 1 to 43 reinforce this less pe questions wh familiar concep enever t.
Internet Links:
42
Prior knowledge of the place value concept will also comparing and help pupils master ordering number the skills of s. Teachers should whole numbers, eventually lead the least two-dig pupils to see that it number is greater for than the greates t one-digit number .
• String • Clothes pegs • BM 2.3: Number cards 0 to 20 (Appendix)
Thinking Skill — Sequencing
• • • • •
CHAPTER 2 More About Numbers
Vocabulary
• Find a number i
Grade 2 • Compare and o
rder numbers to 1 00 r that is 1 or 10 m ore or less than a ny two-digit num ber n between any two tens on a n umber line • Describe and c ontinue numbe r patterns by cou threes, fours and nting on in ones tens from one-dig , twos, it and two-digit numbers • Recognise even and odd numb ers up to at least 20 • Round two-digit numbers to the nearest tens • Find the numbe
• Find a number i
Chapter 2 Chapter Overvie w © 2012 Alston Publishing
House Pte Ltd
© 2012 Alston Publishing
House Pte Ltd
Maths SMART Teacher ’s Guide Grade 1
41
2. Lesson Notes
Detailed guides for teaching each chapter are wrapped around pages of the textbook for ease of use in the classroom. Answers for all features, activities and questions in the textbook are also provided. 2
Chapte
r
CHAPTER 2 More about Num bers
More about Numbers
Chapter Opener Learning Outcome
s
• Develop and asso ciate terms such as ‘more’ and ‘fewer’ with the concept of comparison
Teaching Time 0.5 periods The picture shows three children comparing the number of picture cards they have. 1.
Learning Outcom
Who has the most number of picture cards? Who has fewer picture cards — Ari or Tom?
Prior Knowledge
es
• Compare and order num bers to 20 • Say the number that is 1 or less than any other nuor 2 more mber • Find a number in betwee numbers from 0 to 20 n two • Describe and continue n patterns by counting on umber counting back in ones a and nd twos
Check
Direct pupils’ atte ntion to the three children. Ask: What are the children doing? (Allow pupils to respond freely. Get them to explain their answers.) 2. Get pupils to cou nt the number of picture cards that each child has. Ask: How many picture cards does Tom have? What about Min and Ari?
Count and write numbers up to 20: Pupils learnt to c ount and write n umbers up to 20 Chapter 1. Hav in e pupils count a nd write the num items (e.g. teddy ber of bears, books) on this page.
3.
Get pupils to imagine what would happen if each child lined up his or her picture cards to make a train. Say: Imagine that each child used his/her cards to make a train. 4. Develop the language of comparison using terms ‘more’, ‘less’, ‘fewer’, such as ‘longer’ and ‘shorter’ by asking compare the differenc pupils to e in length between the trains of any two children.
Ask: Whose train is longer, Ari’s or Min’s? Will the longer more picture cards train have or fewer? 5. Extend the activity by asking pupils to compare items in the classroom . Ask: Are there more fans than doors?
Lesson 2.1 Comparing numbers by matching and counting
Chapte
There are 4 children. There are 4 apples. Match and compare.
Teaching Time
•
•
•
•
•
•
•
•
M THS SMART Authors: Hawa Shahbal • Penny Sim General Editor: Katharine Edgar
Teacher’s Guide
1A
8
•
•
•
•
•
•
Vocabulary
The number of children is the same as the number of apples. We can also say that the number of children is equal to the number of apples.
equal, more, greater, bigger, larger, fewer, smaller, less
Materials
more
Lesson Development
greater
22
2. Have pupils make a comparison between the number of children and apples. Ask: How many children are there? How many apples are there? Does every child have an apple? 3. Highlight to pupils that the words ‘same’ and ‘equal’ have the same meaning. 4. Get pupils to match and compare the two groups of toys shown. Ask: What toys are in the group on the left? What about the group on the right? Which group has more toys?
•
•
bigger larger
Maths SMART Grade 1
5. Highlight to pupils that they can line up the toys to match them more easily. Say: We can arrange the two groups of toys in two separate rows to match them more easily. Let’s match the two groups of toys. Place a finger on the first toy animal and move along the line towards the toy car. Repeat for the remaining toy animals. 6. Guide pupils to see that there are more toy cars than toy animals. Say: We have matched each toy animal to a toy car. There are some toy cars left over. There are no animals to match them to. We can say that there are more toy cars than toy animals. We can also say that there are fewer toy animals than toy cars. Ask: How many toy cars are there? (8) How many toy animals are there? (5) Say: As there are more toy cars than toy animals, we can say that 8 is greater than 5.
The number of toy cars is not equal to the number of toy animals.
Some words mean nearly the same thing.
1. Refer pupils to p.22 of the Textbook. Place the page on a visualiser and guide pupils to see how the apples can be matched to the children. Say: Let’s match the apples to the children. Here is an apple for Min. Place a finger on the first apple and move it along the line to the picture of Min. Repeat for the other three children.
•
There are fewer toy animals than toy cars. 5 is smaller than 8.
Now, match and compare the two groups of toys below.
• Interlocking cubes • Cubes/counters of different colours • Worksheet 2.1: How many people? (Appendix)
7. Lead pupils to see the relationship between ‘more’ and ‘greater’, and between ‘fewer’ and ‘smaller’.
fewer
8. Point out also that when we line up two groups of objects, we can also see which group has more or fewer by looking at the lengths.
smaller less
More More about about Numbers Numbers
23 23
Differentiated Learning Strategies
Differentiated Learning Strategies
For English Language learners: Give an example of how the words ‘equal’ and ‘same’ are sometimes interchangeable. E.g. The sentence ‘2 boys have an equal number of pens’ can also be read as ‘2 boys have the same number of pens’.
For struggling learners: Incorporate activities that focus on the Concrete stage of the Concrete-Pictorial-Abstract spectrum, such as having pupils compare cubes/counters of two different colours, the number of pencils/pens that they and their classmates have or the number of tables and chairs in the classroom.
9. Highlight to pupils that when the number of items in one group is greater or smaller than the number of items in another group, then the number of items in the two groups are not the same, or ‘not equal’. 10. To reinforce the language of comparison, have pupils pair up and make comparisons between objects around them by using the terms shown by Smarty. For example, a pair of pupils can compare the number of pencils that each of them has. Pupils should be able to say sentences such as “I have more pencils than you.” or “I have fewer pencils than you.”.
For advanced learners: Incorporate activities that focus on the Abstract stage of the Concrete-Pictorial-Abstract spectrum. Hand out ‘Worksheet 2.1: How many people?’ found in the Appendix of this Teacher’s Guide.
(Note that the answers in this worksheet can vary. However, the numbers chosen must satisfy the two clues given. All answers are acceptable as long as house B has the least number of people living in it.)
Chapter 2 Textbook Wraparound
Teacher’s Guide
© 2012 Alston Publishing House Pte Ltd
1B
M THS cm SMART Teacher’s Guide
Authors: Hawa Shahbal • Penny Sim General Editor: Katharine Edgar
g
m
Teacher’s Guide 1A 978-981-4321-26-6
•
© 2012 Alston Publishing House Pte Ltd
Maths SMART Teacher’s Guide Grade 1
47
45
M THS SMART Authors: Hawa Shahbal • Penny Sim General Editor: Katharine Edgar
•
There are more toy cars than toy animals. 8 is greater than 5.
46 Maths SMART Teacher ’s Guide Grade 1
•
There are 8 toy cars and 5 toy animals.
Pupils will have to recognise that there are two distinct groups of objects and make comparisons.
House Pte Ltd
•
2.5 periods
Thinking Skills — Classifying and Comparing
© 2012 Alston Publishing
r
2
Comparing numbers
Learning Outcomes • Compare the number of objects in two groups by matching and counting • Use the terms ‘equal’, ‘more’/‘greater’, ‘fewer’/‘smaller’ to compare two groups
Teacher’s Guide 1B 978-981-4321-29-7
2A
kg
Teacher’s Guide 2A 978-981-4321-32-7
M THS cm SMART Teacher’s Guide
Authors: Hawa Shahbal • Penny Sim General Editor: Katharine Edgar
g
m
2B
M THS SMART Authors: Hawa Shahbal • Penny Sim General Editor: Katharine Edgar
Teacher’s Guide
3A
M THS SMART Authors: Hawa Shahbal • Penny Sim General Editor: Katharine Edgar
Teacher’s Guide
3B
kg
Teacher’s Guide 2B 978-981-4321-35-8
Teacher’s Guide 3A 978-981-4321-38-9
Teacher’s Guide 3B 978-981-4321-41-9
Try This!
as an informal Assign pupils this question their understanding assessment to check so far. of the concepts taught
Here is an example of a
Match each key to a lock.
smaller
1
ey have to Explain to pupils that th lock, after which match each key to a the number of keys they are to compare to the number of locks. of keys and locks Ask: Are the number equal? (No) are needed to How many more keys keys and locks make the number of
Are
the number of locks the number of keys and
greater
Skills
Hands-On Maths
Materials needed (per pupil):
Building ‘trains’
n
Make two different ‘trains’ Label your trains A and B.
1
assigned as
•
Skill
1
• Use a number track to identify the greatest/ smallest number.
interlocking cubes
using any number of cubes.
Try This!
Train A
• Interlocking cubes
2
Objective of activity:
nipulatives • Pupils use concrete ma different to help them compare numbers numbers. They will compare of the ‘trains’ by looking at the lengths formed by the cubes.
3
4
Activity notes:
each pupil 1. Distribute the cubes to out steps 1 to 4 and have them carry extbook. shown on p. 24 of the T
24
these questions: Look at your trains and answer train has fewer cubes? Which Which train has more cubes? in each train. Count the number of cubes the correct numbers. Then fill in the boxes with . is greater than using a different number of Make a different set of trains Repeat the activity above.
2
Put these numbers in order. Begin with
3
Put these numbers in order. Begin with the largest. (a) 4, 20, 15 20, 15, 4 (b) 9, 16, 19 19, 16, 9
4
Write a number between
(a) 5, 18, 13
just before 15? Is this
31number greater or smaller than 15?
cubes.
1 Maths SMART Grade
1A
to identify a possible
1
Teaching Tips!
2
34
The questions on pp. 31 – 32 of th e Workbook correspond to the co ncepts and skills covered in this On Your Own. They can be assigned as homework.
4
5
1, 2, 3, 4, 5, 6, ?
This number pattern starts with 1. To find the next number in this number pattern, we count on in one s.
1
Go to Works
heet 3
Maths SMART Grade 1
For advanced learners: Advanced learners can be challenged to arrange more than three numbers in order. To make learning more fun and challenging, incorporate the following game: 1 Print out the number cards in 2 Have five pupils stand in fron
BM 2.3.
t of the class. Hand each pupil a card with a number printed on it. The pupils should hold the cards with the numbers facing the class. 3 Tell the pupils to arrange themselves in order at the count of ‘three’.
ing of the Assess pupils’ understand so far by getting concepts and skills learnt ion 1 found on p. 29 them to answer Quest of the Textbook.
6
Feature includes: • Prior Knowledge Checks • Teaching Tips • Differentiated Learning Strategies • Follow-up Activities • Common Errors • Vocabulary Word Pronounciations
Can you draw the next tower of cubes? What number comes next in this pattern?
Differentiated Learning Strategies
Further Practice:
© 2012 Alston Publishing
3
The number of cubes in the towers from left to right make a number pattern: 1, 2, 3, 4, 5, 6, …
2
I count on in ones. 1 more
3
4
5
6
7 is 1 more than 6.
So, 7 comes next in this pattern.
number in between two numbers in a word problem.
ent strategy: Activity classroom managem learning learners with varying You may choose to pair e peer-coaching. abilities together to encourag abilities pair learners with similar Alternatively, you can be of your attention can together. This way, more learners. struggling to devoted
k
2
see a pattern?
The number of cubes in each tower is 1 more than the tower on its left.
the smallest. (b) 17, 9, 20 9, 17, 20
5, 13, 18
Chapter
Look at these towers of cubes. Can you
Ali
THINK! Textbook pages What number comes
3. Supporting Teacher’s Guide Features
Number patterns
Ali has 6 apples. John has 12 oranges. Ming has 9 pears. (a) Who has the greatest number of fruits? John (b) Who has the smallest number of fruits?
Workboo
choose to carry 2. Alternatively, you may Have pupils out this activity in pairs. the cubes to sit in pairs and distribute each pair. themselves as A 3. Tell pupils to name s. and B within their pair how they can 4. Demonstrate to pupils cubes. make ‘trains’ using the ey each have 5. Explain to pupils that th after which to make their own ‘train’, their ‘train’ they will need to compare answer the with their partner’s and questions. to check the 6. Go to different pairs of the task. Assist pupils’ understanding fficulties. learning di those with
7
8
More about Numbers
35
49
4 Hand out cards to more pupils and get all the pupils
House Pte Ltd
to rearrange themselves in order
Wraparou nd Chapter 2 Textbook
48
On Your Own
1
the 2 and 3 • Use a you find the answers to Use a number track to help 32 – 33 (a) 5 and 11. Answers vary. (b) 14 and 18. Answers vary. number track following questions. to arrange * 5 Smarty has more than 16 17 is greater,in17 or 14? books but fewer than 20 books. (a) Which numbers What is the greatest number of books order. 9 9? that Smarty (b) Which is smaller, 12 or could have? 19 4 • Use a 32 – 33 number track to identify a possible number in 25 More about Numbers between two given numbers. *5 • Use a 32 – 33 number track
Train B
Materials needed (per pair):
Numbers get bigger as we move to the right of Check the number track.
Question
Example:
Building ‘trains’
12
11
10
9
8
7
6
5
Own
individual class work.
equal?(2)
Hands-O Mat hs
4 3 2On Your
numbers 1 to 12.
These numbers come after come before numbers TheseThe questions on p. 34 assess pupils’ 7 on the number track. So, So, the number track. 7 on understanding of the concepts greater than 7. and are skills they so far.than They7.can be are smaller they learnt
No
equal?
help us compare numbers.
number track showing the
er
2
Chapt
A number track can also
Try This!
58
Chapter 2 Textbook Wraparound
again.
© 2012 Alston Publishing House Pte
Ltd
59
40b 66
Circle the group with
3. ook Answe r Scheme Chapte r 2 Workb
Detailed answer schemes for all pages of the Workbook can be found behind the corresponding Textbook pages.
✓
(ii)
with (b) Tick (✓) the row (i)
counters
© 2012 Alston Publishing
1 • Worksheet More about Numbers
Fill in the blanks.
4.
House Pte Ltd
Grade 1 Maths SMART
is (a) 1 more than 14
5. © 2012 Alston Publishing House Pte Ltd
Activity Worksheets Printable Blackline Masters Project Work and Games Powerpoint Slides
15
is (b) 2 less than 10
.
is 2 more than 13.
15
(c)
5. Additional Online Support • • • •
ns
answer the questio
marbles. 6. Ari has 20 8 there? es below. (a) How many cubes are Ari wrote the sentenc 17 are correct. the sentences that wrong. there? Put ticks (✓) next to that are es How many counters are the sentenc to (b) next (✗) Put crosses ✓ for you. rs. One has been done with cubes or counte (c) Fill in the blanks . counters 10. ✓ cubes than 11 is 1 more than marbles than Ari. ✓ Tom has 2 fewer There are more 5 is 1 less than 6. ✓ s does Tom have? How many marble 14. ✓ 16 is 2 more than ✗ numbers. 13. missing than the more Write (d) 11 is 2 ✗ 17 . 2 less than 18. is 20 at first. ✗ ✓ 20 is greater than 20. 7. Tom had 14 sweets Min and has 1 less sweet. (i) 19 is 1 more than to sweet 1 ✗ gave He 16. 20 . 17 is 1 less17than does Tom have now? ✓ is smaller than How many sweets (ii) 7 is 2 less than 9.
(e) 10 is 1 more than
and counters and
cubes
3.
fewer objects.
(ii)
24
Look at these cubes below.
4.
✓
ook Answe r Scheme Chapte r 2 Workb
(i)
68
4. Workbook Answer Schemes
r of objects.
the greater numbe
e. Match and compar with more objects. (a) Tick (✓) the row
2.
9
.
18
(d) (f)
8
. Rita has 12 crayons than Rita. Min has 2 more crayons Min have? does How many crayons
17
13
. 8.
is 1 less than 19.
15 is 2 less than
25
6
Rita has 19 friends. He is my new friend.
.
14
new friend. She makes 1 more does Rita have now? How many friends
20
2 • Worksheet More about Numbers
28
29
Grade 1 Maths SMART
Name: Class:
Date:
Worksheet 2. 1 How many people? Here are three house s. Tom wants to find out the number of people living in each house.
© 2012 Alston Publishing House Pte Ltd
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2
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1.
How many people
live in each house 69
Grade 1 Teache r’s Guide Maths SMART
Powerpoint Slides
0
A
C Use these clues to help Tom find some possible answers: • There are more p eople living in house A • There are fewer than in house B. people living in house B than in house C.
17 18 19 20 13 14 15 16 9 10 11 12
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Number tracks
17 18 19 20 13 14 15 16 9 10 11 12
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BM
? Explain your answ
ers
17 18 19 20 13 14 15 16 9 10 11 12 2.
17 18 19 20 13 14 15 16 9 10 11 12
253
252
Blackline Masters
Tom says that there are more people living house A. Is he corre in house C than in ct? Why or why not?
Games
Chapter 2 Append ices © 2012 Alston Publishing
House Pte Ltd
Worksheets
M THS SMART Authors: Evelyn Tan • Neo Seow Ling General Editor: Katharine Edgar
Teacher’s Guide
4A
M THS SMART Authors: Evelyn Tan • Neo Seow Ling General Editor: Katharine Edgar
Teacher’s Guide
M THS 1 SMART 3 Authors: Evelyn Tan • Neo Seow Ling General Editor: Katharine Edgar
4B
8
9
Teacher’s Guide
Teacher’s Guide 4B 978-981-4321-47-1
Authors: Evelyn Tan • Neo Seow Ling General Editor: Katharine Edgar
5A
7 6
Teacher’s Guide 4A 978-981-4321-44-0
M THS 1 SMART 3
Teacher’s Guide 5A 978-981-4321-50-1
8
9
Teacher’s Guide
5B
M THS SMART Authors: Evelyn Tan • Neo Seow Ling General Editor: Katharine Edgar
Teacher’s Guide
6A
M THS SMART Authors: Evelyn Tan • Neo Seow Ling General Editor: Katharine Edgar
Teacher’s Guide
6B
7 6
Teacher’s Guide 5B 978-981-4321-53-2
Teacher’s Guide 6A 978-981-4321-56-3
Teacher’s Guide 6B 978-981-4321-59-4
9
Why Why adopt
SC ENCE SMART ?
Covers comprehensively the learning outcomes in the latest 2011 Cambridge Primary curriculum framework; and is most suited for pupils progressing to take the higher CIE qualifications, such as the IGCSE.
Adopts the Inquiry Approach to the teaching and learning of Science, with emphasis given to developing pupils’ inquiry and process skills, as well as critical thinking.
Equips pupils with the relevant competencies spelled out in the 21st Century Skills framework. These skills are essential for learners to function well and succeed in the fast-changing 21st Century.
Uses engaging visuals and presentation formats with well-crafted activities to arouse pupils’ curiosity about the world around them. This motivates pupils to learn, enabling them to better grasp key scientific concepts.
Builds exam confidence in pupils and prepares them well for the Cambridge Primary Checkpoint tests, and other international examinations.
Together with the SMART characters, Smarty, Min, Ari, Rita and Tom, pupils will embark on a journey of discovery in each chapter.
Smarty
10
Min
Ari
Rita
Tom
Textbooks • • • • •
Learn all
the Engages, Excites and Motivates Pupils about Science ! ay fun w Encourages Inquiry Develops Essential Science Skills Enhances Understanding and Encourages Independent Learning Builds Exam Confidence
Engages, Excites and Motivates Pupils Chemistry
1
Sorting Living Things
and Living Things esses oc Pr fe Li Their
Bracket fungus
Bracket fungus grows on trees or rotting logs. It causes the wood to decompose.
All fungi reproduce from
milk to the
r Mo ve
Yeast can only be seen under a microscope. It can be found in the soil and in the air. It feeds on sugars in fruits and vegetables.
We can use fungi to make food and medicine. For example, yeast is used to make bread. The medicine penicillin, which is used to treat infections, is made from Penicillium fungi.
spores.
Do an Internet search to find out one of the following: • how yeast is used in bread-making • how penicillin was discovered
Share the information you have discovered with a friend.
plant!
Figurines, watch and helmet made of
Ama ing
When spores land on places with enough air, water and warmth, they will develop into new fungi. Try the experiment on the next page to grow your own fungi.
Facts!
Fungi can even grow on our skin! All that is needed is air, water and warmth. So keep your skin clean and dry to prevent fungal infections!
Fungus A common fungal infection is Athlete’s Foot.
‘liquid wood’
Arboform is as strong as plastic. But it breaks down easily into by-produc ts that do not harm the environment, unlike plastic. It is made from leftover material from trees, so no more trees need to be cut down. Arboform can also be recycled. What a great material!
Analysing, Communicating
Spores are small and light. They can be easily carried by the wind to places far away.
plant to grow?
A group of German scientists has invented a new material called Arboform, using lignin. Lignin is a substance left over when wood is made into paper. Arboform looks just like wood, but it can be melted and shaped into different objects. Arboform is therefore called ‘liquid wood’. We can make almost anything from Arboform: toys, watches, cups, helmets, furniture, parts of cars and many other objects. In the future, Arboform might even replace plastic!
! re
Do you think
giving his
Environmental literacy
Mould grows on our food and causes it to spoil.
Gills
helped the the milk actually
Science
@ Work
Mould
Yeast
Underneath the cap of a mushroom are the gills. Between the gills, you will find something that looks like brown dust. These are spores.
has been
2
Liquid wood
t been Well Ari, if you haven’ what have drinking your milk, it? you been doing with
Naughty Ari
Chapter
Other examples of fungi are bracket fungi, yeast and mould.
Disco
Chapter
Do an Internet search to find out more about other modern materials such as Kevlar and Teflon. For each material, find out: • Who invented it? • What properties does it have? • What is it used for?
116
43
Amazing Facts! excites pupils with fun and interesting details about the world around them.
Engaging chapter openers with intriguing questions spark pupils’ curiosity and spur them to discover more about the concepts in the chapter.
Science @ Work focuses on real-life applications and also incorporates 21st Century Skills. This cultivates good scientific attitudes in pupils and helps them relate what they have just learnt to the world around them.
Encourages Inquiry Introducing... Roots, Leaves, Stems and Flowers!
r
ld
ui
B
u Yo
Chapter
4
Skills! Analysing
, Try this interactive Communicating activity and find amount of wate out how a plant r and heat it ’s growth is affec gets at Internet what a plant need ted by the Link 4.3. Discu s to grow well. ss with a friend
Disco
r Mo ve
! re
Key questions are used instead of traditional headers to help pupils better capture the gist of what they are going to learn.
How do plants survive in extrem ely hot or cold places? The Arctic is one of the coldest places Many Arctic plants in the world. have adapted to • growing on t he ground like a ca the cold climate by: rpet so that they a protected from the wind. re • growing shal low roots because the ground is froz • growing long en. fuzzy hairs on the leaves to keep wa rm. Cacti, on the other hand, are well-a to survive in hot dapted and dry places deserts. They have such as store water and s swollen stems that can mall, needle-like lea prevent the plant ves to Arctic plants avoid from losing too cold winds much water. by growing low to the groun What kind of roots d. do cacti have to h doing an Intern elp them survive in et search. You deserts? Find out b may use questi in deserts?’ y ons such as ‘How do cacti survive The enlarged stem of a cactu water to help it survive in a desers stores t.
Discover More! extends pupils’ knowledge through suitable enrichment materials and research topics, encouraging pupils to ask questions and learn on their own.
Talk It Out
Can you reme mber what these new words mea up with a frien d and test each n? Pair other on these words!
Absorb Anchor Bud Energy
Flower Fruit Leaf Oxygen
Photosynthesis Root Stem Support
Transport Warmth Wither 87
SC ENCE SMART
SC ENCE SMART
SC ENCE SMART
SC ENCE SMART
SC ENCE SMART
SC ENCE SMART
Authors: David Lim Kee Ann • Esmund Chua Consultants: John Sadler • Emily Clare
Authors: David Lim Kee Ann • Esmund Chua Consultants: John Sadler • Emily Clare
Authors: David Lim Kee Ann • Esmund Chua Consultants: John Sadler • Emily Clare
Authors: David Lim Kee Ann • Esmund Chua Consultants: John Sadler • Emily Clare
Authors: David Lim Kee Ann • Esmund Chua Consultants: John Sadler • Emily Clare
Authors: David Lim Kee Ann • Esmund Chua Consultants: John Sadler • Emily Clare
1
Textbook
Textbook 1 978-981-4321-60-0
2
Textbook
Textbook 2 978-981-4321-63-1
3
Textbook
Textbook 3 978-981-4321-66-2
4
Textbook
Textbook 4 978-981-4321-69-3
5
Textbook
Textbook 5 978-981-4321-72-3
6
Textbook
Textbook 6 978-981-4321-75-4
11
Develops Essential Science Skills cing Introdu
Biology
Living Things and Their Life Processes
What’s In This Chapter?
My pet moves about a lot, just like me!
Things nb ca e
Living
My pet loves to eat, just like me!
1
to le ut a b rry o ca
Experiment Time! develops pupils’ experiment and instrumentation skills as well as Science process skills.
Hmmm... Rita, Ari, their pets and all of us are alike in some ways. We carry out similar activities every day! What do you think these activities are?
Non-living to le ab out not ry
r ca processes Build Your Skills! develops pupils’ process and inquiry skills, and deepens their understanding of newly-acquired concepts What Will I Learn? I will: with carefully designed 1. Know the life processes that humans and other animals undergo. 2. Understan d that all animals need questions and activities. air, water and food to stay alive. 3.
Life
The next time you visit a zoo, farm or n ational park, watch what the animals are doing. You may notice that some of the things they do are similar to the things you do!
This experim
you a function
ent will show
Step 1
• A celery ste
ontainer wit
Step 2
ff th Carefully cut o
e end of the
celery
red red.
gle. stem at an an
oloured water. e container of c ys. lery stem into th three da Place the ce the water for elery stem in ou observe? Leave the c do y hat stem. W n the celery a. Cut ope
ou Y
Observing, Communicating
es t b. What do
his tell you a
bout a function
of the stem
?
M er or e!
Here are some things you can share: • How long have you had your pet ? Has it grown? • How do you take care of your pe t? • Does your pet know you? How does it show that it recognises you? • What does your pet do if it hear s a loud noise? • What is your pet’s favourite foo d? What does it do if it does not get enough food or water? • What does your pet do when it g ets tired?
ms.
t for many differen
Stems come in
Underground stem Climbing stem
Stem covered by bark
Some stems ares weak. These stem nd may twist arou ow poles as they gr for support.
Some stems are ring of woody. The cove s called a woody stem i s have the bark. All tree woody stems.
Now you have heard your friends share about their pets. What needs do the pets have in common? Do human babies have the same needs?
2
s been colou
louring
Step 3
Let’s do a show-and-tell! Bring a pet to school if you have one, or a photo of your pet. Share with your friends what you have learnt and noticed about your pet.
Know the life processes that plants undergo. 4. Be able to describe the difference s between living and non-living things using my knowledge of life proces ses.
• Red food co
m
h water that ha
B
Skills!
4
of the stem.
: Instructions Fill half the c
Chapter
!
Observing, Analysing
Materials: • A container
r
ld
ui
Flowers Stems and
m en t E xper i m e! Ti
Chapter
scov Di
e
nb
ca
What Are the Life Processes in Humans and Other Animals?
Leaves, ... Roots,
Stem storing water
Some stems canr. Some stems are store a lot of wate nd. s such This helps plantshown found undergrouems s Underground storizontally as the cactu e in here to surviv rain. usually grow h out places with little and roots grow tem. along the s
3
Enhances Understanding and Encourages Independent Learning Sorting Living Things
Biology
a living to grow. When s living things ases Nutrition allow size. It also incre omes larger in thing grows, it bec s heavier. ome bec it is, in weight, that
This rabbit is being decomposed by bacteria. Its body will be broken down into nutrients that will be absorbed by the soil.
>> Workbook
Disco
Map It Out
Do an Internet search to find out how oil spills happen and how oil spills can harm living things. Discuss with a friend how we can reduce the chances of oil spills happening.
h a Feathe rs s
as
ca
nb
6
• Ability to withstand scratches
such
Flexibility
• Ability to bend easily without breaking
su c h
Hardness s u c h
as
• Ability to support a heavy load without breaking
Talk It Out encourages pupils to explain the meaning of new words they have just learnt to one another, thus developing their English-speaking skills.
as
as
Proper ties
Heat conductivity
• Whether heat can pass through the material easily
h as
suc h as
Metal
Man-m ade
e ca
Waterproof
nb
Ceram ics suc
h as
e
Materials
• Does not allow water to be absorbed
Strengt h
Glass
suc
Wool
s
suc
Metal 47
of Anima ls.
Plastic
as ha
h
Wood
ch
suc h as
Natura l
as
suc
suc
mammal mould reptile scale thorax vertebrate yeast
Silk su
su c h
as it
decay decompose fin fungus gill head invertebrate
su ch as
as
appearance also change in A living thing may als like that? think of any anim grows. Can you
abdomen amphibian bacteria bracket fungus classify cold-blooded common characteristic
Rubber
ch
into an adult.
Can you remember what these new words mean? Pair up with a friend and test each other on these words!
such as
Leathe r Cotton
Talk It Out
A child grows out how some You will find chang e in living things in Grade 4 appea rance Life Cycles Chapt er 1: The
Chemistry
su ch as
Facts!
Link!
A bird covered in oil from a spill in the ocean.
Luckily, we have help from an unexpected source — oil-eating bacteria! Some special types of bacteria can break down the dangerous chemicals in oil into harmless substances. Scientists have been using these bacteria to clear oil spills.
The blue whale is the largest animal on Earth. It can metres grow up to 30 one of the long. It is also ls. Blue ‘greediest’ anima small sea whales feed on krill. An adult creatures called about 3600 kg blue whale eats of krill a day!
Cross
Analysing, Communicating
Oil spills pollute the ocean and harm living things that get caught in the oil. Spills may take months or even years for humans to clean up.
su
Cross Link! enables pupils to see the ‘big picture’ of what they are learning, by helping them make connections to topics taught earlier. It also highlights the topics that will be covered at higher levels.
Activity
! re
Ama ing
2
Activity 7: Fungi, Bacteria, Or Both? Activity 8: Guess My Type!
r Mo ve
a also known as A baby horse, . an adult horse foal, grows into
Map It Out enhances pupils’ understanding of each chapter by organising all the key concepts learnt in a visual and easy-to-comprehend manner.
Chapter
What would happen Other useful bacteria are if there were no bacteria decomposers. They break to break down dead plants down dead plants and and animals into simpler substances? animals into simpler substances. These substances return to the soil as nutrients for plants.
Growth
su ch as
Language is kept simple to help pupils understand concepts easily.
ha
su ch
ve
Magne tic a s • Whether a material
su ch as
tha
can be attracted by magnets
Elasticity
• Ability to stretch easily without breaking
th
e lp
us
Choose materia ls to make objects
for
Specif ic purpose s
114
Builds Exam Confidence Biology
Work It Out
er? What’s In This Chapt
A simplified Mind Map shows pupils their learning journey for each chapter. The Cambridge Primary learning outcomes covered are also detailed. This gives pupils a good idea of the topic to be covered.
e
nb
ca
Things
ca
nb
e
Windmill blade
ca able rry to ou t
Life processe s
no ca t ab rry le ou to t
Non-livi ng
Living
a. What type of A push/pushing
force caused
force caused
the paper wind
the paper windm
He can blow hard
er at his pape
What Will I Learn? I will: undergo. that humans and other animals 1. Know the life processes to stay alive. need air, water and food 2. Understand that all animals that plants undergo. 3. Know the life processes g non-livin and living n betwee differences 4. Be able to describe the of life processes. things using my knowledge
force pushing
mill spin faste
r windmill. [1 mark
] When he blows
the windmill blade
s will be greater.
be exerted on
more slowly. [1
the windmill as
[1 mark]
mark] This is
the distance
r? Explain [2 marks]
harder, the
[1 mark]
c. Johnny held his then blew at paper windmill further awa it with the sam y and How do you e amount of think this will force. cha windmill spin ning? Why do nge the speed of the you think so? The windmill will [2 mark spin
. [1 mark]
2
mill to spin?
ill to
spin. b. What can Johnny do to make his pap your answer. er wind
windmill increases
12
Pushes and Pulls
Let’s work out the following Johnny has question toge Comparing, a paper wind ther! Inferring mill. windmill to mak e the windmill He blew at the blades of the paper spin.
s]
because less
Do you think the size of a force increases or decreases with distance?
force will
between John
ny and the
127
Chapter
6
Work It Out develops pupils’ confidence in answering exam-style questions for each topic. The helping questions asked by the SMART characters guide pupils’ thought processes. This prepares pupils well for the Cambridge Primary Checkpoint tests.
77
Workbooks • • • •
nce Discover Scie w irh our Workbooks!
Consolidates Learning and Tests Understanding Develops Process Skills Builds Experiment Skills Provides Ample Exam Practice
Consolidates Learning and Tests Understanding s, Introducing... Root
Leaves, Stems and
Date:
Class: Name:
Activity
1
Process skills:
Dear Plant,
Observing, Commu
Instructions:
Visit your school
Let Me Get to
Find a plant that garden or a park.
Living Thi
ngs and The
1
ir Life Pro
cesses Class:
Activity
s: Comparin
ive?
g, Evaluating
You are give What do you need n a challenge to survive on deserted isla to stay alive? a faraway nd for seven days. You are give n a list of thin gs that you can choose to brin g with you. a. Study the things in the list below and each thing colour the star according to s how import survive on the ant it is in hel below island. ping you Not important — do not col our any star Important — s color one star Very import ant — colour two stars Things you may Pillow
Fork and spo
choose to brin on
Roots, Lea ves,
5
Stems and
Flowers! Class:
Activity
Light Up My
Process skill
s: Observing
Aim: To find out
, Organising
Life
Date:
, Analysing
what happen
Materials
s when leaves
do not get sun
light.
• A leafy pla nt • Black pape r • Paper clip s Procedure
• Experiments, investigations and even simple projects are included to encourage pupils to explore, inquire and seek answers for themselves in an exciting and interesting way.
Date:
How Do I Su rv
Process skill
Name:
• Comprise challenging questions that consolidate learning, develop process skills, as well as test understanding.
you like.
ted. plant you have selec
, sketch the a. In the box below Name:
Know You!
parts How do the ? of plants look
nicating, Comparing
Introducing ...
Activities cover the key learning outcomes in the Cambridge Primary curriculum framework.
Flowers!
Step
1
Step
2
Select a lea fy pla in a sunny cor nt growing in your sch ool garden ner of your or place one classroom. Select a larg e green lea f on the pla the leaf with nt. Cover the a pie top layer of secure the pap ce of black paper. You may use pap er to the lea er clips to f.
• Teachers can incorporate Activities into their lessons to complement their teaching.
Black paper Paper clip
g
Canned foo
d 57
A story boo
My favourite
Matches and
k
toy
candles
67
20 litres of water A picnic blan
ket
Extra clothes
Computer gam
es
Lead-in questions asked by SMART characters helps pupils identify the objectives easily, enabling them to stay focused on completing the Activity.
Materials All Around Us
A chair
Photographs
Name:
of my family
Activity
2
Class:
Date:
Help Tom Catch the Fish! be What would rial for a a good mate fishing line?
Process skills: Analysing, Inferring, Predicting
1
Tom went fishing one day. He tried to catch a fish with a fishing line made of cotton, but it broke!
Colourful presentations and pictures are used to engage and motivate pupils. This enables pupils to see the relevant details better when answering the questions or carrying out the experiments and investigations.
Fit For Life
1. Why do you think cotton is not a suitable material for making a Name: fishing line?
6
Activity
Process skills:
Class:
, Leaves, Stems
Date:
Introducing... Roots
Sweet and Sticky Snac ks!
Observing, Contras
Study the foods and
Activity
Which foods are sweet and sticky?
drinks below.
For each row, one of the foods is swee t and sticky other
Bread
Observing, Analysin
g, Inferring
leaves How are plants? to important
seedlings that are ical pots of young Prepare two ident one seedling. ve all the leaves from growing well. Remo
Instructions:
Give each w in your classroom. lings next to a windo Place the two seed week. r every day for a seedling a little wate rvations in the Record your obse ling over a week. ns may include Observe each seed . (Your observatio on the next page lings.) table below and seed the of colour of parts changes in size or s Seedling with no leave s Seedling with leave
79
c.
Date:
ne!
Leaf Me Alo
Milk
b.
Plain cereal
4
Process skills:
is not. while the a tick Tom changed his Put fishing line to(✔) in the boxe s below the foods are swee andThis that sticky one made of tnylon. time. he was able to catch a fish of a. same size without the line the breaking.
Chocolate milksha 2. What does this tell you about nylon when compared to cotton? ke
and Flowers! Class:
Name:
ting, Inferring
Cookies with jam
Donuts
d.
Waffles with syrup
Beginning of experiment
Waffles with fruits
53
65
SC ENCE SMART
SC ENCE SMART
SC ENCE SMART
SC ENCE SMART
SC ENCE SMART
SC ENCE SMART
Authors: David Lim Kee Ann • Esmund Chua Consultants: John Sadler • Emily Clare
Authors: David Lim Kee Ann • Esmund Chua Consultants: John Sadler • Emily Clare
Authors: David Lim Kee Ann • Esmund Chua Consultants: John Sadler • Emily Clare
Authors: David Lim Kee Ann • Esmund Chua Consultants: John Sadler • Emily Clare
Authors: David Lim Kee Ann • Esmund Chua Consultants: John Sadler • Emily Clare
Authors: David Lim Kee Ann • Esmund Chua Consultants: John Sadler • Emily Clare
Name:
1
Workbook
Class:
Workbook 1 978-981-4321-61-7
Name:
2
Workbook
Class:
Workbook 2 978-981-4321-64-8
Name:
3
Workbook
Class:
Workbook 3 978-981-4321-67-9
Name:
4
Workbook
Class:
Workbook 4 978-981-4321-70-9
Name:
5
Workbook
Class:
Workbook 5 978-981-4321-73-0
Name:
6
Workbook
Class:
Workbook 6 978-981-4321-88-4
13
Develops Process Skills
Living Things and Their
Activity Materials All Around Us Name:
1
3
How do vehicles protect us in accidents?
Mr Lee was riding a motorcycle while Mr Kaur was driving a car.
g, Comparing, Inferring
ht a battery-operated Your teacher has broug toy to class. some tests using the toy. Your teacher will conduct the sentences below. Complete the table using
Date:
Process skills: Contrasting, Analysing, Predicting
Date:
The Toy Test
Process skills: Observin
Class:
My Super Motorbike!
Worksheet
Life Processes Class:
Name:
Process skills are highlighted to help pupils and teachers identify the process skills to be acquired in the Activity.
Mr Lee
Mr Kaur
Does a perated battery-o o life toy underg ? processes
• It cannot grow. live. • It does not need food to to changes. • It is not able to respond n its own. • It is not able to move o
is not The battery-operated toy a living thing because...
Both drivers met with a minor accident. Mr Lee was slightly injured but Mr Kaur was not injured at all.
Test
a. Which of the following is the main reason why Mr Kaur was not injured? Put a tick (✓) in the box with the reason of your choice.
toy My teacher says that the h but it has not eaten for a mont . can still stand firmly on its feet
ves the When my teacher remo not battery from the toy, it is able to walk around. edge the to walks toy the When top or of the table, it does not s turn around. toy is My teacher says that the was the same size as when it ago. time some t bough
(i) He was protected by the strong metal body of his car. (ii) His car had windows while Mr Lee’s motorcycle had no windows. (iii) His car was heavier than Mr Lee’s motorcycle. b. Mr Lee’s body was injured during the accident, but his head was not injured. Why was his head not injured?
4
Chapter 1
89
Builds Experiment Skills Introducing... Roots,
s! Leaves, Stems and Flower Date:
Class:
Name:
Activity
3
Test My Roots!
Process skills: Observing
of the balsam plant take
in water.
Materials
s • Two similiar container lants • Two similiar balsam p • Oil Procedure
Label the containers X and
1
2
riment
After a week
Container X
Y.
roots in Place a balsam plant with Y. without roots in Container
Step
b. After a we ek, observe the water leve a line on eac ls in Containe h con rs X and Y. Dra levels after one tainer on the right bel w ow to show week. the new water Beginning of expe
Experiments included in the Activities allow pupils to get familiar with conventional experiment format, comprising Aim, Materials, Procedure and Results.
, Contrasting, Inferring
Aim: To find out if the roots
Step
Results
a. Why do you think oil was poured Step 4? onto the sur face of the water in
Container X and a balsam
plant
Beginning of expe
Container X riment
After a week
shown below. same amount of water as Fill the containers with the each container. Mark the water level on
Step
3
Balsam plant with no roots
Balsam plant with roots
Container Y
Oil
Container Y c. What doe s this experim ent tell us abo observe tha ut the roots? t helped you What did you reach your answer?
Water
Container X Step
4
Step
5
Pour a thin layer of oil on as shown above. Leave the two containers
Container Y
the water surface of each
container
for a week.
63
64
Chapter 4
Provides Ample Exam Practice Living Things and Their
Life Processes Class:
Name:
1
Worksheet
Rita wanted to find out
Worksheets comprise challenging questions that test understanding and application.
Date:
Growing Plants how light changes the way
Marks scheme for exam-style questions are provided to give pupils practice in answering appropriately to acquire the marks allocated.
plants grow.
pots of plants. She got two identical had the same She made sure each pot the same amount of soil. She added plant. amount of water to each
in a She then placed one plant lid on it. large box and put the in a She placed the other plant . garden sunny place in her
A week later, the two plants looked like this:
Rita left the plants for one week. that a. Name three variables test was fair. (i)
Exam-style questions are also included in every chapter for pupils’ practice and to prepare them well for the Cambridge Primary Checkpoint tests. Teachers can use Worksheets as homework or for class discussions.
Rita kept the same to ensure
Name:
2
Class:
(ii)
Worksheet
(iii)
The table below shows Tom’s
Eating Right!
Date:
Plant A
meal plan.
Breakfast • Two slices of bread • A piece of sugar-coate d donut • A glass of milk
a. Tom’s meal plan contain s too much food rich in sugar. Which three foods should he cut down on? [3 marks]
d. Give ONE other way in which Plant B looks different from Plant A. [1 mark]
b. Name two ways in which food rich in sugar can be bad for Tom. [2 marks] (i)
e. Rita then put Plant A by her bedroom window. After one week, it had bent towards the window. Why did this happen? [2 marks]
(ii) present in Tom’s meal plan.
the unhealthy foods in ‘a’?
[1 mark]
c. Plant B had grown taller than Plant A. Why do you think Plant B grew taller? [2 marks]
Dinner • A plate of spaghetti wit h meatballs • A piece of chocolate ca ke
c. Name one food group not
Plant B
b. Which plant did Rita place in her garden?
15
Lunch • A bowl of chicken nood le soup • A glass of orange syrup drink
d. What foods can replac e
14
that her [3 marks]
Fit For Life
[1 mark]
[3 marks]
16
55
Chapter 1
Teacher’s Guide To enable teachers to deliver engaging and effective Science lessons, we provide teachers with an array of resources for complete teaching support. Every chapter of the Teacher’s Guide contains the following:
1. Scheme-of-Work
Scheme of Wo rk
Chapter 1: Liv ing Things and Their Life Pro (Theme: Biolog cesses y)
Total teaching time
Provides planning support to teachers — contains a breakdown of teaching time, Specific Instructional Objectives, CIPP Learning Objectives, skills that will be taught in the chapter, a list of new vocabulary, and resources available for the chapter.
: 12 periods (6 hour
Sectionn in Sectio in Textbook Textb ook What Are What Are the the Life Proces Life Processes ses in Human in Humanss and Other and Other Animals? Anima ls?
What Are What Are the the Life Proces Life Processes ses in Plants? Plants? in
How Can How Can We We Tell Living Living Tell Things From Things From Non-living Non-liv ing Things?? Things
s)
Teaching Teach ing Time Time 66 periods periods (3 hours) (3 hours)
periods 44 periods (2 hours) hours) (2
periods 22 periods hour) (1(1 hour)
Specific Speci fic Instru Instructiona ctional Objectives Pupils should Pupils should:: -- know know that that human humanss and and animal animalss undergoo life underg life proces processes ses -- know know that that life life proces processes ses include include movement, movem ent, respira respiration, tion, sensitiv sensitivity, ity, nutrition, nutritio n, excretio excretion, n, reprod reproduction uction and and growth growth -- Be Be able able to to describ describee the the various various life life processes proces ses in in human humanss and and animal animalss
CIPP Learning Objec tives Content
Skills
Scientific Enquiry
Know life proces ses common to human s and animals include nutrition (water and food), movement, growth and reprodu reprod ction (3Bl1) uction
Process Skills
Collect evidence in a variety of contexts to answer questions or test ideas. Make generalisation s and begin to identify simple patterns in results.
Apply technology effectively Be self-directed learner s Communicate clearly Interact effectively with others Make judgements and decisions Reason effectively Think creatively
Pupils should Pupils should:: understand -- unders tand and and explain explain that that the the difference differen ce betwee betweenn living living things things and non-liv non-living and ing things things lies lies in in the the life life processes proces ses that that living living things things underg undergoo which non-liv which non-living ing things things cannot cannot,, giving giving real life life examp real example le
Collect evidence in a variety of context s to answer questions or test ideas.
Describe differences betwee n living and non-living things using knowledge of life processes (3Bl3)
Analysing Observing
Relate evidence from real world context to answer questions or test ideas.
Energy Energy Excretio Excretionn Extinct Extinct Fruit Fruit Growth Growth Life Life proces processs Movem Movement ent Nutritio Nutritionn Reprod Reproduction uction Respira Respiration tion
Resou Resources rces Textboo Textbookk pages pages 33 — — 10 10 Workbo Workbook ok Activitie Activitiess 11 — — 33 URL URL 1.1 1.1 — — 1.7 1.7
Respon Respondd Seed Seed Sensitiv Sensitivity ity
Pupils should Pupils should::
know that -- know that plants plants underg undergoo life life processes proces ses know that -- know that life life proces processes ses in in plants plants include movem include movement, ent, respira respiration, tion, sensitivity, sensitiv ity, nutritio nutrition, n, excretio excretion, n, reproduction reprod uction and and growth growth
Vocabulary ulary
21st Century Skills
Analysing Classifying Communicating Comparing Observing
Be self-directed learner s Make judgements and decisions Reason effectively Think creatively Use systems thinking
Analysing Communicating Comparing
Chlorop Chlorophyll hyll Fern Fern Floweri Flowering ng plant plant Moss Moss Non-flo Non-flowering wering plant plant Spore Spore Stomat Stomataa
Enviromental literacy Make judgements and decisions Reason effectively Think creatively
Textboo Textbookk pages pages 11 11 — — 16 16 Workbo Workbook ok Activitie Activitiess 44 — — 66 URL URL 1.8 1.8 — — 1.12 1.12
Textboo Textbookk pages pages 17 17 — — 21 21 Workbo Workbook ok Activitie Activitiess 77 — — 88 Workbo Workbook ok Worksh Worksheets eets 11 — — 33 URSL URSL 1.13 1.13
2. Lesson Plans
The lesson plans consist of an Overview and Lesson Notes. • The Overview allows teacher to see at-a-glance the number of lessons, specific instructional objectives and skills coverage that will be touched on in the lessons. • The Lesson Notes provide a detailed guide for teaching each chapter. 2
Scheme of Work
© 2012 Alston Publishin
g House Pte Ltd
© 2012 Alston Publishin
g House Pte Ltd
Science SMAR T Teacher’s Guide Grade 3
Background information and 21st Century Skills are also highlighted to give teachers a complete picture of the concepts being taught.
Lesson Plans Total number of periods:
12 periods
on Plans periods) Overview of Less Other Animals? (6 s in Humans and What Are the Life Lesson 1.1 (page 5)
Processe
al
Specific Instruction Objectives
Pupils should: and - know that humans life animals undergo processes - know that life processes t, include movemen respiration, sensitivity, nutrition, excretion, growth reproduction and
1.2 (page 7)
Pupils should: the - be able to describe in various life processes humans and animals
Process Skills
CIPP Scientific Enquiry Skills a Collect evidence in to variety of contexts or answer questions
Communicating Comparing Observing
test ideas.
21st Century Skills
Number of Periods 2
Communicate clearly Interact effectively with others Reason effectively Think creatively
s
Main Lesson Plan
4 Apply technology Analysing effectively Make Lesson tions and 1.1Classifying generalisa Be self-directed Lesson Notes Communicating begin to identify learners in 5E simple patternsBSCS animals Comparing Make judgements Pupils learnt about tion: results. Informa decisions und and Observing Backgro ent in Grade 2. and their environm effectively things Reason about living
Resources and plants in Grade
1, and
Living Things and es Their Life Process
Chapter 1
esses Their Life Proc g Things and Chapter 1: Livin
Textbook page 1 helped given to the plant Chapter opener if the milk Ari has s opener to discuss ) need to keep ourselve Use the scene in the (4 periods) : of animals (i.e. humans and Number Engage what plants Processes in Plants? about Skills 21st Century What are the Life it grow. Talk Periods Process Skills Pupils are given processes. CIPP Scientific al alive leading to life Specific Instruction Skills Enquiryan 4 interesting Lesson Be self-directed Objectives o? u think s think idea intoa Analysing Ask pupils: milk? Why do yo learners Collect evidence ally grew because of the normal houseplant.) ts judgemen plant re Pupils should: about to Observing • Do you Makethink the 1.3 variety of contexts is bigger than a that plants undergo or and decisionsbecause the plant answer questions and air. You (page 10) - know (Answer: Yes, need food, water life processes in test ideas. Reason effectively eed to survive? (Answer: Plants - know that life processes t, plants n chapter.) • What do Think creatively get their food in this plants include movemen about how plants air.) learn willUse systems thinking : Food, water and respiration, sensitivity, o survive? (Answer s need t nutrition, excretion, human • What do growth reproduction and but a survive, water to Explain that: humans need food and – these are non-living nts and (4 periods) of Number ings such as pla and water Processes in Plants? • Living th 21st Century Skills does not need food What are the Life toy Periods Process Skills CIPP Scientific plastic plant or stuffed al Specific Instruction Enquiry Skills 2 Lesson dergo. things. Enviromental literacy Objectives that only living things un process Analysing ts n is a life r nutritio Make judgemen Relate evidence • Eating o Communicating Pupils should: and decisions life process. 1.4 from real world is also a d and explain Comparing • Growth context to answer life processes as well. (page 14) - understan Reason effectively that the difference will learn about other questions or test creatively in this chapter, they Thinkthat between living things Tell pupils from non-living things. ideas. lies able to tell living things and non-living things Then, they will be that in the life processes Creative thinking Relating to real life; things undergo Teaching Strategies: living which non-living things life cannot, giving real examples
4
Lesson Plans
Elaborate: Pupils develop deeper understanding from challenging ideas that extend conceptual understanding and skills
Explore: Pupils learn to use inquiry through a hands-on activity and teacher-led discussion
the chapter. Pte Ltd House lthier? ears hea © 2012 Alston Publishing 1. Which plant app plants grow? ith milk? 2. Does milk help rmally water our plants w Textbook page 2 3. Why don’t we no Will I Learn? What r?, for this chapter. What’s In This Chapte journey will be like what their learning You may wish to Emphasise to pupils reading out loud. of the mind map by path the Trace Tip: Teaching you speak. draw the map as ing or non-living. s are not. • Things can be liv cess, but non-living thing able to carry out life pro • Living things are Textbook page 3 ? s and Other Animals Processes in Human Life the Are Skills. What activity in Build Your in the the show-and-tell the questions listed use may You Activity: Carry out pets. what share about their the class to think about Have a few pupils have shared, ask pupils After activity to get started. they have learnt. things they do? Ask pupils: n? What are some of the he pets have in commo rest, shelter etc. Pets eat, run, sleep , • What needs do t food, water, exercise (Answer: Pets need babies share etc.) ? (Answer: Yes, human first es have the same needs To answer this question, pupils may • Do human babi do needs as pets.) Note: themselves, eg How many of the same the activity about (Answer: I need questions listed in when you get tired? need to answer the hen I’m sick. ? What do you do nt, see a doctor w you take care of yourself ive in a clean environme to have regular meals, l I yawn/go to sleep.)
Lesson Notes
Resources
• What happens if living th ings do not excrete? (Answer: They will not be able to remove waste materials from their body and will fall sick and eventually die. Explain that: ) • Excretion is the process i n which the body gets rid of waste materials, such as carbon dioxide and water, by passing them out of their bodies into the environment. • Defecating is not consid ered excretion because the body is merely gettin undigested food not absorbed g rid of by the body. Background Information : Food is digested in the mouth, stomach and small intestine. Undigested food is passed out of the body. This is defecation. Note since the undigested food that is not produced in the body, it is not excretion. Project Idea: Keep a garden snail in a container and observe if the snail excretes any waste.
21st Century Skill: Reason effectively Reproduction Ask pupils: • Why do animals need to p roduce young? (Answer: To replace the animals that die.) Explain that:
The lesson notes follow the BSCS 5E Inquiry approach by introducing each of the 5Es (Engage, Explore, Explain, Elaborate, Evaluate) into a lesson at appropriate junctures.
Think creatively owth.Water 21st Century Skill: ter and milk on plant gr ent with the effects of wa and one with water. Ask pupils to Project Idea: Experim in with milk will berevisited later for two weeks, one g questions which two similar plants ns for the followin note down their predictio
Grade 3 Teacher’s Guide Science SMART
BSCS 5E
Explain: Differences between two concepts are clearly explained to dispel any misconceptions
3
Living Things and Their Life Processes
Evaluate: Pupils recap what they have learnt and assess their grasp of learning outcomes
5
Project Idea: You may ge t pupils to research on h ow and why the Dodo bi become extinct; and the rd consequences of extinction of a species.
Recap on the seven life processes and their definitions. Help pupils to remember the seven life processes using the acronym MRS NERG, which represents Movement, Respiration, Sensitivity, Nutrition, Excretion, Reproduction, Growth. Teaching Strategy: Memory aids
URL 1.7 Workbook page 4 Activity 3: The Toy Test URLS 1.5, 1.6
Internet link for Lesson
1.2
URL 1.1: Trailer clip for the movie Castaway (Optional to play this video as introd http://www.youtube.com uction and lead-in to Wor /watch?v=PJvosb4UCLs kbook Activity 1) URL 1.2: Video of grizzly bear catching salmon (Optional to play this video to show lead-in to Workbook Act how and why animals move ivity 2) as http://www.youtube.com /watch?v=0NcJ_63z-mA URL 1.3: Video of lioness hunting zebra (Optional to play this video Workbook Activity 2) to show how and why animals move as lead-in to http://www.youtube.com /watch?v=INcW26-iyqU& feature=related URL 1.4: Video of flamingoes fleeing from predators http://www.youtube.com /watch?v=1NClMD5IR0o& feature=fvsr URL 1.5: MRS NERG and the seven life processes (correspo nds with Internet Link 1.1 i http://www.oum.ox.ac.u n Textbook) k/thezone/animals/life/i ndex.htm URL 1.6: Glogster®: You may get pupils to use this website to come up with http://www.glogster.com posters for MRS NERG. URL 1.7: More information about the Dodo http://en.wikipedia.org/ wiki/Dodo
© 2012 Alston Publishing
Teaching tips, teaching strategies, suggested activities and project ideas are included to make lessons more fun and lively.
Textbook page 10
• Reproduction is the proc ess of producing new an imals. If animals do not reproduce, their kind will die off and become extinct. • Some animals reproduce by laying eggs while oth ers give birth to their youn alive. Animals can also g produce one young or many young at a time. Tell pupils that they will learn more about how different animals reproduce in Chapter 2.
House Pte Ltd
Science SMART Teacher’s Guide Grade 3
9
All URLs used in the lessons are consolidated at the end of each lesson for easy reference.
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© 2012 Alston Publishin
SC ENCE SMART Authors: David Lim Kee Ann • Esmund Chua Consultants: John Sadler • Emily Clare
Teacher’s Guide
1
Teacher’s Guide 1 978-981-4321-62-4
SC ENCE SMART Authors: David Lim Kee Ann • Esmund Chua Consultants: John Sadler • Emily Clare
Teacher’s Guide
2
Teacher’s Guide 2 978-981-4321-65-5
SC ENCE SMART Authors: David Lim Kee Ann • Esmund Chua Consultants: John Sadler • Emily Clare
Teacher’s Guide
3
Teacher’s Guide 3 978-981-4321-68-6
SC ENCE SMART Authors: David Lim Kee Ann • Esmund Chua Consultants: John Sadler • Emily Clare
Teacher’s Guide
4
Teacher’s Guide 4 978-981-4321-71-6
SC ENCE SMART Authors: David Lim Kee Ann • Esmund Chua Consultants: John Sadler • Emily Clare
Teacher’s Guide
5
Teacher’s Guide 5 978-981-4321-74-7
SC ENCE SMART Authors: David Lim Kee Ann • Esmund Chua Consultants: John Sadler • Emily Clare
Teacher’s Guide
6
Teacher’s Guide 6 978-981-4321-89-1
15
Processes Life Processes Their Life and Their Things and Living Living Things
Humans usually produce only one young, or baby, at a time. However, sometimes two or more babies are born at the same time. Two babies born together to the same mother are called twins. Twins can look different or identical.
Link
Reproduction Nutrition allowsisliving a process things toin grow. When a living which a young is produced thing grows,from it becomes its parents. largerAllin living size. Itthings also increases will die one in weight, day. Ifthat a kind is, itofbecomes animal did heavier. not reproduce, there would be no more of its kind left. When this happens, we say that animal has become extinct. When an animal reproduces, a young is born. The young will grow to look like its parent.
I water my plants so that they will grow tall and strong!
Some animals produce a single young at a time.
r Mo ve
Activity
1
Refer to Lesson 2.1 for more information. Use the cartoon here to introduce the concept of life processes in plants. You may ask pupils:
Imagine that you unexpectedly saw a cockroach. Now you have learnt about the life processes of Would you scream or jump? humans and other animals. Do you think plants undergo the same life processes? Let’s find out!
My mother tells me to eat my food so that I will grow. Do plants need food and water to grow too?
• In the cartoon, what life processes does the plant show?
• How are these life processes similar or different in plants and animals?
Disco
Some animals produce many young at a time.
If you find it hard to remember the different life processes, Mrs Nerg can A baby horse, also known as a help you! You see, the foal, grows into an adult horse. letters in the name MRS NERG stand for Ama ingdifferent life the seven Facts! processes. Just take the first The blue letter of each life process whale is the you have learnt, and you largest will findanimal her! on Earth. It can Some animals Meetup Mrs and find grow toNerg 30 metres reproduce by out more about long. It is also onethe of the laying eggs. seven life processes at ‘greediest’ animals. Blue Internet Link whales feed on1.1.small sea creatures called krill. An adult blue whale eats about 3600 kg of krill a day! Activity >> Workbook Cross
Plants make up another group of living things.
A living thing may also change in appearance as it grows. Can you think of any animals like that?
10 6
Do plants undergo the same life Biology processes as animals?
All living things must reproduce in order to ensure continuity of their kind. If a species do not reproduce, they will become extinct. In order for living things to reproduce, a male and a female must usually mate. However, there are organism s (usually asexual), like amoeba , that are able to reproduce without a male and female.
Ama ing
Link Pupils will learn more about how different types of living things reproduce in Chapter 2, Sorting 117 Living Things.
Using the internet and/or the aid of library resources, ask pupils to research on the growth of a few living things of their choice. You can get pupils to present to the class through PowerPoints, or through posters. Pupils should be able to conclude that difference species of living things grow to maturity at different rates.
Meet Mrs Nerg and find out more about the seven life processes at Internet Link 1.1.
Some animals produce many young at a time.
Some animals reproduce by laying eggs.
Plants make up another
Get pupils to comple te Activity 3 in the Work book.
>> Workbook Activity
Activity 3: The Toy
21st Century Skills
Some animals reproduce by giving birth to young alive.
Test
Activity Refer to Lesson 1.2 for mo re information 1. Ask pupils why living things need to produce young. that if a living thing Highlight do not reproduce, their kind will eventua to them and become extinct. lly die off
Textbook Wraparound
© 2012 Alston Publishing House Pte Ltd
29 Science SMART Teacher’s Guide Grade 3 2. Help 29 pupils recap on the the acronym MRS NERG. seven life processes and their definition with You may refer your pupils for more informat to the following U ion: RL http://www.oum.ox.ac.uk /thezone/animals You may get pupils /life/index.htm to use Glogster® at this internet website with posters on MRS to come up NERG: http://www.glogster.com .
© 2012 Alston Publishing House Pte Ltd
Project Idea Research on the D odo bird and find out how More information at this: http://en.wikiped the species became extinct. ia.org/wiki/Dodo
28 28
Textbook Wrapar ound © 2012 Alston Publishing
House Pte Ltd
4. Workbook Wraparound Living LivingThings Thingsand andTheir TheirLife LifeProcesses Processes Name: Name:
Day Day 77
Class: Class:
8
Date: Date:
Things of Things Diversity of A A Diversity
Activity Activity
things living things are living How How are from differe differentnt from things? ng things? non-livi non-living
Communicating, Classifying, Classifying, Comparing Comparing Process Processskills: skills:Communicating,
Instructions: Instructions:
Day Day 10 10
Living Things and Their Life Processes
Chapter 1
Features include: • Before Carrying Out This Activity... • Skills Overview • Tips for Teachers • Further Explanation • Marking Scheme Chapter 1
Visit Visit the the zoo zoo or or your your school school garden, garden, or or take take aa walk walk around around your your neighbourhood. neighbourhood. Take Take note note of of the the different different things things you you see. see. a. a. In In the the box box below, below, write write down down eight eight different different things things you you saw. saw. They They may may be be living living things things or or non-living non-living things. things. Draw Draw aa picture picture of of each each thing. thing.
a. a. Which Which life life processes processes did did you you observe observe in in the the potted potted plant? plant? Growth, Growth, sensitivity sensitivity (Other (Other acceptable acceptable answer: answer: Movement) Movement)
b. b. Which Which life life processes processes did did you you observe observe in in the the plastic plastic plant? plant? No No life life processes processes were were observed. observed.
A week later, the
two plants looked
c.c. What What does does this this tell tell you you about about the the difference difference between between real real plants plants and and plastic plastic plants? plants?
like this:
(Pupils (Pupils should should write write down down living living things things such such as as tree, tree, tiger, tiger, rabbit rabbit etc, etc, as as well well as as non-living non-living things things such such as as bench, bench, cage, cage, spade spade etc.) etc.)
Living Things Real Real plants plants can can undergo undergo life lifeand processes processes but but plastic plastic plants plants cannot. cannot. Their Life Processe s
Name:
2
(Other (Other acceptable acceptable answer: answer: Real Real plants plants can can grow grow and and respond respond to changes changes inin their their Class:to
Worksheet
Monkey Business!
Date:
surroundings surroundings but but plastic plastic plants plants cannot.) cannot.)
The pictures below
Marking Scheme c. A comparison must be made between Plant A and Plant B in order for two marks to be awarde d. Hence, the first mark is awarded when the pupil explains that Plant B grew taller because it was trying to find sunlight. The second mark is awarded when the pupil explains why Plant B grew taller than Plant A. e. One mark is awarde d when pupils mentio n the concept of sensitiv ity, and the other mark is awarded when pupils are able to relate this concep t to the plant growing toward s the Sun.
Plant A
b. Which plant did Rita
a monkey and a monkey
tree.
Plant B
place in her garden
Plant A
?
[1 mark] 12 12
Plant B was trying to find light, so the stem grew much longer. [1 mark] Plant A had lots of light, so it did not need to grow as tall. [1 mark]
B [2 marks]
d. Give ONE other way in which Plant B loo ks different from Plant A. [1 mark]
The leaves of Plant B are lighter in colour than Plant A.
Chapter Chapter11
Wind-up monkey
Monkey
13 13
Monkey tree
Use the words below to fill in the gaps in the sentences. You each word once, more than once or may use not at all. grow move from place to place reproduce make food Give ONE way in Skills a. Overview which the toy monkey similar. and the monkey This experiment requires pupils to observe and compare the changes in a are [1 The toy monkey living thing and a non-living thing period of time. Their observations mark] andover the amonkey move from place to canbut not that life processes observed in the potted plant in the plastic place b. Give are . TWO in which plant should differen lead them toways infer the difference real plants and the between toy monkey and the monkey t. are plastic plants. [2 marks] (i) The monkey can grow Pupils are exposed to the 21st Century Skills of reasoning effectively and but the toy monkey cannot. (ii) The monkey making judgements and decisions on experimental evidence. reproduce can based but the toy monkey cannot. c. Give TWO ways in which the monkey and the monkey different. tree are [2 marks] (i) The monkey cannot make food can. but the monkey tree (ii) The monkey can move from place to place but the monkey tree cannot.
c. Plant B had grown taller than Plant A. Why do you think grew taller? Plant
e. Rita then put Plant A by her bedroom window. After one had bent towards week, it the window. Why did this happen? [2 marks] Plants are sensitive to their surroundin gs. [1 mark] Plant A grew towards the
light from the Sun. [1 mark] 16
show a wind-up monkey,
Chapter 1
Before Carrying Out This Activity... Make arrangements for pupils to visit the zoo as an excursion. The school garden or the surrounding neighbourhood are other options. Ensure that pupils bring along writing and drawing materials and a clipboard if possible.
Tips for Teachers Pupils should be supervised when visiting the zoo or the surrounding neighbourhood. Also, ensure that pupils are equipped for bad weather, such as by wearing hats or carrying umbrellas. Instruct pupils to find a mix of living and non-living things, ie not all living things or all non-living things.
17
Further Expla
nation
b. Plant A looks healthier than Plant B. Pupils sunlight to make food, have learnt that plants and that they will 54grow weak without Workbookneed Wraparound They should thus be able sunlight. Plant B did not. Therefor to infer that Plant A received sunlight, while e, Rita must have placed Plant A in her garden. c. Since only Plant A received sunlight , Plant B’s growth is clearl healthy growth from y not making food using sunlight. Pupils must themselves, what could be then tall? Pupils have learnt th a possible reason for Plant B growing ask so at plants grow towards su that Plant B grew nlight. They can in taller because it was fer looking for sunlight, placed in darknes since it was s. Plant tall as Plant B because A, on the other hand, did not need to grow as it was exposed to plenty of sunlight. d. Other possible answers include: Plant B has fewer the stem of Plant B leaves than Plant is thinner than the A; stem of Plant A. e. It is not enough to answer that the plant grew towards that does not explain the Sun, because why the plant grew complete answer towards the Sun. A must first mention that plants are sensitive more surroundings. to their
58
© 2012 Alston Publishing House Pte Ltd
Science SMART Teacher’s Guide Grade 3
© 2012 Alston Publishing House Pte Ltd
Workbook Wrapar ound © 2012 Alston Publishing
House Pte Ltd
Living Thi
ngs and The
Name:
5. Additional Online Support
Extra resources include: • Consolidation Worksheets • Exam Practice • Fun & Games
Living Thi Name:
gs and The
Name:
Consolidatio
esses
n Workshee ts
Class:
A
Date:
1
ANIMALS
What Are the Life Pr 2 NUTRITION oc and Othe r Animals? esses in Humans 3 MO VEMENT
4
Complete the STAY life processe s the correct sentences. The each picture on the left shows. Then first one has match them been done Instructi to for you. ons:
M ovement R S N E
ir Life Pro
cesses Class:
Find the Hid
den Message!
Date:
Cross out the boxes as inst ructed. You that form a will be left with sentence. eight
ir Life Proc
cesses Class:
ce
ngs and The
Fun and Games Living Thin
ir Life Pro
Exam Practi
B
C
NEED
GROWTH
WATER
MOVEMENT
SENSITIVITY RESPIRATIO
N
FOOD ALIVE
EXCRETION
Tank X Tank Y
What did Tom
place in The next day Tank X but not , he observed Y? What was in Tank that the fish were swimm miss es ing near the the water in Tank ing in surface of the in Tank Y Y a) Why were water. TO the fishes need that ed? the fishes in Tank Y swimm the water? ing near the REPRODUCTIO surface of N AND
[1 mar
k] Column A Cro Living things ss out every do this so that b) Tom change box that doe they will not become Row s not contain d the water Cro extinct. 1 ss out every the letter ‘A’. fishes from in both tanks box that con and remove Tank Y. The Column D Cro tain Animals nee s d only rem thre ss out every near the sur one vowel. d to eat food face of the wat aining two fishes stopped e of the box where the water to surv Row 2 and swimming ive. fourth letter er. Why wer Cross out eve e they able to is an ‘R’. ry box that con Column B Cro do so? Animals do this tains the lett ss out every to look for er ‘O’. shelter, and box that con and [1 mark] Rowpe4fromfood to esca tain s the letter ‘S’ Cro danger. ss out every twic box e. that contains A living thing c) What doe both the lette gets bigger s this and tell you abo rs ‘I’ and ‘O’. heavier over a.timeWr ut a characteri . ite dow n the senten stic of living ce that can things? Living things eight words be made from respthe ond to left. changes around them [1 mar .
R G
k]
The process by which nutr ients taken in by anim als are conv to energy. b. Wh at two erted
words describ e the activiti crossed out? es you have The process by whic
h waste materials prod uced by the body are removed .
L
16
Date:
Tom set up two aquariums, X equal amoun and Y. First, he ts of water. filled two sim He then placed the fishes in ilar tanks with both tanks with five fishes in each tank. He the same am an air pump fed in Tank X. ount of food. He also placed
words
D
P
group
Unlike humans and other ani move from one place to anothe food is not importa nt for plants make their own food.
However, plants undergo life humans and other animals. Let’s life processes in plants.
10
Apply technology effectively; Be self-directed learners
24 2 4
What Are the L in Plants?
Now you have learnt abo humans and other anima undergo the same life proc
I water my plants so that they will grow tall and strong!
Some animals produce a single young at a time.
If you find it hard to remember the different life processes, Mrs Nerg can help you! You see, the letters in the name MRS NERG stand for the seven different life processes. Just take the first letter of each life process you have learnt, and you will find her!
Reproduction — ree-pruh -duhkshuhn Extinct — ik-stingk t
Refer to Lesson 1.2 for more information
Reproduction
Reproduction is a process in which a young is produced from its parents. All living things one day. If a kind of animal did not reprodu will die would be no more of its ce, there kind left. When this hap we say that animal pens, has become extinct. When an animal reprod uces, a young is born. young will grow to The look like its parent.
r Mo ve
Vocabulary
Project Idea
Facts!
Humans usually produce only one young, or baby, at a time. However, sometimes two or more babies are born at the same time. Two babies born together to the same mother are called twins. Twins can look different or identical.
! re
Unlike humans and other animals, plants cannot move from one place to another. Finding and eating food is not important for plants because they can Living things are sensitive to changes around them. make their own food. They respond to these changes. When a living thing responds, there is a change in its action or behaviour. However, plants undergo life processes just like humans and other animals. Let’s take a look at the life processes in plants.
Some animals reproduce by giving birth to young alive.
A child grows into an adult.
Link!
You will find out how some living things change in appearance in Grade 4 Chapter 1: The Life Cycles of Animals.
Background
Chapter 1
Activity 3: The Toy Test
Key Inquiry Question
Try blowing at ants. Do you notice that they scurry away from you?
Disco
Pupils will learn more about weight in Grade 6 Chapter 5: Mass & Weight. Pupils will also learn more about how some living things change in their appearance as they grow in Grade 4 Chapter 1: Life Cycles of Animals.
Features include: • Background • Teaching Tips • Key Inquiry Questions • Common Misconception • Activity • Link • 21st Century Skills • Vocabulary • Project Idea
Facts!
CChhaapptteerr
Sensitivity What Are the Life Processes What would you do when something scares you? in Plants?
Reproduction Growth
Ama ing
! re
Chapter 1
3. Textbook Wraparound
When living things grow, they get bigger, taller and heavier. Living things take in food and water to grow. The growth of a living thing continues from young till full maturity.
Living Things and Their Life Processes
Biology Biology
Background
d) Name thre e variables tha t Tom kept the experiment a fair one. same to ma ke his [3 marks]
55
÷ A re a = l e n g t h x b re a d t h
2
E = mc
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