Active Science TG 2 Sampler

TEACHER’S GUIDE TEACHER’S GUIDE Stage 2 Wang Ing Ching Wang Ing Ching The series consists of: • Downloadable resources for teachers, including printables for hands-on activities, worksheets and test papers. • Textbook • Workbook • Teacher’s Guide • Digital Textbook, Workbook, and Teacher’s Guide The series is developed to comprehensively cover all the learning objectives of the Cambridge Primary Science curriculum framework (0097). The series adopts an Active Learning approach, which allows learners to actively build their own understanding through exploration, discussion and problem-solving. Learners will investigate science strands like Biology, Chemistry, Physics and Earth and Space. Learners are also taught to Think and Work Scientifically, which develops learners’ scientific enquiry skills and practical skills. To encourage problem-based learning (PBL), each chapter starts with a case problem. In each chapter, learners will explore anchor investigation activities and hold discussions that precede the teaching of every key concept. Learners will need to collaborate with their peers, infer concepts and draw conclusions. Learners will solve the case by the end of the chapter. This is supplemented by colourful illustrations and easy-toread explanations to solidify their understanding. Wellcrafted exercises at various learning points help learners to assess their learning and build process skills. Learners will also learn how to apply scientific knowledge to the real world in Science in Context. With greater involvement in their learning, learners are challenged to think critically, reason logically and become effective problem solvers. They will also develop a love for science as they recognise its importance and relevance in their daily lives. Active Science Teacher’s Guide 2Stage 0A Active Science TG 2 Cover.indd 1-3 16/8/22 2:59 AM

Active Science Teacher’s Guide: Stage 2 Prelims © 2022 Alston Education Pte Ltd 1 Active Science -Teacher’s Guide – Stage 2 © 2022 Alston Education Pte Ltd

Active Science Teacher’s Guide: Stage 2 Prelims © 2022 Alston Education Pte Ltd 2 Note to Teachers Introduction to Active Science The Active Science primary series is developed to comprehensively cover all the learning indicators of the latest Cambridge Primary Science (0097) curriculum framework. The curriculum framework is divided into three strands – skill strand, content strand and context strand. The content strand covers important Science concepts, which can be categorised into Biology, Chemistry, Physics, and Earth and Space. Each chapter is written to incorporate and develop key scientific skills in the areas of scientific enquiry, practical work and modelling and representation. Learners are constantly reminded of the importance of Thinking and Working Scientifically (TWS). As learners delve into the world of Science, it is also essential for them to understand and apply scientific knowledge to the real world. This is supported across various sections of our book via the Science in context feature. As learners embark on their Science journey, we hope that they will develop a love and interest in this subject. By developing a comprehensive set of resources for learners and teachers, we wish to nurture learners to think critically, reason logically and become effective problem solvers. © 2022 Alston Education Pte Ltd

Active Science Teacher’s Guide: Stage 2 Prelims © 2022 Alston Education Pte Ltd 3 Pedagogy This series adopts an Active Learning pedagogy. We believe that at the heart of every child is an eagerness to learn and process the world around them. To be active learners means that learners stretch their potential and develop an ability to grasp concepts on a personal level through exploration, discussion and inquiry. Active learning is achieved through a problem-based learning (PBL) approach. Each chapter is carefully structured such that the problem, which is first introduced at the start of the chapter, is intricately integrated together with the Science concepts that learners are expected to understand. We hope that learners can make meaningful connections between the Science content and its relevance in many aspects of everyday life. Throughout the chapter, learners will explore anchor investigation activities and carry out discussions with their peers. They will need to infer concepts and draw conclusions, after which they will be taught scientific concepts. When learners solve the problem at the end of the chapter, this solidifies their understanding of the Science topic, allowing them to gain a sense of achievement and mastery. © 2022 Alston Education Pte Ltd

Active Science Teacher’s Guide: Stage 2 Prelims © 2022 Alston Education Pte Ltd 4 How to use this Teacher’s Guide This Teacher’s Guide is designed to support teachers in conceptualising, developing and implementing a successful lesson. We believe that a teacher should be given the resources to meet the learning required of learners, and is engaging, exciting and meaningful at the same time. As such, this Teacher’s Guide is crafted to serve as a repository of teaching ideas, instructional techniques and strategies, as well as printables to help teachers carry out a successful Science lesson. The Teacher’s Guide is structured as such: à Learning Process Chart o Each lesson delivery plan is structured in the following manner using the BSCS 5E Model to instil active learning in learners: Engage, Explore, Explain, Elaborate and Evaluate. This learning process chart explains the structure so that teachers can use it to plan their lessons in an effective way. à Overview of Stage o Learning indicators for each stage, categorised by chapters and strands. à TWS Skills o TWS skills and how often they appear in the textbook by chapter. à Process Skills o Science process skills and how often they appear in the textbook by chapter. à Chapter Roadmap o Introduces the PBL scenario, theme and storyline that runs through each chapter. It is organised neatly by lessons so that teachers have the opportunity to regularly pause at checkpoints to assess learners’ understanding of the content taught. à Scheme of Work (SOW) o Overview of the learning indicators for each chapter, as well as a detailed breakdown of how each lesson is structured and their estimated durations. à Content knowledge for teachers o Background knowledge for teachers before they start teaching every chapter à Individual detailed lesson delivery plan o Contains detailed descriptions of activities, instructional strategies, teaching tips and questioning techniques that are covered across the chapter. It also includes where the relevant TWS and Science process skills are covered. A glossary with a list of Science keywords with their meanings is also available. à Teacher evaluation reflection form o Guided questions in the form help teachers to reflect on different aspects of their lessons at the end of the chapter. This is so that they can identify strengths and weaknesses, in order to suggest improvements for future lessons. à Printables o Resources for hands-on activities that can be carried out in class Learning Process Chart (BSCS 5E model) © 2022 Alston Education Pte Ltd

Active Science Teacher’s Guide: Stage 2 Prelims © 2022 Alston Education Pte Ltd 5 Engage Explore Explain Elaborate Evaluate •Through a PBL approach, learners are presented with the problem scenario in the chapter, as well as its storyline and theme. •Learning indicators that are covered in the chapter are also introduced. Engage •Learners have an opportunity to actively explore Science concepts through experiments and activities. •By inferring concepts and forming their own conclusions, learners can make sense of the content more meaningfully when they are formally taught about it. Explore •During formal teaching, teachers help to correct any misconceptions and learners solidify their initial knowledge about the concepts they explored in the earlier stage. •Learners can explain and discuss ideas with their peers, which helps to build on existing concepts. Explain •Learners have ample opportunities to extend their Scientific knowledge and skills through challenging questions and additional activities. •This helps to broaden their understanding and develops critical thinking skills and process skills. Elaborate •Learners collaborate to solve the problem scenario presented at the start of the chapter. •Through discussions and sharing of ideas and possible solutions, learners can value add to the Science concepts they have learnt about. •They also acquire important skills such as evaluation, critiquing and convincing others of the solutions they have come up with. Evaluate © 2022 Alston Education Pte Ltd

Active Science Teacher’s Guide: Stage 2 Prelims © 2022 Alston Education Pte Ltd 6 Overview of Stage 2 Chapter Science Strand Learning Indicators 1 Materials and Rocks Chemistry and Earth and Space Learners will be able to: • State that some materials occur naturally while others are manufactured. • Describe a property as a characteristic of a material. • State that materials can have more than one property. • Explain why materials are chosen for specific purposes. • Test materials to determine their properties. • Describe different types of rock and compare them. • Describe the different ways rocks are extracted from Earth. • Describe how human activity can affect the environment. • Ask questions about the world around us. • Make predictions. • Can sort and group objects based on what is similar and different between them. • Use equipment in an appropriate manner. • Research using given secondary information sources. • Collect evidence and record observations and measurements by labelling images and completing tables. • Describe what was observed during an enquiry and determine if it matched our predictions. • Describe how scientific knowledge and thinking now were different in the past. • Identify people who use science in their jobs. • Use science to understand our effect on the world. 2 Living Things in Their Habitats Biology Learners will be able to: • Describe a habitat as the environment in which a plant or animal naturally lives. • Name different plants and animals that can be found in different habitats. • Identify similarities and differences between local environments. • Use equipment in an appropriate manner. • Follow safety instructions when carrying out practical work. © 2022 Alston Education Pte Ltd

Active Science Teacher’s Guide: Stage 2 Prelims © 2022 Alston Education Pte Ltd 7 • Collect evidence and record observations and measurements by labelling images and completing tables. • Can sort and group objects based on what is similar and different between them. • Research using given secondary information sources. • Make predictions. • Use science to understand our effect on the world. 3 Animals Biology Learners will be able to: • Compare how animals, including humans, are similar and different in their external body parts and outer coverings. • Describe how the offspring of animals change as they get older. • State that animals produce offspring that inherit characteristics from their parents. • Describe what a model represents. • Describe how diagrams and pictures are different. • Ask questions about the world around us. • Collect evidence and record observations and measurements by labelling images and completing tables. • Can sort and group objects based on what is similar and different between them. • Research using given secondary information sources. • Identify people who use science in their jobs. 4 Light and Dark, Day and Night Physics and Earth and Space Learners will be able to: • State that darkness is the absence of light. • Identify different light sources, including the Sun. • Describe how the Sun appears to move during the day. • Can sort and group objects based on what is similar and different between them. • Research using given secondary information sources. • Collect evidence and record observations and measurements by labelling images and completing tables. • Identify patterns in experimental results. • Explain how objects work using science. 5 Electricity Physics © Learners will be able to: 2022 Alston Education Pte Ltd

Active Science Teacher’s Guide: Stage 2 Prelims © 2022 Alston Education Pte Ltd 8 • Describe how we use electricity and how we can use it safely. • Recognise the components of simple circuits. • Explore the construction of simple series circuits. • Can sort and group objects based on what is similar and different between them. • Collect evidence and record observations and measurements by labelling images and completing tables. • Use tables and block graphs to present and interpret results obtained from investigations. • Describe what a model represents. • Make predictions. • Use equipment in an appropriate manner. • Describe what was observed during an enquiry and determine if it matched our predictions. • Identify patterns in experimental results. • Identify people who use science in their jobs. 6 Growing and Keeping Healthy Biology Learners will be able to: • Describe how humans can stay healthy by having a balanced diet, good hygiene and moving regularly. • Describe common signs of illness in humans. • Identify and describe the different types of human teeth and their functions, and how to take care of them. • Can sort and group objects based on what is similar and different between them. • Measure using non-standard units. • Collect evidence and record observations and measurements by labelling images and completing tables. • Identify patterns in experimental results. • Describe what a model represents. • Create and use physical models. • Identify people who use science in their jobs. 7 Changing Materials Chemistry and Physics Learners will be able to: • State that forces can change the movement and shape of an object. • State that things will only speed up, slow down or change direction when something else causes them to do so. • Explore different ways to determine the properties of materials. © 2022 Alston Education Pte Ltd

Active Science Teacher’s Guide: Stage 2 Prelims © 2022 Alston Education Pte Ltd 9 • Explain why materials are chosen for specific purposes. • List some ways that can change a material into a new material. • Can sort and group objects based on what is similar and different between them. • Collect evidence and record observations and measurements by labelling images and completing tables. • Identify patterns in experimental results. • Describe what a model represents. • Describe how diagrams and pictures are different. • Make predictions. • Use equipment in an appropriate manner. • Measure using non-standard units. • Describe what was observed during an enquiry and determine if it matched our predictions. • Explain how objects work using science. 8 Polar Explorer Biology, Chemistry and Physics Learners will be able to: • Identify similarities and differences between local environments. • State that a habitat is the environment in which a plant or animal naturally lives. • Compare how animals, including humans, are similar and different in their external body parts and outer coverings. • Describe how humans can stay healthy by having a balanced diet, practising good hygiene and moving regularly. • Test materials to determine their properties. • Explain why materials are chosen for specific purposes. • Explore the construction of simple series circuits. • Ask questions about the world around us. • Can sort and group objects based on what is similar and different between them. • Research using given secondary information sources. • Describe what a model represents. • Use equipment in an appropriate manner. • Follow safety instructions when carrying out practical work. • Collect evidence and record observations and measurements by labelling images and completing tables. • Identify patterns in experimental results. • Use tables and block graphs to present and interpret results obtained from investigations. • Identify people who use science in their jobs. © 2022 Alston Education Pte Ltd

Active Science Teacher’s Guide: Stage 2 Prelims © 2022 Alston Education Pte Ltd 10 © 2022 Alston Education Pte Ltd

Active Science Teacher’s Guide: Stage 2 Prelims © 2022 Alston Education Pte Ltd 11 TWS skills TWS skills 1 2 3 4 5 6 7 8 Describe what a model represents. Create and use physical models. Describe how diagrams and pictures are different. Ask questions about the world around us. Make predictions. Can sort and group objects based on what is similar and different between them. Use equipment in an appropriate manner. Measure using non-standard units. Follow safety instructions when carrying out practical work. Research using given secondary information sources. Collect evidence and record observations and measurements by labelling images and completing tables. Describe what was observed during an enquiry and determine if it matched our predictions. Identify patterns in experimental results. Use tables and block graphs to present and interpret results obtained from investigations. © 2022 Alston Education Pte Ltd

Active Science Teacher’s Guide: Stage 2 Prelims © 2022 Alston Education Pte Ltd 12 Process skills Process skills 1 2 3 4 5 6 7 8 Observing Comparing Classifying Inferring Measuring Communicating Predicting Analysing Evaluating © 2022 Alston Education Pte Ltd

Active Science Teacher’s Guide: Stage 2 Chapter 1 © 2022 Alston Education Pte Ltd 1 Stage 2 Chapter 1 Roadmap Materials and Rocks Lesson 1.1: Cyrus learns about natural and manufactured materials. He also learns how to choose materials to make objects. Cyrus also carry out tests to find out 2 about the properties of different materials. PBL Scenario: Cyrus is helping his mother to water some plants. After watering the plants, his mother realises that there are scratches on her wooden floor. Cyrus wants to find out what caused the scratches and help his mother decide what to do so that this does not happen again. 1 3 Checkpoint: After learning about materials and the different tests that can be conducted, Cyrus applies what he has learnt to solve the problem his mother is facing. 4 Lesson 1.2: Cyrus investigates different types of rocks and their properties. He also learnt about the uses of rocks and how they are extracted. For example, granite is hard and strong and can be used to make furniture like stools. 5 Case closed: Based on what Cyrus has learnt about the different materials and rocks, he knows what has caused the scratches and decides on how he can help his mother solve the problem. © 2022 Alston Education Pte Ltd

Active Science Teacher’s Guide: Stage 2 Chapter 1 © 2022 Alston Education Pte Ltd 2 Scheme of Work (SOW) Total teaching time: 8 hours Lesson Learning Indicators Thinking and Working Scientifically (TWS) / Process skills Resources Teaching Time 1.1 • State that some materials occur naturally while others are manufactured. • Describe a property as a characteristic of a material. • State that materials can have more than one property. • Explain why materials are chosen for specific purposes. • Test materials to determine their properties. • Make predictions. • Can sort and group objects based on what is similar and different between them. • Use equipment in an appropriate manner. • Research using given secondary information sources. • Collect evidence and record observations and measurements by labelling images and completing tables. • Describe what was observed during an enquiry and determine if it matched our predictions. Process Skills: Observing, Inferring, Comparing, Classifying, Communicating, Predicting, Analysing • Textbook pages 2 – 11 • Workbook pages 1 – 3 • URL 1.1 • URL 1.2 • URL 1.3 • URL 1.4 4 hours © 2022 Alston Education Pte Ltd

Active Science Teacher’s Guide: Stage 2 Chapter 1 © 2022 Alston Education Pte Ltd 3 Lesson Learning Indicators Thinking and Working Scientifically (TWS) / Process skills Resources Teaching Time 1.2 • State that some materials occur naturally while others are manufactured. • Describe different types of rock and compare them. • Describe the different ways rocks are extracted from Earth. • Describe how human activity can affect the environment. • Describe how scientific knowledge and thinking now were different in the past. • Identify people who use science in their jobs. • Use science to understand our effect on the world. • Make predictions. • Ask questions about the world around us. • Use equipment in an appropriate manner. • Research using given secondary information sources. • Collect evidence and record observations and measurements by labelling images and completing tables. Process Skills: Observing, Inferring, Comparing, Communicating, Predicting, Analysing, Evaluating • Textbook pages 12 – 21 • Workbook pages 4 – 10 • URL 1.5 • URL 1.6 • URL 1.7 4 hours © 2022 Alston Education Pte Ltd

Active Science Teacher’s Guide: Stage 2 Chapter 1 © 2022 Alston Education Pte Ltd 4 Content knowledge for teachers Materials Materials can be natural. This means that they come from nature or living things. Materials that come from animals include wool from sheep, leather from animal skin [e.g. kangaroo, cow, crocodile, snake] and silk from cocoons spun by silkworms. Materials that come from plants include cotton from cotton plants, wood from tree logs, rubber from the sap of rubber trees and rattan from rattan palm. Materials that come from the ground include sand, clay, metal and stone. Sand is used to make concrete, a useful building material. Clay, when fired in the kiln, goes through chemical changes and becomes hard and rigid, useful for making bricks, pots, tiles etc. Metals exist naturally as ores in the ground. When the ores are dug out from the ground, metal can be extracted from the ores through various means. Examples of metals include iron, copper and aluminium. Materials can be manufactured. Such materials are manufactured from raw materials that come from nature. The raw materials undergo chemical processes to become new materials. Examples are paper, which comes from the wood pulp made from tree logs, glass which is made from sand, and plastics, most of which are made from petroleum that is found underneath the seabed. Different types of plastics have different properties and uses. Polystyrene, more commonly known as Styrofoam, is a type of plastic that is rigid, weak and heat resistant. This material is commonly used in food packaging to keep food warm for a longer period of time. Another example of plastic is nylon, which is strong and elastic. Nylon is commonly used for making stockings, fishing lines and canopies of umbrellas. Rocks Earth is made up mostly of rocks. Earth has an outer solid crust, an inner mantle [a thick layer of hot solid rock], a liquid outer core that is made up of molten rock, and a solid inner core. Hills and cliffs are made up of rocks. Rocks may be carried by rivers or oceans to shores. Wind and rain can break down rocks into smaller pieces. After many years, rocks may break down to become sand, clay or soil. There are three types of rocks – igneous, metamorphic and sedimentary rocks. Granite is an igneous rock formed when lava from volcanoes cools and hardens. It comes in different colours, usually pink or grey or sometimes black. It is coarse-grained, hard and difficult to cut into. Limestone is a sedimentary rock formed from particles of sand, shells, pebbles and other fragments of material deposited in layers over a long period of time, pressed upon, compacted and hardened into rock. Marble and slate are metamorphic rocks formed under the surface of the Earth through intense heat and pressure. Marble is formed from limestone subjected to heat and pressure. Marble is usually a light-coloured rock. When it is formed from a limestone with very few impurities, it will be white in colour. Marble that contains impurities such as clay minerals, iron oxides, or bituminous material can be bluish, grey, pink, yellow, or black in colour. The characteristic swirls and veins of many coloured marble rocks are usually due to various mineral impurities which were originally present as grains or layers in the limestone. Slate is dark bluish-grey or black in colour. It is fine-grained, splits into thin smooth layers and has a low tendency to absorb water. Rocks can be extracted through mining, quarrying or from riverbeds. In mining, miners mine tunnels to extract ores from below Earth’s surface. Quarrying extracts rocks from areas near Earth’s surface. Rocks and gravel can also be extracted from riverbeds. Mining activities can result in soil erosion, loss of biodiversity and contamination of groundwater and soil. Mining activities also produce air pollution with carbon emissions into the atmosphere. © 2022 Alston Education Pte Ltd

Active Science Teacher’s Guide: Stage 2 Chapter 1 © 2022 Alston Education Pte Ltd 5 Lesson 1.1 Teaching time: 4 hours Lesson indicators • State that some materials occur naturally while others are manufactured. • Describe a property as a characteristic of a material. • State that materials can have more than one property. • Explain why materials are chosen for specific purposes. • Test materials to determine their properties. • Make predictions. • Can sort and group objects based on what is similar and different between them. • Use equipment in an appropriate manner. • Research using given secondary information sources. • Collect evidence and record observations and measurements by labelling images and completing tables. • Describe what was observed during an enquiry and determine if it matched our predictions. Success criteria • I can give examples of materials that occur naturally and those that are manufactured. • I can describe a property as a characteristic of a material. • I can state that materials can have more than one property. • I can explain why materials are chosen for specific purposes. • I know how to test materials to determine their properties. • I can make predictions. • I can sort and group objects based on what is similar and different between them. • I can use equipment in an appropriate manner. • I can research using given secondary information sources. • I can collect evidence and record observations and measurements by completing tables. • I can describe what was observed during an enquiry and determine if it matched my predictions. Prior knowledge From Stage 1 Chapter 8: • Recognise and name common materials • Sort materials into groups. • Identify and describe properties of common material Key vocabulary Compare, same, similar, different, difference, size, rough, smooth, shiny, dull, waterproof, material, property, characteristic, feature, hard, soft, rigid, flexible, bendy, permeable, opaque, transparent, natural, manufactured Structure (5E model) Lesson notes Process skills / TWS Resources Engage Learners can play an active role in identifying and PBL opener Get learners to look at the problem scenario. The teacher can read out the scenario. • Textbook page 2 © 2022 Alston Education Pte Ltd

Active Science Teacher’s Guide: Stage 2 Chapter 1 © 2022 Alston Education Pte Ltd 6 Structure (5E model) Lesson notes Process skills / TWS Resources solving the problem. To identify the problem Get learners to first look at the two smaller panels of the scenario. Ask learners: • What is Cyrus’ mother asking him to do? [Ans: Help water her plants at the porch.] • What is Cyrus doing now? [Ans: He is watering his mother’s plants.] Get learners to now look at the main panel of the scenario. Ask learners: • Why is Cyrus’ mother upset? [Ans: There are scratches on the floor.] • What do you think caused the scratches? [Acknowledge plausible answers such as Cyrus, Coco or the plant pots.] To explore possible causes of the problem Ask learners: • Where were the plants hung? [Ans: Hung from the ceiling] • Do you think Cyrus can reach the plants? [Ans: No] • What did Cyrus use to reach the hanging plants? [Ans: He used a stool.] Get learners to look at these guiding questions: Ask learners: • What material is the stool made of? [Ans: Rock/granite] Observing Observing, Inferring Observing, Inferring Observing, Inferring © 2022 Alston Education Pte Ltd

Active Science Teacher’s Guide: Stage 2 Chapter 1 © 2022 Alston Education Pte Ltd 7 Structure (5E model) Lesson notes Process skills / TWS Resources • What are the properties of rock/granite? [Ans: Hard, rough, cannot be stretched/twisted/bent/squashed] • What material is the floor made of? [Ans: Wood] • What are the properties of wood? [Ans: Hard, strong, float in water, rigid] To explore possible solutions to the problem Ask learners: • What do you think has scratched the floor? Get learners to discuss their answers in pairs. Do not disclose the answers. Teaching tip: Listen to learners’ answers to see if there is a misunderstanding about the term ‘material’. Some learners might think it only refers to clothing material or fabric. Listen to the vocabulary that learners used when they were describing the properties of materials like rocks and wood. Emphasize the use of correct vocabulary and correct any misconceptions as needed. Conclude the problem-based opener by telling learners that they are going to help Cyrus’ mum find out what causes the scratches on the floor and how to prevent them in the future. Learners will revisit the scenario again at the end of the chapter and confirm if their guesses are correct. Comparing, Inferring, Communicating, Analysing Learners are provided with an overview of what they will learn in this chapter. What Will I Learn Explain to learners what their learning journey will be like for this chapter. • We will state that some materials occur naturally while others are manufactured. • Textbook page 2 © 2022 Alston Education Pte Ltd

Active Science Teacher’s Guide: Stage 2 Chapter 1 © 2022 Alston Education Pte Ltd 8 Structure (5E model) Lesson notes Process skills / TWS Resources • We will describe a property as a characteristic of a material • We will state that materials can have more than one property. • We will explain why materials are chosen for specific purposes. • We will test materials to determine their properties. • We will describe different types of rock and compare them. • We will describe the different ways rocks are extracted from Earth. • We will describe how human activity can affect the environment. Tell learners that in this lesson, we will learn more about materials and how to test for their properties, before moving into rock, a type of material that we find commonly around us. Explain Learners learn key concepts through discussions and teacher’s explanations. What are some natural and manufactured materials? Ask learners: • What are the different types of materials? [Ans: Wood, plastic, rubber, metal, paper, rock, fabric] • Where does wood come from? [Ans: Trees] • Are wool and leather types of fabric? [Ans: Yes] • Where do they come from? [Ans: Wool comes from sheep, leather comes from cows] • Is plastic made by people or found naturally on Earth? [Ans: Made by people. It is a manmade material] Explain that: • Materials can either be formed by nature or made by people. • When materials are formed by nature, we call them natural materials. • When materials are made by people, we call them manufactured materials. Get learners to repeat the words in bold. Inferring • Textbook page 3 © 2022 Alston Education Pte Ltd

Active Science Teacher’s Guide: Stage 2 Chapter 1 © 2022 Alston Education Pte Ltd 9 Structure (5E model) Lesson notes Process skills / TWS Resources Teaching tip: Learners should be aware of the difference between objects and materials from what they have learnt in Stage 1. As teachers go through the lesson, bring attention to the difference between objects (e.g. button, zipper and pants) and materials (e.g. plastic, metal, fabric) and correct any misconceptions that learners may have. Ask learners: • What is the difference between objects and materials? [Ans: Material is what something is made of. Objects are made of materials.] Comparing, Analysing Explore Learners carry out hands-on activities to find out different types of materials used to make an object and where they come from. Bring a pair of pants with plastic buttons and a metal zipper to class. The pants should be preferably made of cotton for easy identification of material by learners. Show learners the pair of pants. Ask learners: • Where is the button? Can you point to it? • Is the button an object or a material? [Ans: An object] • What material is the button made of? [Ans: Plastic] • What is the button used for? [Ans: Plastic button is used to hold the pants in place] • Where is the zipper? Can you point to it? • Is the zipper an object or a material? [Ans: An object] • What material is the zipper made of? [Ans: Metal] • What is the zipper used for? Can you show me how to zip up the pants? [Ans: A zipper is used for closing the opening of some clothing] • Touch the material that the pants are mainly made of. What material is it? [Ans: Fabric] • What is the fabric used for? Observing, Inferring • Textbook page 3 • Pair of pants • Books or laptops with Internet access for research © 2022 Alston Education Pte Ltd

Active Science Teacher’s Guide: Stage 2 Chapter 1 © 2022 Alston Education Pte Ltd 10 Structure (5E model) Lesson notes Process skills / TWS Resources [Ans: To cover the body of the person who is wearing the pants] In the table on textbook page 3, get learners to record the different parts of the pants and the type of material that the parts are made of. Ask learners: • Are the materials used to make the pants natural or manufactured? Predict. Get learners to record their predictions in the table on textbook page 3. Teaching tip: Get learners to refer to some books or other resources on materials so they can find out where plastic, metal and cotton come from. Alternatively, if learners are fast learners, teachers may also get learners to search the Internet to find the answers. You can provide the following search phrases for learners if they have difficulty researching on the Internet: • Where does (plastic/metal/cotton) come from? Draw two headings on the board: Natural and Manufactured. Get learners to group the different materials they have learnt under the correct headings. Then, ask learners to check their predictions against their findings on the board. They should tick the boxes in the last column of their tables if their predictions are correct. Activity (Optional): If there is time, divide the learners into groups and challenge them to think if they can use the same material to make all the different parts of the pants. For example, use fabric to make the buttons and zipper of the pants as well. Get learners to discuss and share with the class. Communicating TWS: Collect and record observations in tables Inferring, Predicting TWS: Predict TWS: Research TWS: Sorting and grouping objects Classifying TWS: Determine if observations match predictions Inferring, Analysing © 2022 Alston Education Pte Ltd

Active Science Teacher’s Guide: Stage 2 Chapter 1 © 2022 Alston Education Pte Ltd 11 Structure (5E model) Lesson notes Process skills / TWS Resources Teaching tip: If learners have difficulty, teachers may provide the following guiding questions: Ask learners: • Should the button be rigid or flexible? [Ans: Rigid] • Why? [Ans: So that the button can hold the pants in place] • What happens if a button is made of a flexible material like fabric? [Ans: The fabric button may bend and slip out of the buttonhole easily.] • Should the pants be rigid or flexible? [Ans: Flexible] • Why? [Ans: So that we can slip our legs into the pants] • What happens if the pants are made of a rigid material like plastic? [Ans: The pants would be very uncomfortable to wear.] Conclude that this is why the pants are made of a few materials and not just one. Parts of the pants have different properties to suit their different uses. Explore Learners carry out hands-on activities to classify objects according to where they come from. Activity: Before the lesson, prepare a range of objects made of different materials (E.g. woollen sweater, leather bag/belt, silk tie, cotton handkerchief, wooden rolling pin, rubber duck, a bottle of sand, clay pot, metal earrings, glass bowl, paper, plastic bags). Prepare and label the 4 boxes with ‘Animal’, ‘Plant’, ‘Ground’ and ‘Manufactured’. Get learners to sort the different objects into the respective boxes, according to where they come from. Practising care: Remind learners to be careful when handling the glass bowl or clay pot as they break easily. TWS: Sorting and grouping objects Observing, Comparing, Classifying • Objects made of different materials • 4 labelled boxes Explain Learners learn key concepts through activities, Get learners to look at the diagram on textbook page 4. Ask learners: Observing, Inferring • Textbook pages 4 – 6 • URL 1.1 • URL 1.2 © • URL 1.3 2022 Alston Education Pte Ltd

Active Science Teacher’s Guide: Stage 2 Chapter 1 © 2022 Alston Education Pte Ltd 12 Structure (5E model) Lesson notes Process skills / TWS Resources questioning and teacher’s explanations. • Do you have any objects made of wool, leather or silk? • Can you describe how objects made of wool, leather and silk feel? [Ans: They feel soft.] Teaching tip: If learners have difficulty answering the question, get learners to feel the objects in the ‘Animal’ box. Explain to learners that objects made of wool, leather or silk usually feel soft and flexible. Ask learners: • What are some objects in the ‘Animal’ box that are made of wool, leather or silk? [Ans: Sweater, bag/belt, tie] Get learners to feel the objects in the ‘Animal’ box again. Ask learners: • What are the properties of wool, leather and silk? [Ans: Wool is soft. Leather is flexible. Silk is smooth. Accept other possible answers.] • How do the properties of wool, leather and silk help us? [Ans: Wool is soft and keeps us warm. Leather is flexible and helps hold our pants in place. Silk is smooth and makes it comfortable to wear. Accept other possible answers.] Explain that: • Some materials come from animals. • Wool comes from sheep, leather comes from the skins of animals like cows, kangaroo, crocodiles, snakes etc and silk comes from the cocoons that silkworms spin. Teaching tip: Teachers may show learners a video (URL 1.1) to find out how wool from sheep is made into wool fabric. • URL 1.4 URL 1.1: © https://qrs.ly/v6dw5rb 2022 Alston Education Pte Ltd

Active Science Teacher’s Guide: Stage 2 Chapter 1 © 2022 Alston Education Pte Ltd 13 Structure (5E model) Lesson notes Process skills / TWS Resources Get learners to look at the top part of textbook page 5. Ask learners: • Do you have any objects made of cotton, wood or rubber? • What are some objects in the ‘Plant’ box that are made of cotton, wood or rubber? Get learners to feel the objects in the ‘Plant’ box. Ask learners: • What are the properties of cotton, wood and rubber? [Ans: Cotton is soft and absorbs water. Wood is hard and rigid. Rubber is elastic and waterproof. Accept other possible answers.] • How do the properties of cotton, wood and rubber help us? [Ans: Cotton is soft and cool and keeps us comfortable and cool during warm weather. Cotton absorbs water and helps us clean up puddles. Wood is hard and rigid and helps us make things strong. Rubber is elastic and waterproof and helps us make things flexible and durable. Accept other possible answers.] Explain that: • Some materials come from plants. • Cotton, rubber, wood and rattan come from plants. Teaching tip: Teachers may show learners a video (URL 1.2) to find out how cotton from cotton plants is made into cotton fabric. Get learners to look at the bottom part of textbook page 5. Ask learners: • Do you have any objects made of sand, clay or metal? Observing, Inferring Observing, Inferring URL 1.2: © https://qrs.ly/j3dw5re 2022 Alston Education Pte Ltd

Active Science Teacher’s Guide: Stage 2 Chapter 1 © 2022 Alston Education Pte Ltd 14 Structure (5E model) Lesson notes Process skills / TWS Resources • What are some objects in the ‘Ground’ box that are made of sand, clay or metal? Get learners to feel the objects in the ‘Ground’ box. Ask learners: • What are the properties of sand, clay and metal? [Ans: Sand is hard and rough. Baked clay is rigid and breaks easily. Metal is shiny, smooth and hard. Accept other possible answers.] Explain that: • Some materials come from the ground. • Metal, sand, clay and rocks are some materials that come from the ground. Teaching tip: Teachers may show learners a video (URL 1.3) to find out how gold is obtained from the ground. Teaching tip: If learners are fast learners, teachers may elaborate that some metals like iron and copper exist in rocks called ores. Such ores need further processing to obtain the metals that we use in our daily lives. Get learners to look at page 6 of their Textbook. Ask learners: • Do you have any objects made of plastic, glass and paper? • What are some objects in the ‘Manufactured’ box that are made of plastic, glass or paper? Get learners to feel the objects in the ‘Manufactured’ box. Teachers can provide a dropper so that learners may drip some water onto the objects. Ask learners: Observing, Inferring Analysing URL 1.3: © https://qrs.ly/g5dw5rg 2022 Alston Education Pte Ltd

Active Science Teacher’s Guide: Stage 2 Chapter 1 © 2022 Alston Education Pte Ltd 15 Structure (5E model) Lesson notes Process skills / TWS Resources • What are the properties of plastic, glass and paper? [Ans: Plastic is flexible and waterproof. Glass is transparent, waterproof and breaks easily. Paper is flexible and absorbs water. Accept other possible answers.] Explain that: • Plastic, glass and paper are examples of manufactured materials. • Manufactured materials cannot be found in nature. They are made from natural materials obtained. • Plastic is made from petroleum, paper is made from wood, and glass is made from sand. Teaching tip: Teachers may show learners a video (URL 1.4) to find out how glass is made from sand. Teachers may point out that the glowing ball in the video is glass that is very hot. Misconception: Learners may think that all materials are manufactured as some processing is usually necessary before we can use the materials. Teachers may explain that paper, for example, is made from wood. The properties of paper are different from wood, whereas the properties of a wooden rolling pin are similar to those of a piece of wood. We cannot find paper in nature. It has to be made from wood by people. So, wood is a natural material while paper is a manufactured material. Evaluate Learners check their understanding by applying the key concepts learnt to answer questions. Get learners to reflect on their learning and understanding of the key concepts learnt with Solve this!. Learners should be to: • State that some materials occur naturally while others are manufactured. Observing, Inferring • Textbook page 6 • Workbook page 1 URL 1.4: © https://qrs.ly/eidw5ri 2022 Alston Education Pte Ltd

Active Science Teacher’s Guide: Stage 2 Chapter 1 © 2022 Alston Education Pte Ltd 16 Structure (5E model) Lesson notes Process skills / TWS Resources Assign learners Worksheet 1 to be done in class or at home. Please allocate additional time if you need to go through the worksheets with the learners. Observing, Classifying Explore Learners carry out hands-on activities to find out the suitability of materials to make different objects around them How do we choose materials? Split the class into 4 groups. Get each group to look at the picture of a classroom on textbook page 7. Then, get them to look at the objects listed in the table. Ask learners: • What are the materials used to make these different objects in the classroom? • Why are these materials suitable to make these objects? Get each group to brainstorm and discuss their answers. Record their discussion in the table on textbook page 7. If there is not enough space, teachers may get learners to draw the table on a separate piece of paper. Teaching tip: For fast learners, teachers can encourage them to look around their classmates and add in other objects found, on top of those already listed in the table. Ask learners: • Why do we use different materials to make the same object such as a chair? [Ans: Some materials have common properties. In this case, both metal and wood are hard and strong. Young children’s chairs are usually made of plastic because they are lighter and can be moved by children more easily.] Lastly, get learners to think of alternative materials that can be used to make the objects in the tables. For example, a Inferring, Analysing TWS: Record results in tables Observing, Inferring, Analysing Analysing • Textbook page 7 © 2022 Alston Education Pte Ltd

Active Science Teacher’s Guide: Stage 2 Chapter 1 © 2022 Alston Education Pte Ltd 17 Structure (5E model) Lesson notes Process skills / TWS Resources chair can be made of wood, but it can also be made of metal. Then, record their findings in the last column of the table. Ask learners: • Are there other materials that can be used to make these objects? Explain Learners learn key concepts through activities, questioning and teacher’s explanations. Get learners to recall what they have learnt in Stage 1 about the suitability of materials to make objects. Ask learners: • Can we use rubber to make tables? [Ans: No] • Why not? [Ans: Tables need to be rigid. Rubber is flexible. A rubber table will bend and not hold its shape when objects are placed on top of it.] Explain that: • When we make an object, we choose materials with the right properties for how it is used. Inferring • Textbook page 8 Elaborate Learners extend the key concepts learnt through discussion and activities. Activity: Get learners to observe the objects on textbook page 8. List each object on this page on the board. Get learners to work in pairs to answer the following questions: • What is the object used for? • What are some properties that are needed for it to serve its purpose? • What is a suitable material that is chosen for its use? After learners have consolidated their answers, get them to share their answers. They can refer to textbook page 8 to see if their answers are similar. If not, discuss if their answers are acceptable as well. Teaching tip: For fast learners, teachers may challenge them to think of alternative materials that can be used to make the same objects and get them to explain their answers. Observing, Inferring, Analysing Communicating Analysing • Textbook page 8 © 2022 Alston Education Pte Ltd

Active Science Teacher’s Guide: Stage 2 Chapter 1 © 2022 Alston Education Pte Ltd 18 Structure (5E model) Lesson notes Process skills / TWS Resources Explore Learners carry out hands-on activities to test the properties of materials. What are some tests for the properties of materials? Hardness – Scratch it! Explain that: • When you can make a dent in an object by pressing on it, it is soft. • A more scientific way of testing hardness is by scratching the object to see how deep a scratch mark you make on it. • A hard material is not easily scratched, while a soft material can be scratched easily. Teaching tip: Teachers may demonstrate how to scratch a piece of cardboard with a hard material like metal. Get learners to observe the scratch mark and run their fingers along the scratch mark to feel the groove. Activity: Prepare rulers made of wood, plastic and metal. In pairs, get learners to test the hardness of these 3 rulers to find out which material is the hardest. Ask learners: • If a material is used to scratch another, will a harder or softer material leave a scratch mark on the other? [Ans: The harder material will leave a scratch mark on the softer material] • Which ruler will leave a scratch mark on the other? Learners should record their observations in the table on textbook page 9. They should also arrange the materials in order of their hardness, starting with the hardest material. Teaching tip: Learners should observe metal is the hardest and not scratched by wood or plastic. Depending on the type of wooden and plastic rulers used, Observing Observing, Comparing TWS: Use equipment appropriately Predicting TWS: Record results in tables • Textbook page 9 • Piece of cardboard • Piece of metal • Rulers made of wood, plastic and metal © 2022 Alston Education Pte Ltd

Active Science Teacher’s Guide: Stage 2 Chapter 1 © 2022 Alston Education Pte Ltd 19 Structure (5E model) Lesson notes Process skills / TWS Resources answers may differ. There are different types of wood and plastic, so wood may be softer or harder than plastic. Explain Learners learn key concepts through activities, questioning and teacher’s explanations. Strength – Add weights! Get learners to look at what Cyrus is doing to the chairs on textbook page 10. Ask learners: • What is Cyrus placing on the chairs? [Ans: Weights] • What happened to the plastic chair? [Ans: It broke] • Did the wooden chair break? [Ans: No] Explain that the strength of a material can be tested by adding weights to the object to see how much weight it can support before giving way or breaking. Ask learners: • Is the amount of weight added for the chairs the same? [Ans: Yes] • Which chair is stronger? [Ans: Wooden chair] • Why? [Ans: The same amount of weight broke the plastic chair but the same amount of weight did not break the wooden chair.] Explain that wood is usually stronger than plastic. Observing, Inferring Observing, Comparing, Inferring • Textbook pages 10 Explore Learners carry out hands-on activities to find out about some tests for the properties of materials. Flexibility – Try to bend it! Get learners to look at what Coco is doing to the rulers on textbook page 10. Activity: In pairs, get learners to test the flexibility of the 3 rulers made of plastic, wood and metal. They can use the same rulers used in the previous Let’s investigate activity. They may follow what Coco did with the rulers. Observing, Comparing • Textbook pages 10 – 11 • Rulers made of wood, plastic and metal • Rubber bands and moulding clay • Paper towel and plastic • Clear plastic, © 2022 Alston Education Pte Ltd

Active Science Teacher’s Guide: Stage 2 Chapter 1 © 2022 Alston Education Pte Ltd 20 Structure (5E model) Lesson notes Process skills / TWS Resources Practising care: Remind learners to bend the rulers gently so that they do not break. Ask learners: • Which ruler can be bent? [Ans: Plastic ruler] Explain that: • The flexibility of a material can be tested by bending it to see the amount by which it can be bent. • Plastic is more flexible than wood. • A flexible material is bendy. Get learners to repeat the words in bold. Elasticity – Pull and let go! Get learners to look at what Momo and Vera are doing on textbook page 10. Activity: Give learners some rubber bands and moulding clay. In pairs, get learners to follow what Momo and Vera are doing and test if the material is elastic. Practising care: Remind learners to let go of the rubber bands gently so that they do not hurt themselves. Ask learners: • Which object returns to its original shape after you let go? [Ans: Rubber band] Explain that: • The elasticity of a material can be tested by stretching it, and then letting go to see if it returns to its original shape. • Rubber is elastic but not moulding clay. Waterproof – Put water on it! Activity: Create a scenario for learners whereby a cup of water is spilt Observing, Comparing tracing paper and aluminium foil © 2022 Alston Education Pte Ltd

Active Science Teacher’s Guide: Stage 2 Chapter 1 © 2022 Alston Education Pte Ltd 21 Structure (5E model) Lesson notes Process skills / TWS Resources on the table. Give learners a piece of paper towel and a piece of plastic. Ask learners: • Which material would you use to soak up the water that is spilt? Which material is more suitable? Get learners to try soaking up the spilt water using the 2 materials given. Ask learners: • Which material is absorbent? [Ans: Paper towel] • Which material is waterproof? • [Ans: Plastic] Teaching tip: Learners should recall the terms ‘absorbent’ and ‘waterproof’ from the content taught in Stage 1. If learners have difficulty doing so, teachers can prompt learners by saying that waterproof materials do not let water through, whereas absorbent materials absorb water easily. Get learners to look at the picture on textbook page 11, showing how the waterproofness of paper and plastic can be tested. Explain that: • Water can be put on a material to test if it is waterproof. • [Point to the beaker with paper and water absorbed] Water is absorbed into the paper. • [Point to the beaker with plastic and water stay on top of the plastic] Water stays on top of the plastic. • Plastic is waterproof whereas paper is permeable to water or waterabsorbent. • A permeable material allows water to pass through it. Transparency – Look through it! Get learners to look at the three materials with Momo hiding behind them. TWS: Predict Predicting Observing, Comparing, Inferring Observing © 2022 Alston Education Pte Ltd

Active Science Teacher’s Guide: Stage 2 Chapter 1 © 2022 Alston Education Pte Ltd 22 Structure (5E model) Lesson notes Process skills / TWS Resources Ask learners: • Through which material can you see Momo clearly? [Ans: Glass] • Through which material can you see a blurred version of Momo? [Ans: Paper] • Through which material can you not see Momo at all? [Ans: Metal/Aluminium] Activity: Get learners to pair up. Give learner 1 three types of material – Clear plastic, tracing paper and aluminium foil. Get learner 1 to hide an object behind each material and get learner B to guess the object behind each material. Practising care: Clear plastic is given in place of glass as a piece of glass may be dangerous for learners to handle. Explain that: • The transparency of a material can be tested by checking how clearly you can see through it. • A transparent material allows most light to pass through. • A translucent material allows some light through. • An opaque material does not allow any light to pass through. • Glass is transparent and allows most light to pass through; paper is translucent whereas metal is opaque. Predicting TWS: Predict Evaluate Learners check their understanding by applying the key concepts learnt to answer questions. Get learners to reflect on their learning and understanding of the key concepts learnt with Solve this!. Learners should be to: • Describe some tests on materials to determine their properties. Inferring • Textbook page 11 • Workbook pages 2–3 © 2022 Alston Education Pte Ltd

Active Science Teacher’s Guide: Stage 2 Chapter 1 © 2022 Alston Education Pte Ltd 23 Structure (5E model) Lesson notes Process skills / TWS Resources Assign learners Worksheet 2 to be done in class or at home. Please allocate additional time if you need to go through the worksheets with the learners. Observing, Classifying, Inferring, Analysing © 2022 Alston Education Pte Ltd

Active Science Teacher’s Guide: Stage 2 Chapter 1 © 2022 Alston Education Pte Ltd 24 Lesson 1.2 Teaching time: 4 hours Lesson indicators • State that some materials occur naturally while others are manufactured. • Describe different types of rock and compare them. • Describe the different ways rocks are extracted from Earth. • Describe how human activity can affect the environment. • Make predictions. • Ask questions about the world around us. • Use equipment in an appropriate manner. • Research using given secondary information sources. • Collect evidence and record observations and measurements by labelling images and completing tables. • Describe how scientific knowledge and thinking now were different in the past. • Identify people who use science in their jobs. • Use science to understand our effect on the world. Success criteria • I can give examples of materials that occur naturally and those that are manufactured. • I can describe different types of rocks and compare them. • I can describe the different ways rocks are extracted from Earth. • I can describe how human activity can affect the environment. • I can make predictions. • I can ask questions about the world around me. • I can use equipment in an appropriate manner. • I can research using given secondary information sources. • I can collect evidence and record observations and measurements by completing tables. • I can talk about how quarry workers use machines to extract rocks more easily now. • I know how rocks are extracted using science. • I can talk about how human activities can affect the world around us. Prior knowledge From Stage 2 Chapter 1: • Knowing that rock is a natural material. Key vocabulary Rock, stone, pebble, boulder, crystals, Earth, extract, extracted, extraction, quarry, mine, riverbed, environment, affect, impact, change © 2022 Alston Education Pte Ltd

Active Science Teacher’s Guide: Stage 2 Chapter 1 © 2022 Alston Education Pte Ltd 25 Structure (5E model) Lesson notes Process skills / TWS Resources Engage Learners are engaged in activities and discussions that spark their curiosity and interest. What are rocks? Activity: Bring a rock collection (E.g. gravel, pebble, limestone) to class. Ask learners: • Where can we find rocks? [Ans: From the ground] Give learners some time to explore the rocks with their senses. Teaching tip: Teachers may ask learners some prompting questions as they explore the rocks: • Is the rock big or small in size? • What is the colour of the rock? • Is the rock smooth or rough? • What are some features of the rocks? Are there any spots which are shiny? Teaching tip: Teachers may bring learners to a rock museum or show learners a video (URL 1.5) of a virtual tour around a rock museum. Observing, Comparing • Textbook page 12 • Collection of rocks • URL 1.5 • Rock museum Explain Learners learn key concepts through activities and teacher’s explanations. Explain that: • Rock is an example of a natural material that comes from the ground. • Rocks can break down after many years to give sand and clay. Teaching tip: Teachers may demonstrate the breaking down of rocks by using a dropper to drop water slowly onto a sugar cube placed in a dish. With each drop of water, get learners to observe how the water slowly dissolves the sugar. Explain that rocks break down similarly, but the process takes a very long time. Ask learners: • What is Earth made of? [Ans: Water and land, where land is made of rock and soil] Explain that: Observing, Comparing • Textbook page 12 URL 1.5: © https://qrs.ly/gzdw5rk 2022 Alston Education Pte Ltd

Active Science Teacher’s Guide: Stage 2 Chapter 1 © 2022 Alston Education Pte Ltd 26 Structure (5E model) Lesson notes Process skills / TWS Resources • Our Earth is mostly made up of rocks. • Rocks form the layers under the ground that we walk on. They may be hidden underneath soil and plants. Teachers can point learners to the bedrocks in this picture on textbook page 12 to show the different layers of rocks. Get learners to look at the pictures where rocks can be found on Earth. Ask learners: • Where have you seen rocks before? • Where are they usually found? Explain that: • Rocks can be found on hills and cliffs, along rivers, on the beach, and on and under the seabed [Seabed is the bottom of an ocean or sea]. Teaching tip: Write the word ‘boulder’ on the board. Draw a big rock beside it. Explain that there are different sizes of rocks. Explain that boulders are huge rocks. Ask learners: • Where have you seen boulders before? [Ans: On mountains, cliffs, beaches. Accept any other plausible answers.] Teaching tip: Draw a small rock beside the big boulder. Write the word ‘stone’ beside it. Explain that stones are smaller rocks. Ask learners: • Where have you seen stones before? Observing Observing © 2022 Alston Education Pte Ltd

Active Science Teacher’s Guide: Stage 2 Chapter 1 © 2022 Alston Education Pte Ltd 27 Structure (5E model) Lesson notes Process skills / TWS Resources [Ans: On mountains, cliffs, caves, beaches. Accept any other plausible answers.] Teaching tip: Draw a smooth ovalshaped rock beside the stone. Explain that a small and smooth rock like this is called a pebble. Ask learners: • Where have you seen this type of rock? [Ans: Usually found in landscape gardens, on beaches] Teaching tip: Draw an irregular-shaped tiny rock. Explain that tiny pieces of rocks are called gravel. Ask learners: • Where have you seen this type of rock? [Ans: Usually found in rivers and beaches] Misconception: Learners may think that a rock, a boulder, a stone and a pebble are different things. Clarify that ‘rock’ is a general term used, while boulder, stone and pebble are just rocks of different sizes. Activity (Optional): Teachers can bring learners on an excursion to look for the different types of rocks around them. Get learners to identify the different types of rocks. Activity (Optional): Get learners to look for pebbles and paint or draw on them using coloured markers. These can then be used as paperweights. Observing, Comparing, Analysing Evaluate Learners check their understanding by applying the key concepts learnt to answer questions. Assign learners Worksheet 3 to be done in class or at home. Please allocate additional time if you need to go through the worksheets with the learners. Learners should be to: Observing • Workbook page 4 © 2022 Alston Education Pte Ltd

Active Science Teacher’s Guide: Stage 2 Chapter 1 © 2022 Alston Education Pte Ltd 28 Structure (5E model) Lesson notes Process skills / TWS Resources • Describe different types of rock and compare them. Explore Learners carry out hands-on activities to find out the properties of different rocks Give learners a range of different types of rocks and magnifying glasses. Teaching tip: Teachers may demonstrate how to use the magnifying glass if learners are not sure how to use them. Explain that magnifying glass is a tool that we use to see very small details of an object. Encourage learners to think of some questions they wish to find out about rocks. Ask learners: • Where have you seen this type of rock? • Do they have the same properties? • What are their colours? • Are they rough or smooth? • Are they dull or shiny? • Do they have other features? Get learners to explore the properties of different types of rocks and record what they find in the table. Teaching tip: If needed, recap with learners on how to use their senses to explore the characteristics of the rocks (E.g. colour, texture, and other features). Get learners to conduct a hardness test on the rocks using a coin or a nail. Ask learners: • Are all the rocks of equal hardness? [Ans: No] • How do you test for hardness? [Ans: Scratch each rock with a nail/coin] Teaching tip: If learners have difficulty in concluding which rock is the softest or the hardest, prompt learners to recall that a hard material cannot be scratched easily while a soft material can. Observing, Inferring, Analysing TWS: Use equipment appropriately TWS: Asking questions TWS: Collect and record observations in tables • Textbook page 13 • A range of rocks • Magnifying glasses • Nail or coin © 2022 Alston Education Pte Ltd

Active Science Teacher’s Guide: Stage 2 Chapter 1 © 2022 Alston Education Pte Ltd 29 Structure (5E model) Lesson notes Process skills / TWS Resources Practising care: Remind learners to be careful when using the nails as they may hurt themselves if they are not careful. Ask learners: • On which rock does the nail leave a deeper mark on? [Ans: The coin or nail will leave a deeper mark on a softer rock.] • Which rocks break easily? Softer or harder rocks? [Ans: Softer rocks] • What can soft rocks be used for? [Ans: We can break soft rocks into smaller fragments or powder form to be used as building materials or for other purposes.] • What can hard rocks be used for? [Ans: We can use hard rocks for making countertops, tiles and other objects used at home.] Teaching tip: You may share that chalk is made of limestone, which is a type of soft rock. If the classroom has a blackboard and chalk, you may also demonstrate by showing the chalk to the learners. Explain that chalk is softer than the blackboard so it can be used for writing. Explain Learners learn key concepts through questioning and teacher’s explanations. What are the different types of rocks? Explain that: • Rocks are made of grains of minerals. The minerals are found naturally on Earth. • The minerals and how the rocks are formed give them their colours, patterns, textures and properties. Teaching tip: As you go through textbook pages 14 to 15, you can show learners pictures of marble, limestone, granite and slate rocks with different patterns and colours. You may also bring physical rocks to class if available. Get learners to look at the marble rock on textbook page 14. Observing, Inferring • Textbook pages 14 – 15 • Marble, limestone, granite and slate rock, or pictures of the different types of rocks © 2022 Alston Education Pte Ltd

Active Science Teacher’s Guide: Stage 2 Chapter 1 © 2022 Alston Education Pte Ltd 30 Structure (5E model) Lesson notes Process skills / TWS Resources Explain that: • Marble has beautiful patterns. • It is usually polished and made smooth. • Marble is commonly used in monuments, sculptures and buildings. Teaching tip: You may provide examples of how marbles are used in structures by showing pictures of the Taj Mahal in India, The Pantheon in Rome, and The Washington monument in the US. Get learners to pair up and discuss other objects made of marble. Ask learners: • What other objects around you are made of marble? [Ans: Chess set, table, stool etc. Accept all plausible answers.] Get learners to look at the limestone rock on textbook page 14. Explain that: • Limestone is made of bits of shells of sea animals. • It is usually porous and crumbly and easily made into a powder form. • An example is chalk, which is the powdered form of limestone. Teaching tip: Teachers can explain that porous means that it has many small holes. Get learners to look at the granite rock on textbook page 15. If learners are provided with physical granite rocks, get them to feel the rock and state if it is hard or soft. Explain that: • Granite is made of coarse grains of different colours, large enough to be seen. Observing, Inferring Observing, Inferring Observing, Inferring © 2022 Alston Education Pte Ltd

Active Science Teacher’s Guide: Stage 2 Chapter 1 © 2022 Alston Education Pte Ltd 31 Structure (5E model) Lesson notes Process skills / TWS Resources • It is very hard, strong and waterproof, most often used in buildings, for kitchen countertops, mortars, tiles etc. Teaching tip: If there are countertops made of granite in schools, teachers may bring learners to observe the countertops. Then, get learners to think about why granite rocks are suitable to make countertops. Get learners to look at the slate rock on textbook page 15. Explain that: • Bands can be seen in the slate rock. • It can be cut into thin sheets. • It is tough, durable and can withstand harsh weather. • It is usually used to make roof tiles, floor tiles and chalkboards. Teaching tip: If the school uses a chalkboard, you may demonstrate by writing on the chalkboard using chalk. Explain to learners that chalk is made of limestone and the blackboard is made of slate. Ask learners: • Which rock is harder? Slate or limestone? Why? [Ans: Slate] Analysing Observing, Inferring Comparing Evaluate Learners check their understanding by applying the key concepts learnt to answer questions. Get learners to reflect on their learning and understanding of the key concepts learnt with Solve this!. Learners should be to: • Describe different types of rock and their uses. Assign learners Worksheet 4 to be done in class or at home. Please allocate additional time if you need to go through the worksheets with the learners. Inferring Observing, Analysing • Textbook page 15 • Workbook page 5 © 2022 Alston Education Pte Ltd

Active Science Teacher’s Guide: Stage 2 Chapter 1 © 2022 Alston Education Pte Ltd 32 Structure (5E model) Lesson notes Process skills / TWS Resources Explain Learners learn key concepts through questioning and teacher’s explanations. What are the uses of rocks? Get learners to look at textbook pages 16 – 17 for a tour of the rock museum. Ask learners: • Where is this place? [Ans: A rock museum] • Look around the museum. What is each rock used for? • Why do you think rocks are useful materials? [Ans: They are hard and strong. They also last a long time. Accept any plausible answers.] Point learners to the top right corner of textbook page 16, where the Colosseum painting is. Ask learners: • What is this building? Have you seen this building before? [Ans: Colosseum; It is found in Rome] Teaching tip: If there is time, teachers may show learners a video (URL 1.6) of a virtual tour of the Colosseum. Explain that the Colosseum was built a very long time ago using rocks. Teachers may further elaborate that this shows how long-lasting rocks are. Point learners to the left of the Colosseum painting. Ask learners: • What is found here? [Ans: Tools and weapons made of rocks] • Why do you think rocks are used to make tools and weapons? [Ans: They are hard and strong] Explain that: • Rocks are commonly used for buildings, tools and weapons in the past. Observing, Inferring, Analysing Observing, Inferring • Textbook pages 16 – 17 • URL 1.6 URL 1.6: © https://qrs.ly/dudw5rl 2022 Alston Education Pte Ltd

Active Science Teacher’s Guide: Stage 2 Chapter 1 © 2022 Alston Education Pte Ltd 33 Structure (5E model) Lesson notes Process skills / TWS Resources Ask learners: • How do you think rocks are used now? [Ans: To make building materials, objects used at home, jewellery etc. Accept all plausible answers.] Point learners to where Tim is and read his speech bubble. Ask learners: • Which type of rock is often used to make statues? [Ans: Marble] • Why is this rock used? [Ans: It can be polished and made smooth and it has beautiful patterns in it.] • Can you think of other objects made of marble? [Ans: Chess set, table, stool or other furniture] Point learners to where Ada is and read her speech bubble. Ask learners: • What are crystals? [Ans: Rare minerals] • Have you seen crystals before? [Ans: Acknowledge any plausible answers.] Teaching tip: Teachers may share with learners pictures of crystals or physical crystals if available. Get them to feel the crystals and observe the regular patterns in the crystals. Avoid bringing crystals with sharp edges. Explain that: • Crystals are rare minerals found in rocks. • They are rare because few rocks have crystals in them. Point learners to where Vera is and read her speech bubble. Ask learners: Comparing, Analysing Inferring, Analysing Observing Observing, Inferring, Analysing © 2022 Alston Education Pte Ltd

Active Science Teacher’s Guide: Stage 2 Chapter 1 © 2022 Alston Education Pte Ltd 34 Structure (5E model) Lesson notes Process skills / TWS Resources • Did the rainwater get absorbed into the floor tiles? Or did the rainwater stay on top of the tiles? [Ans: The rainwater stayed on top of the floor tiles] • What does this show? [Ans: The floor tiles are made of a waterproof material] • Is the rest of the museum wet from the rain? [Ans: No] • What does this show about the roof tiles? [Ans: The roof tiles are made of a waterproof material] • Which type of rock can be made into roof tiles and floor tiles? [Ans: Slate] Explain that: • Roof tiles and floor tiles are usually made of slate as it is waterproof and can be cut into thin sheets. Point learners to where the construction workers are and read their speech bubbles. Ask learners: • What are the construction workers doing? [Ans: They are building houses and roads using cement and concrete] • Why are cement and concrete used? [Ans: They are used as they are hard-wearing and do not rust or burn.] • Look around you, can you find places where concrete and cement are used? [Ans: They are usually found between tiles, brick walls or walking paths. Accept any other plausible answers.] Explain that: • Different types of crushed rocks are used to make cement. • Cement helps to hold bricks together and is used to make concrete. • Cement is mixed with water, gravel and other rocks to form concrete • Cement and concrete are good building materials as they do not rust or burn. Observing, Inferring © 2022 Alston Education Pte Ltd

Active Science Teacher’s Guide: Stage 2 Chapter 1 © 2022 Alston Education Pte Ltd 35 Structure (5E model) Lesson notes Process skills / TWS Resources Evaluate Learners check their understanding by applying the key concepts learnt to answer questions. Assign learners Worksheet 5 to be done in class or at home. Please allocate additional time if you need to go through the worksheets with the learners. Observing, Classifying, Analysing • Workbook page 6 Explain Learners learn key concepts through activities and teacher’s explanations Where are rocks extracted from? Ask learners: • Where do rocks come from? [Ans: From the ground] • Can rocks be found along rivers? [Ans: Yes] Explain that: • Rocks are dug out from Earth in different ways, depending on where they are found. • The act of removing the rocks from Earth is called extraction. • Rocks are extracted from quarries, mines and riverbeds. • Quarrying is a process by which we extract rocks from the surface of Earth. • When the rocks are found deep inside Earth, we have to carry out underground mining to extract the rocks. • Sometimes rocks are found along riverbeds. We can extract them from riverbeds too. Misconception: Learners may think that rocks were made by humans. Clarify that rocks are formed naturally by considering the different ways rocks can be extracted from the Earth. Teaching tip: If learners have difficulty differentiating quarries from mines, teachers may show learners some reallife pictures of quarries and mines. Explain that a quarry usually has a large hole in the ground that is called a pit. A quarry usually has no roof over it. Analysing • Textbook pages 18 – 19 © 2022 Alston Education Pte Ltd

Active Science Teacher’s Guide: Stage 2 Chapter 1 © 2022 Alston Education Pte Ltd 36 Structure (5E model) Lesson notes Process skills / TWS Resources Explain that mines are usually underground. Workers that are extracting from mines usually wear torches on their heads as it is dark underground. Elaborate Learners reinforce the key concepts learnt through real-life applications. Get learners to refer to the pictures on textbook pages 18–19, showing workers extracting rocks. Ask learners: • Are the workers extracting rocks by hand or using machinery? [ Ans: Using machinery] Explain that: • As rocks are usually hidden underneath soil and plants, machinery such as excavators, drills, rock crushers and dump trucks are used in the extraction process. Go through the different machinery by getting learners to point to them and suggest their uses. Ask learners: • Can you find where the excavator/drill/dump truck/rock crusher/screen is in the picture? Point to it! • What is the excavator/drill/dump truck/rock crusher/screen doing? Explain that: • Excavators help to remove plants and soil to get to the rocks. After the plants and soil are removed, the workers can start to extract the rocks. • Drills make holes in the ground so that explosives can be placed to break the rocks up into smaller pieces. • Dump trucks are used to transport the tocks. • Rock crushers are used to break them up further into smaller rocks. Observing, Inferring, Analysing • Textbook pages 18 – 19 • URL 1.7 • Books or laptops with Internet access for research © 2022 Alston Education Pte Ltd

Active Science Teacher’s Guide: Stage 2 Chapter 1 © 2022 Alston Education Pte Ltd 37 Structure (5E model) Lesson notes Process skills / TWS Resources • Screens are used to separate the rocks into piles of different sizes. Teaching tip: As you go through the extraction process, you can get learners to trace the path of the different stages of extraction outlined on textbook page 18. Ask learners: • Do you think forests and soil need to be removed before we can extract the rocks underneath them? [Ans: Yes] • Are there animals living in the soil? [Ans: Yes] • Are there animals and plants living in the forests? [Ans: Yes] • Where do you think the animals will go after their homes are destroyed? [Ans: They must find another place to live in. Otherwise, they will die.] • How does the process of extraction of rocks impact the environment and wildlife? [Ans: Homes of animals are destroyed. Plants are destroyed. Animals have no food to eat. Acknowledge all plausible answers.] Explain that: • The process of extraction of rocks has an impact on the environment and wildlife. • Animal homes are destroyed when we excavate the land to set up a quarry. Ask learners: • What happens when the soil and small rocks get into the river? [Ans: The river becomes dirty and muddy.] • What do you think will happen to the animals and plants living inside the water? [Ans: They may die] • When we use explosives, does it create a lot of smoke and dirt in the air? [Ans: Yes] • How does that affect our breathing? [Ans: Difficult to breathe] Inferring, Predicting, Analysing TWS: Predict TWS: Predict Predicting, Inferring © 2022 Alston Education Pte Ltd