TEACHER’S GUIDE TEACHER’S GUIDE Stage 1 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 1Stage 0A Active Science TG 1 Cover.indd 1-3 16/8/22 3:00 AM
Active Science Teacher’s Guide: Stage 1 Prelims © 2022 Alston Education Pte Ltd 1 Active Science -Teacher’s Guide – Stage 1 © 2022 Alston Education Pte Ltd
Active Science Teacher’s Guide: Stage 1 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 1 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 1 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 © 2022 Alston Education Pte Ltd
Active Science Teacher’s Guide: Stage 1 Prelims © 2022 Alston Education Pte Ltd 5 Learning Process Chart (BSCS 5E model) 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 1 Prelims © 2022 Alston Education Pte Ltd 6 Overview of Stage 1 Chapter Science Strand Learning Indicators 1 My Body Biology Learners will be able to: • Recognise and name the parts of our body. • Describe how our body parts are similar to and different from one another. • Collect evidence and record observations and measurements by labelling images and completing tables. • Measure using non-standard units. • Identify people who use science in their jobs. 2 Senses Biology Learners will be able to: • Identify and name the five senses. • Relate the part of the body to its sense. • Explore how senses enable humans to be aware of their surroundings. • Ask questions about the world around us. • Make predictions. • Describe what was observed during an enquiry and determine if it matched our predictions. • 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. • Identify people who use science in their jobs. 3 Sound Physics Learners will be able to: • Identify sources of sound. • Explore that sound becomes quieter as it travels further from a source. • Collect evidence and record observations and measurements by labelling images and completing tables. • Follow safety instructions when carrying out practical work. • Measure using non-standard units. © 2022 Alston Education Pte Ltd
Active Science Teacher’s Guide: Stage 1 Prelims © 2022 Alston Education Pte Ltd 7 • Identify people who use science in their jobs. 4 Materials Chemistry and Physics Learners will be able to: • Recognise and name common materials. • Sort materials into groups. • Identify and describe properties of common material. • Explore some objects to see if they float or sink. • Describe how materials can be changed by actions. • Explore the difference between an object and a 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. • Can sort and group objects based on what is similar and different between them. • Describe what was observed during an enquiry and determine if it matched predictions. • Use equipment in an appropriate manner. • Follow safety instructions when carrying out practical work. • Make predictions. • Identify people who use science in their jobs. 5 Plants Biology Learners will be able to: • Identify and name the major parts of flowering plants. • State that plants need light and water to survive. • Use equipment in an appropriate manner. • 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. • Measure using non-standard units. • Make predictions. • Identify people who use science in their jobs. • Use science to understand our effect on the world. 6 Science Behind Toys Chemistry and Physics Learners will be able to: • Recognise and name common materials. © • Sort materials into groups. 2022 Alston Education Pte Ltd
Active Science Teacher’s Guide: Stage 1 Prelims © 2022 Alston Education Pte Ltd 8 • Identify and describe properties of common materials. • Identify things that need electricity to work. • Explore and describe the movement of things. • Describe a force as a push or a pull. • Explore and describe what happens when magnets are brought near different objects. • 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. • Ask questions about the world around us. • Make predictions. • Describe how scientific knowledge and thinking now were different in the past. • Explain how objects work using science. • Identify people who use science in their jobs. 7 Living Things Biology Learners will be able to: • Identify living things, things that were once alive and things that have never been alive. • State that animals, including humans, need air, water and food to survive. • State that plants need light and water to survive. • 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. • Make predictions. • Measure using non-standard units. • Identify people who use science in their jobs. • Use science to understand our effect on the world. 8 Journey to the International Space Station Biology, Chemistry, Physics, Earth and Space Learners will be able to: • State that animals, including humans, need air, water and food to survive. • Identify and describe properties of common materials. • State that the Sun gives off heat and light, and is one of the many stars. • Describe a force as a push or a pull. • State that Earth is the planet we live on. • State that Earth is mostly covered in water. • State that land on Earth is made of rock and soil. © 2022 Alston Education Pte Ltd
Active Science Teacher’s Guide: Stage 1 Prelims © 2022 Alston Education Pte Ltd 9 • Ask questions about the world around us. • Make predictions. • Measure using non-standard units. • Follow safety instructions when carrying out practical work. • Describe what was observed during an enquiry and determine if it matched our predictions. • Identify people who use science in their jobs. © 2022 Alston Education Pte Ltd
Active Science Teacher’s Guide: Stage 1 Prelims © 2022 Alston Education Pte Ltd 10 TWS skills TWS skills 1 2 3 4 5 6 7 8 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. 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. © 2022 Alston Education Pte Ltd
Active Science Teacher’s Guide: Stage 1 Prelims © 2022 Alston Education Pte Ltd 11 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 1 Chapter 1 © 2022 Alston Education Pte Ltd 1 Stage 1 Chapter 1 Roadmap My Body Lesson 1.1: Ada learns how to recognise and name the different parts of the body. She also learns what the different parts of the body can do. 2 PBL Scenario: Vera have hurt herself. She cannot hand in her homework as she cannot write. Ada wants to help Vera in school tomorrow but she is not sure which part of Vera’s body is hurt. Not knowing the different body parts and their functions, Ada also does not know the things that Vera cannot do. 1 3 Checkpoint: Ada uses these information to identify the injured body part. Then, Ada wonders about some things that Vera cannot do. 4 Lesson 1.2: Ada investigates how her body parts are similar to and different from another person’s body parts. For example, like her, her classmates have hands and feet too! 5 Case closed: Based on what Ada has learnt in this chapter, she decides on some things Vera would need help with in school. © 2022 Alston Education Pte Ltd
Active Science Teacher’s Guide: Stage 1 Chapter 1 © 2022 Alston Education Pte Ltd 2 Scheme of Work (SOW) Total teaching time: 5 hours Lesson Learning Indicators Thinking and Working Scientifically (TWS) / Process skills Resources Teaching Time 1.1 • Recognise and name the parts of my body. • Collect evidence and record observations and measurements by labelling images and completing tables. Process Skills: Observing, Comparing, Communicating, Inferring, Predicting, Analysing • Textbook pages 2 – 7 • Workbook pages 1 – 5 • Handout 1 2.5 hours 1.2 • Describe how our body parts are similar to and different from one another. • Identify people who use science in their jobs. • Measure using non-standard units. • Collect evidence and record observations and measurements by labelling images and completing tables. Process Skills: Observing, Comparing, Classifying, Measuring, Inferring, Analysing • Textbook pages 8 – 13 • Workbook pages 6 – 10 • URL 1.1 2.5 hours © 2022 Alston Education Pte Ltd
Active Science Teacher’s Guide: Stage 1 Chapter 1 © 2022 Alston Education Pte Ltd 3 Content knowledge for teachers The human body is a complex system made up of many parts that work together to help us carry out different jobs. In this chapter, the focus is on the external parts of our body that are visible to us – head, neck, trunk and limbs. There are many more parts inside our body that carry out important processes that keep us alive. These include organs such as the heart, stomach and brain. Different parts of our body can move. For example, we can nod our head, swing our arms, bend our body and move our fingers. This is because we have muscles that pull on our bones and joints to move them. The type of motion we have with each body part depends on the type of joint found in that part of the body. Hinge joints at our elbows and knees allow us to bend our arms or legs in one direction. Ball and socket joints at our shoulders and hips allow us to rotate our arms and legs. It is also important to note that some actions require the use of a combination of body parts. The combination of body parts required also depends on the type of function. For example, to carry out the process of doing homework, the hands are required together with the eyes. To walk, legs are required together with the feet. © 2022 Alston Education Pte Ltd
Active Science Teacher’s Guide: Stage 1 Chapter 1 © 2022 Alston Education Pte Ltd 4 Lesson 1.1 Teaching time: 2.5 hours Lesson indicators • Recognise and name the parts of my body. • Collect evidence and record observations and measurements by labelling images and completing tables. Success criteria • I can recognise and name the different parts of my body. • I can collect evidence and record my observations by labelling images. Prior knowledge NA Key vocabulary Head, neck, chest, arms, legs, hips, shoulders, hands, feet, eyes, ears, nose, mouth, body Structure (5E model) Lesson notes Process skills / TWS Resources Engage Learners can play an active role in identifying and solving the problem. PBL opener Get learners to look at the problem scenario. The teacher can read out or act out the scenario. To identify the problem Ask learners: • What is Vera doing? [Ans: Vera is talking on the phone with Ada.] • What happened to Vera? [Ans: She hurt herself.] • What problem does Vera have? [Ans: She cannot hand in her homework as she cannot write./ She has hurt herself in a way that makes it difficult for her to hand in her homework.] Tell learners that Vera has hurt one of her body parts. She is not able to hand in her homework as she cannot write. She can still go to school tomorrow. Ask learners: • Which body part do you use to do your homework? [Ans: Eyes/ fingers/hands/arms. Also acknowledge other logical answers related to the ability to finish homework such as the brain.] • Which body part do you use to go to school? [Ans: Legs/ Feet] Observing, Inferring • Textbook page 2 © 2022 Alston Education Pte Ltd
Active Science Teacher’s Guide: Stage 1 Chapter 1 © 2022 Alston Education Pte Ltd 5 Structure (5E model) Lesson notes Process skills / TWS Resources To explore possible causes of the problem Get learners to look at these guiding questions: Get learners to discuss their answers in pairs. Do not disclose the answers. Ask learners: • Which part of Vera’s body could be hurt? [Ans: Fingers/Right hand/Right arm. Acknowledge all logical answers. Learners may say that Vera cannot do her homework because she has a headache/fever or any other plausible answers that may hinder her from finishing her homework.] • What does that body part help Vera do? [Ans: Help her to hold a pencil, write, move her hands etc.] To explore possible solutions to the problem Get learners to look at this guiding question: Get learners to discuss their answers in pairs. Do not disclose the answers. Ask learners: • Now that Vera cannot use that body part, what are some things she cannot do? [Ans: She can no longer hold a pencil, write or move her hands etc.] Teaching Tip: You may get learners to explain their answers to the above questions to find out the assumptions the learners made. Acknowledge all logical answers made by learners. Communicating Inferring Communicating Predicting, Analysing © 2022 Alston Education Pte Ltd
Active Science Teacher’s Guide: Stage 1 Chapter 1 © 2022 Alston Education Pte Ltd 6 Structure (5E model) Lesson notes Process skills / TWS Resources Conclude the problem-based opener by telling learners that Ada wants to help Vera and learners are going to help Ada to think of how she can help Vera in school tomorrow. Learners will revisit the scenario again at the end of the chapter and confirm if their guesses are correct. Learners are provided with an overview of what they will learn in this chapter. What Will I Learn Emphasise to learners what their learning journey will be like for this chapter. • We will learn to recognise and name the parts of our body. • We will learn to describe how our body parts are similar to and different from one another. Tell learners that they will learn how to recognise and name the different parts of the body in this lesson. • Textbook page 2 © 2022 Alston Education Pte Ltd
Active Science Teacher’s Guide: Stage 1 Chapter 1 © 2022 Alston Education Pte Ltd 7 Explore Learners carry out hands-on activities to find out about their body parts. What are the parts of my body? Before the lesson, get learners to prepare photocopies of full-length photographs of themselves. Instruct learners to overlay the photograph with the template in Handout 1 and cut along the lines to make a jigsaw puzzle. Get learners to ask their classmates to piece the puzzle together. When their classmates are done, get learners to look in a mirror and compare the completed puzzle to themselves. Ask learners: • Which body part can you find at the top of the puzzle? [Ans: Head] • Which body part can you find at the sides of our body? [Ans: Arms/Hands] • Which body part can you find at the bottom of the puzzle? [Ans: Legs/Feet] • Which body part connects all our other body parts together? [Ans: Trunk] Teaching tip: If learners are not able to give the correct names of the body parts, take note of these misconceptions and clarify when teaching about the different body parts. Ask learners: • Do we have the same body parts? [Ans: Yes. All of us have a head, neck, trunk and limbs etc.] • Which body parts of your body can you name? Get learners to stick the completed puzzle on textbook page 3 and label as many body parts as they can on the image. Teaching tip: If learners think that we do not have the same body parts and provide answers such as different eye colour/hair colour/height/weight/skin Observing, Inferring Comparing TWS: Labelling images • Textbook page 3 • Photocopy of fulllength photograph s of learners • Handout 1 • Mirrors © 2022 Alston Education Pte Ltd
Active Science Teacher’s Guide: Stage 1 Chapter 1 © 2022 Alston Education Pte Ltd 8 Structure (5E model) Lesson notes Process skills / TWS Resources colour, take note of these misconceptions and clarify when teaching about the different body parts. Explain Learners learn key concepts through activities and teacher’s explanations. Activity: Get learners to point to and name the parts of their body, following the different body parts shown on textbook pages 4 – 6. Ensure that learners use the correct vocabulary to name the body parts. Show learners where our trunk and limbs are and what they are made up of. Get learners to locate where the waist of the body is by pointing to it. Clarify that it is between the chest and hips, usually at the narrowest part of the trunk. Misconception: Most people think that the front part of our body where the belly button is, is called our stomach. That is actually our abdomen or belly. Our stomach is the organ inside our body near the belly. Conduct a couple of activities to get learners familiarised with the names of the body parts. Activity: Play a game of Simon Says to familiarise learners with the body parts. For the first few rounds, the teacher can be the Lead giving out instructions. When the Lead starts the instruction with “Simon Says”, followed by an action, players should copy the action. When the Lead does not start with “Simon Says”, players should not follow him or her with the action. For example, if the Lead says: • “Simon Says, touch your head!”. Learners should do the action of touching their head. • “Touch your ears!”. Learners should not touch their ears. Learners who do, would lose the round and sit out of the game. Observing Observing • Textbook pages 4 – 6 © 2022 Alston Education Pte Ltd
Active Science Teacher’s Guide: Stage 1 Chapter 1 © 2022 Alston Education Pte Ltd 9 Structure (5E model) Lesson notes Process skills / TWS Resources Activity: Get learners to look into mirrors and identify the different parts of their face, following the different body parts shown on page 5 of the Textbook. Activity (Optional): Sing a song about body parts (such as ‘Heads, shoulders, knees and toes’). As learners get more confident in singing the song, leave out some words and see if they can include the missing body part as they sing. Activity (Optional): Shout out a body part and get learners to draw that body part quickly. The first learner who draws the correct body part wins. Activity (Optional): Play a guessing game. Get a volunteer to the front of the class and give a hint about a body part (i.e. I use this body part to pick up my pencil on the floor). Other learners will guess what is the body part. Give more and more hints until someone gets it right. This game can be played in groups as well. Observing Observing Observing, Communicating Inferring Elaborate Learners extend the key concepts learnt through discussion and activities. What can the different parts of my body do? Get learners to pair up and discuss what are some other things they can do with their hands and fingers. Discuss with learners the things different parts of our body help us do. Ask learners: • What can we do, using each part of our body? [Ans: We can nod or shake our head, shrug our shoulders, wave our hands, kick our legs, shake our hips etc. Acknowledge all other logical answers.] Model these actions and get learners to follow. Inferring • Textbook pages 5 – 6 • Balloons and balls © 2022 Alston Education Pte Ltd
Active Science Teacher’s Guide: Stage 1 Chapter 1 © 2022 Alston Education Pte Ltd 10 Structure (5E model) Lesson notes Process skills / TWS Resources Ask learners: • When do we: - Shrug our shoulders? [Ans: When we don’t know the answer to a question] - Fold our arms across our chest? [Ans: When we are chatting with your friends/When we are angry] - Rub our belly? [Ans: When we are full] - Put our hands on our waist? [Ans: When we are angry] - Move our hips in circles? [Ans: When we are playing hula hoop] Explain to learners that in addition to using the mouth to speak to others, other body parts can also be used to communicate with others. Activity (Optional): Get learners into groups and do the following: 1. Give each group some of these actions. Different groups can have different actions. • Shrug our shoulders • Fold our arms across our chest • Rub our belly • Put our hands on our waist • Move our hips in circles 2. Each group will then prepare and come up with a skit that shows all these actions. Other learners will watch the skit and guess what each action is. Activity: Prompt learners to think about what they do from morning to night. Write learners’ ideas on the board. Discuss some of the things their body allows them to do and the body parts which are used. For example, when they brush their teeth, wash their face and change their clothes, they can do so with the help of their hands. Ask learners: Observing, Inferring, Communicating Analysing © 2022 Alston Education Pte Ltd
Active Science Teacher’s Guide: Stage 1 Chapter 1 © 2022 Alston Education Pte Ltd 11 Structure (5E model) Lesson notes Process skills / TWS Resources • How are the different parts our body useful to us? [Ans: We need our body parts to carry out everyday tasks.] • What happens if one of the body parts is injured? How will this affect our lives? [Ans: We will not be able to do some activities. Encourage learners to mention specific examples and acknowledge all logical answers related to the body part mentioned.] Get learners to pair up and discuss what the children are doing on textbook page 6. Using Ada’s example of blowing the balloon, you can use some of these guiding questions to facilitate the discussion: • What is Ada doing? • Which body part is she using to hold the balloon? • Which body part is she using to blow the balloon? Activity (Optional): Get learners to try some of the actions that the children are doing on textbook page 6. Teachers can bring balloons and balls to class and get learners to try to blow the balloon and kick the ball. Predicting Observing, Inferring, Analysing 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: • Recognise and name the different parts of the body. Assign learners Worksheets 1-5 to be done in class or at home. Please allocate additional time if you need to go through the worksheets with the learners. Observing, Inferring, Analysing • Textbook page 7 • Workbook pages 1 – 5 © 2022 Alston Education Pte Ltd
Active Science Teacher’s Guide: Stage 1 Chapter 1 © 2022 Alston Education Pte Ltd 12 Lesson 1.2 Teaching time: 2.5 hours Lesson indicators • Describe how our body parts are similar to and different from one another. • Measure using non-standard units. • Collect evidence and record observations and measurements by labelling images and completing tables. • Identify people who use science in their jobs. Success criteria • I can describe how our body parts are similar and different from one another. • I can measure using non-standard units such as ice-cream sticks. • I can collect evidence and record their observations by labelling images. • I can identify people who use science in their jobs. Prior knowledge From Stage 1 Chapter 1: • Recognise and name the parts of the body. Key vocabulary Similar, similarity, same, different, difference, human Structure (5E model) Lesson notes Process skills / TWS Resources Engage Learners are engaged in activities and discussions that spark their curiosity and interest. Recap with learners the different body parts that they have learnt in the last lesson. Tell learners that they will learn how our body parts are similar to and different from one another in this lesson. Get learners to refer to Science in context and think of the last time they visited a doctor. Ask learners: • Have you been to the doctor’s clinic before? • When do you go and visit a doctor? • Have you seen these things before? [You may point and refer to the stethoscope, syringe, thermometer • Textbook page 8 • Toy doctor’s kit © 2022 Alston Education Pte Ltd
Active Science Teacher’s Guide: Stage 1 Chapter 1 © 2022 Alston Education Pte Ltd 13 Structure (5E model) Lesson notes Process skills / TWS Resources and reflex hammer on textbook page 8] • Which part of your body did the doctor place it? Activity: Get the class to role-play a scene at the doctor’s clinic. Learners can role-play as patients. Teachers can roleplay as a doctor and hold a toy doctor’s kit: 1. Pass an instrument around and get learners to observe and touch them. 2. Get learners to guess what that instrument is used for. 3. Get a learner to volunteer to role-play as a patient. 4. Ask the rest of the learners where this instrument should be placed. Get the learners to shout out the body part that the instrument should be used on. 5. Repeat steps 1 to 4 for the other instruments with different learner volunteers. Get learners to name the body part(s) that each instrument is used on and fill in the blanks on page 8. Observing, Inferring Explain Learners learn key concepts through videos and teacher’s explanations. Clarify with learners the use of these instruments and where they should be placed. Stethoscope Explain to learners that sometimes the doctor needs to check our breathing and heart. So, the stethoscope is placed on our chest so that the doctor can listen to the sounds made by our heart beating and during our breathing. [Ans: Stethoscope is placed on the chest.] Syringe Explain to learners that when we are sick, the doctor can give us a jab using a syringe to make us feel better. We can also have a jab to be stronger and not fall sick easily. [Ans: Syringe is used on arms, leg, belly or buttocks.] • Textbook page 8 • URL 1.1 © 2022 Alston Education Pte Ltd
Active Science Teacher’s Guide: Stage 1 Chapter 1 © 2022 Alston Education Pte Ltd 14 Structure (5E model) Lesson notes Process skills / TWS Resources Thermometer Explain to learners that when we are having fever, our body temperature is high. Doctors use a thermometer to measure our body temperature. Different thermometers are placed at different parts of our body to measure our body temperature. [Ans: Ear thermometer is placed inside our ear; oral thermometer is placed under our tongue, or under our armpits; forehead thermometer is placed near to our forehead]. Reflex hammer Get learners to watch a video of how this instrument works (URL 1.1). Ask learners: • Which body part did the doctor use the hammer on? [Ans: The knee] • What happens to the patient’s leg after the doctor uses the hammer? [Ans: The man’s leg moved.] Explain to learners that after the doctor uses the instrument on us, if we can move our leg without thinking about it, this means that our body is working properly inside. Observing Explore Learners carry out hands-on activities to learn more about how they are similar to and different from one another. How are we different? Ask learners: • Since we have common body parts, are we all the same? Get learners to look into mirrors and study the finer details of their face, like hair colour, size of eyes, eye colour and the shape of their face. Record their observations on textbook page 9. Learners can also study other features like their eyebrows and ears, length of Observing • Textbook page 9 • Mirrors • A large piece of paper • Pencils • Ice-cream sticks URL 1.1: © qrs.ly/95dw5k1 2022 Alston Education Pte Ltd
Active Science Teacher’s Guide: Stage 1 Chapter 1 © 2022 Alston Education Pte Ltd 15 Structure (5E model) Lesson notes Process skills / TWS Resources eyelashes, texture and whether they have any freckles or moles. Learners can then draw a portrait outline of themselves and record the details of their faces in the portrait. They should label the parts of the face. Teaching tip: Give examples of learners or show pictures of people with the four face shapes shown - round, square, oval and almond/heart. Activity: Get learners to lie on a large piece of paper on the ground and draw their outline. Then get them to use ice-cream sticks or other non-standard units to measure how tall they are. Another example of a non-standard unit is using stacking blocks to measure length. Get learners to compare their results and talk about how similar or different they are compared to their friends. Ask learners: • Do we all have shoulders? • Do we all have arms? • Are we all the same? • What are some differences between us? Practising care: Be aware of the differences in learners’ appearances and possible disabilities and be prepared to address these sensitively. Some learners may be colour blind and have difficulty distinguishing colours. TWS: Labelling Images Observing, Comparing, Measuring TWS: Measuring using non-standard units Explain Learners learn key concepts through activities and teacher’s explanations. Explain to learners that even though we have similar body parts, we are all unique and that we have some differences. Get learners to look at the children on textbook pages 10 – 11 and observe their eye colour and the type of hair that they have. • Textbook pages 10 – 11 © 2022 Alston Education Pte Ltd
Active Science Teacher’s Guide: Stage 1 Chapter 1 © 2022 Alston Education Pte Ltd 16 Structure (5E model) Lesson notes Process skills / TWS Resources Ask learners: • What is the colour of your eye? • What type of hair do you have? Get learners to look at the children again and observe other features like their height and weight. Ask learners: • What is your height? • What is your weight? Familiarise learners with the vocabulary used to describe the characteristics of a person on textbook pages 10 – 11. Activity: Get learners to pair up and describe their friend’s facial features. Look out for features like eye colour and size, the shape of eyebrows (rounded, straight, is there a kink), the shape of the nose (wide, narrow) and face shape (round, square, oval, rectangle, heart). Teaching tip: Listen to the vocabulary used when they are describing the features and correct them as needed. Get learners to conclude that some of the largest differences are in our faces. Observing, Comparing Evaluate Learners check their understanding by applying the key concepts learnt to answer questions. Assign learners Worksheet 6 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: • Describe how their body parts are similar to and different from one another. 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. Observing, Comparing, Classifying, Inferring • Textbook pages 11 – 13 • Workbook page 6 © 2022 Alston Education Pte Ltd
Active Science Teacher’s Guide: Stage 1 Chapter 1 © 2022 Alston Education Pte Ltd 17 Structure (5E model) Lesson notes Process skills / TWS Resources Elaborate and evaluate Learners revisit the PBL opener and collaborate with one another to solve the problem scenario. Get learners to revisit the problem scenario in the opener and answer the question in Case Closed on page 13 of the Textbook. Ask learners: • Which body parts does Vera need to do each action? - Carry her school bag [Ans: Shoulders, hands] - Walk to the toilet [Ans: Legs, feet] - Take notes in class [Ans: Hands, fingers] - Pack food from the canteen into the classroom [Ans: Leg, hands, feet] • Can you remember what Vera could or could not do? Which part of Vera’s body could be hurt? [Ans: She cannot hand in her homework as she cannot write. Her right hand or fingers may be hurt.] Teaching tip: If learners have difficulty in coming up with the right body part, ask learners to look for clues around Vera’s room. You can hint to them by pointing out to the bandage on the bear’s right arm and the picture of a bandaged hand in front of Vera. If learners have difficulty deciding whether it is the right or left hand that is hurt, you can also hint by asking learners to observe how Vera is holding her phone and which hand she is using to hold her phone while talking to Ada. Ask learners: • How should Ada help Vera? [Ans: Take notes in class] Teaching tip: If learners choose other options, get them to explain why. If learners are able to explain that Vera needs her right hand to carry out these Observing, Inferring, Analysing • Textbook page 13 © 2022 Alston Education Pte Ltd
Active Science Teacher’s Guide: Stage 1 Chapter 1 © 2022 Alston Education Pte Ltd 18 Structure (5E model) Lesson notes Process skills / TWS Resources actions (E.g. She needs both hands to pack food since she might use one hand to hold her wallet and use the other to hold the packed food, or she needs the right arm and hand to carry her schoolbag), we can accept these answers as well. 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. Read the 1st column of the table on workbook page 10 with the learners. Then, get learners to go around the class to collect information about their classmates. Prepare ice-cream sticks for learners to measure their body parts. Teaching tip: Learners may not be familiar with tally marks at this stage. You can teach them how to draw tally marks before carrying out the activity. Observing, Comparing, Classifying, Measuring TWS: Filling in tables TWS: Measuring using non-standard units • Workbook pages 7 – 10 • Ice-cream sticks © 2022 Alston Education Pte Ltd
Active Science Teacher’s Guide: Stage 1 Chapter 1 © 2022 Alston Education Pte Ltd 19 Glossary Arm – Body part between the shoulder and wrist Body – Everything that makes up a person or an animal Chest – Body part between the neck and waist Different – Not the same Ear – Part of our body that lets us hear things around us Eye – Part of our body that lets us see things around us Foot – End part of the leg Hand – End part of the arm used for holding or doing things Head – Top of a person’s or an animal’s body Hip – Body part on each side of the body, between the waist and legs Human – A person Leg – Body part used for standing or walking Mouth – Part of our body that lets us eat and talk Neck – Body part that connects the head to the body Nose – Part of our body that lets us breathe and smell Same – Exactly the same Shoulder – Body part between the neck and arm Similar – Almost the same © 2022 Alston Education Pte Ltd
Active Science Teacher’s Guide: Stage 1 Chapter 1 © 2022 Alston Education Pte Ltd 20 What’s next for this chapter? Stage 1 Stage 1 Stage 2 Chapter 1 My Body Chapter 2 Senses Chapter 3 Animals • Recognise and name the parts of my body. • Describe how our body parts are similar to and different from one another. • Identify and name the five senses. • Relate the part of the body to its sense. • Compare how animals, including humans, are similar and different in their external body parts and outer coverings. 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 1 Chapter 1 © 2022 Alston Education Pte Ltd 21 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
Active Science Teacher’s Guide: Stage 1 Chapter 1 Printables © 2022 Alston Education Pte Ltd 1 Printables Handout 1: Jigsaw puzzle Credits: binik/Shutterstock.com (Jigsaw puzzle) © 2022 Alston Education Pte Ltd