Active Science Teacher’s Guide: Stage 2 Chapter 1 © 2022 Alston Education Pte Ltd 38 Structure (5E model) Lesson notes Process skills / TWS Resources Teaching tip: Teachers may show learners a video (URL 1.7) of how the blasting process is done to let them experience the destructive power in the nearby environment. Explain that: • The blasting and other activities pollute the air and water. • Pollute means making the air and water dirty with things that can harm animals and plants. • Quarries can be restored to provide new living spaces for animals and plants. Explain to learners that human activities such as quarrying and mining can change how the environment looks. Teaching tip: Teachers may show learners pictures of a landscape before and after the extraction of rocks and get learners to compare the changes in the landscape. Activity: Get learners to look at the picture Ada found on her tablet and read her speech bubble. Divide learners into groups of 4 and give them some time to research how the Moon Hill was formed. After they are done, get representatives to share with the class their findings. Observing, Comparing TWS: Research Communicating Evaluate Learners check their understanding by applying the key concepts learnt to answer questions. Get learners to reinforce their learning and understanding of the key concepts learnt by getting learners to fill in the blanks in Crack the case. • Textbook pages 20 – 21 Elaborate and evaluate Learners revisit the PBL opener and collaborate Get learners to revisit the problem scenario in the opener and answer the • Textbook page 21 URL 1.7: © https://qrs.ly/wsdw5rn 2022 Alston Education Pte Ltd
Active Science Teacher’s Guide: Stage 2 Chapter 1 © 2022 Alston Education Pte Ltd 39 Structure (5E model) Lesson notes Process skills / TWS Resources with one another to solve the problem scenario. question in Case Closed on page 21 of the Textbook. Ask learners: • What do you think caused the scratches? [Ans: Cyrus’ granite stool] • What should Cyrus’ mother do to stop this from happening again? [Ans: Ask Cyrus to use a plastic chair which is light and he can lift easily.] Teaching tip: If learners have difficulty coming up with the right answer, prompt them with the following questions: • What material is the stool made of? [Ans: Rock/Granite] • What are the properties of granite? [Ans: Hard, strong and waterproof] • What material is the floor made of? [Ans: Wood] • What are the properties of wood? [Ans: Hard and strong] • Which is the harder of the two materials? Which material will be scratched when the granite stool is dragged across the wooden floor? [Ans: Granite is harder than wood. It will make a scratch on the wooden floor.] • Which chair should Cyrus’ mother tell Cyrus to use the next time he wants to water the plants? [Ans: Plastic chair] • Why? [Ans: It is light and can be lifted easily] • Why shouldn’t we use a metal chair? [Ans: Metal is harder than wood. It will still make a scratch on the wooden floor.] Inferring, Analysing, Evaluating Evaluate Learners check their understanding by applying the key concepts learnt to answer questions. Assign learners Consolidation worksheet to be done in class or at home. Please allocate additional time if you need to go through the worksheets with the learners. • Workbook pages 7 – 10 © 2022 Alston Education Pte Ltd
Active Science Teacher’s Guide: Stage 2 Chapter 1 © 2022 Alston Education Pte Ltd 40 Structure (5E model) Lesson notes Process skills / TWS Resources Go through the scenario in You have a mission with the learners. You may choose to act this out with the class. Teaching tip: If learners have difficulty, teachers may provide the following guiding questions: • What does the quarry worker need? • What properties are important to make his lunch box? • What test do you need to carry out to check for this property? • Which material has these properties? • Is this material you have picked natural or manufactured? For question 2, you may wish to guide learners to identify the property of each test shown, before they tick the correct tests to be carried out. Inferring, Analysing, Evaluating © 2022 Alston Education Pte Ltd
Active Science Teacher’s Guide: Stage 2 Chapter 1 © 2022 Alston Education Pte Ltd 41 Glossary Bendy – Flexible, can be bent without breaking Manufactured – Made by people or man-made Natural – Produced by nature, not made by people Permeable – To allow gases (e.g. air) and liquids (e.g. water) to pass through Boulder – Huge rock Pebble – Small and smooth rock Rock – A solid mass made up of mineral grains and can be found on and below Earth Stone – Small rock Crystal – A solid with flat faces and sharp angles Extract – To remove or take out something Mine – A tunnel or deep hole made on Earth Quarry – An open, deep pit made on Earth Riverbed – Floor of a river Environment – A person’s, an animal’s or a plant’s surroundings Impact – Effect on someone or something © 2022 Alston Education Pte Ltd
Active Science Teacher’s Guide: Stage 2 Chapter 1 © 2022 Alston Education Pte Ltd 42 What’s next for this chapter? Stage 2 Chapter 1 Materials and Rocks • 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. Stage 3 Chapter 12 Earth and Space • Describe how Earth is the source of all the materials we use. Stage 4 Chapter 2 Solids and Liquids • State the differences between materials, substances and particles. • Describe the particle model for solids and liquids, and use the particle model to explain the properties of solids and liquids. Stage 5 Chapter 12 Pollution • Describe what pollution is. Stage 6 Chapter 9 Rocks and Soil • Classify rocks as metamorphic, igneous and sedimentary, and describe the features of each type of rock. The learning indicators in this chapter serve as a foundation for these following chapters in higher stages. © 2022 Alston Education Pte Ltd
Active Science Teacher’s Guide: Stage 2 Chapter 1 © 2022 Alston Education Pte Ltd 43 Reflection for teachers Use the space below to reflect on your lesson. Answer the most relevant questions about your lesson. What did the learners learn today? Were the learning indicators and success criteria realistic? Were there any misconceptions? What was the learning atmosphere like? Circle. Learners love the lesson Learners are interested Learners find the lesson boring Learners are confused Learners are struggling with the concepts What two things went really well? What two things would have improved the lesson? What changes did I make from my plan and why? If I taught this lesson again, what would I change? What will I teach next based on the learners’ understanding of this lesson? © 2022 Alston Education Pte Ltd