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© 2012 Alston Publishing House Pte Ltd Science SMART Teacher’s Guide Grade 3 Chapter 2 Lesson Plans Lesson Plans Chapter 2: Sorting Living Things Total number of periods: 20 periods Overview of Lesson Plans What Is Classifying? (1 period) Lesson Specific Instructional Objectives 2.1 Pupils should: know that living things can be sorted into different groups according to their features know that there are four main groups of living things, which are animals, plants, fungi and bacteria How Can We Classify Animals? (9 periods) Lesson Specific Instructional Objectives 2.2 2.3 Pupils should: know that six main groups of animals include mammals, birds, fish, insects, reptiles and amphibians know animals can also be classified into vertebrates and invertebrates know what common characteristics do animals in each group have Pupils should: be able to classify animals according to their characteristics Cambridge Primary Scientific Enquiry Skills Collect evidence in a variety of contexts to answer questions or test ideas. (Ep1) Cambridge Primary Scientific Enquiry Skills Collect evidence in a variety of contexts to answer questions or test ideas. (Ep1) Process Skills Observing Classifying Process Skills 21st Century Skills Think creatively Reason effectively 21st Century Skills Reason effectively Observe and compare objects, living things and events. (Eo1) Observing Classifying Comparing Contrasting Organising Make generalisations and begin to identify simple patterns in results. (Eo5) With help, think about collecting evidence and planning fair tests. (Ep3) Classifying Inferring Reason effectively Make judgements and decisions Number of Periods 1 Number of Periods 7 2 Page 1 of 18 © 2012 Alston Publishing House Pte Ltd How Can We Classify Plants? (4 periods) Lesson Specific Instructional Objectives 2.4 2.5 Pupils should: know plants can be classified into flowering plants and non-flowering plants Pupils should: be able to classify plants in other ways Science SMART Teacher’s Guide Grade 3 Chapter 2 Lesson Plans Cambridge Primary Scientific Enquiry Skills Collect evidence in a variety of contexts to answer questions or test ideas. (Ep1) Process Skills 21st Century Skills Reason effectively With help, think about collecting evidence and planning fair tests. (Ep3) Observing Classifying Comparing Contrasting Organising Observe and compare objects, living things and events. (Eo1) Classifying Inferring Reason effectively Make judgements and decisions Number of Periods 2 2 Make generalisations and begin to identify simple patterns in results. (Eo5) What Are Fungi? (3 periods) Lesson Specific Instructional Objectives 2.6 Pupils should: know characteristics of fungi Cambridge Primary Scientific Enquiry Skills Collect evidence in a variety of contexts to answer questions or test ideas. (Ep1) Process Skills Observing Classifying 21st Century Skills Manage projects Number of Periods 3 Make generalisations and begin to identify simple patterns in results. (Eo5) What Are Bacteria? (3 periods) Lesson Specific Instructional Objectives 2.7 Pupils should: know characteristics of bacteria Cambridge Primary Scientific Enquiry Skills Collect evidence in a variety of contexts to answer questions or test ideas. (Ep1) Process Skills Observing Classifying 21st Century Skills Health literacy Number of Periods 3 Make generalisations and begin to identify simple patterns in results. (Eo5) Page 2 of 18 © 2012 Alston Publishing House Pte Ltd Science SMART Teacher’s Guide Grade 3 Chapter 2 Lesson Plans Main Lesson Plans Lesson 2.1 BSCS 5E Engage: Pupils are required to do a activity to promote curiosity Lesson Notes Background: Pupils learn about characteristics of living things in Chapter 1: Living Things and Their Life Processes. Chapter opener Use the scene in the chapter opener to introduce the fun and need of sorting living things into groups. Resources Textbook page 25 Activity: Ask pupils to discuss in pairs or groups of four, how the animals can be sorted into groups based on their features. There can be any number of groups. For example, the animals could be sorted into animals with fur, animals with feathers, animals with scales; animals that can fly and animals that can't; or sorted by size or colour. Explore: Questions are asked for pupils to explore new ideas Ask pupils: Why do you sort them in this way? (Answer: Any acceptable answer.) Why do we need to sort living things into groups? (Answer: There are too many living things in the world. Classifying living things can help in identification and study of different living things. ) Explain: Pupils explain their understanding on the topic by answering questions Explain that: Every living thing, including animal, has features that are same or different from the others. Classifying means grouping something with same features. Tell pupils that in this chapter, they will learn about four main groups of living things and ways to sort them into groups. Teaching Strategies: Relating to real life; Comparing and contrasting 21st Century Skills: Think creatively; Reason effectively Safety Note: When pupils are handling living things, always advise them to put on gloves. Masks sometimes are necessary, especially when dealing with micro-organisms. Remind pupils to always wash their hands when they leave the laboratory, even if they have not done any experiments. What’s In This Chapter?, What Will I Learn? Emphasise to pupils what their learning journey will be like for this chapter. • Living things can be grouped into animals, plants, fungi and bacteria. • Animals can be further grouped into mammals, birds, fish, insects, reptiles and amphibians. • Plants can be further grouped into flowering and non‑flowering plants. Textbook page 26 Page 3 of 18 © 2012 Alston Publishing House Pte Ltd BSCS 5E Science SMART Teacher’s Guide Grade 3 Chapter 2 Lesson Plans Lesson Notes Resources Teaching Tip: Trace the path of the mind map by reading out loud. Engage: Pupils play a fun activity to encourage interest in the concept What Is Classifying? Activity: Play the game ‘Find your own kind!’ The pupils are to group themselves according to the groups suggested on placards. Prepare placards with words such as Boy/Girl, Wears spectacles/ Does not wear spectacles, Wears a watch/ Does not wear a watch and so on. The pupils are to group themselves according to the groups suggested on the placards. Textbook pages 27—28 Ask pupils: What are the examples of living things in different groups? (Answer: For animals, there are lion and bird. For plants, there are tree and flower, etc.) URL 2.1 Teaching Tip: In the following lessons, many different kinds of living things will be introduced. Show pictures and videos of various animals, plants and fungi to pupils as examples. Elaborate: Further information is explained to deepen pupils’ understanding Supplementary Information: The most widely used biological classification system was introduced by the 18 th-century biologist Carolus Linnaeus. This classification system consists of 7 main taxonomy rank which are the following: Kingdom → Phylum → Class → Order → Family → Genus → Species In this system, living things are first divided into the biggest rank ‘Kingdom’ according to the most obvious features. They are then gradually divided into lower rank and finally into different species, which share the greatest number of similar features. For instance, human belong to species “sapiens”, which means “wise” in Latin. Pupils should be told that the four-group system is only a simplified picture of classification for them at Grade 3 level. Many other groups are not included, e.g. virus. Activity: Pupils can do an Internet search using keywords ‘classification’ and ‘Linnaeus’. URL 2.2 Consolidation Worksheet 1 Internet links for Lesson 2.1 URL 2.1: Pictures and videos of living things http://www.arkive.org URL 2.2: Story of Linnaeus http://en.wikipedia.org/wiki/Carl_Linnaeus Page 4 of 18 © 2012 Alston Publishing House Pte Ltd Lesson 2.2 BSCS 5E Engage: Introduce what pupils are going to learn in this section Elaborate: Pupils develop deeper and broader understanding Explore: Questions are asked for pupils to explore new ideas Science SMART Teacher’s Guide Grade 3 Chapter 2 Lesson Plans Lesson Notes How Can We Classify Animals? Introduce the six main groups of animals (mammals, bird, fish, insects, reptiles and amphibians) and their common characteristics. Plenty examples should be given to ensure pupils can classify them. Resources Textbook page 29 Supplementary Information: Pupils should be told that the 6 groups system is only a simplified picture of classification for them at this level. Many other groups are not included, e.g. jellyfish, molluscs, shrimps and crabs. Mammals Ask pupils: What is the function of mammal’s hair or fur? (Answer: The hair or fur can keep the mammal warm.) Is there any mammal that can fly? (Answer: Yes, the bat is the only mammal that can fly.) Is there any mammal that lays eggs instead of giving birth? (Answer: Yes, platypus and echidnas are egg-laying mammals.) What is an advantage of giving birth to the young alive? (Answer: The mother protects the developing young inside her body as the young gets all the nutrients that it needs from the mother’s body.) Textbook pages 29—30 Teaching Tip: Use Amazing Facts to explain to pupils that there are always special species that do not fit all the criteria of mammals. That is why we have to appreciate the diversity of nature. Textbook page 30 Project Idea: Ask pupils to take photos that show characteristics of mammals (e.g. breast-feeding of dog) and tell them to present in front of the whole class. This project can also be done throughout the whole chapter. URL 2.3 21st Century Skill: Communicate clearly Birds Ask pupils: Bird’s body is covered by feathers. What is the function of the feathers? (Answer: The feathers can keep the bird warm. Some birds such as peafowl use their colourful feathers to attract mates for reproduction.) Explain: Pupils correct their misconceptions Misconception: Not all birds can fly, and not all flying animals are birds. Teachers can ask pupils to give examples of birds that cannot fly (e.g. chicken, duck, kiwi, ostrich and penguin). Bats are mammals that can fly. Explore: Activity: Carry out Build Your Skills! activity with the class. You can ask pupils to prepare tools with similar shape as different Textbook page 31 Textbook page 32 Page 5 of 18 © 2012 Alston Publishing House Pte Ltd BSCS 5E Pupils learn how birds are adapted to their environment Science SMART Teacher’s Guide Grade 3 Chapter 2 Lesson Plans Lesson Notes bird beaks (e.g. straw, hook, chopsticks, etc.) and ask them to act like birds. Let pupils experience how the beaks work for certain kinds of food. Resources URL 2.4 Process Skills: Observing, Inferring Ask pupils: Different mammals (and other animals) feed on different kinds of food as well. How do they differ from each other so they are suitable for the type of food they eat? (Answer: Their arrangement and shape of teeth can be different. For example, rabbit has 6 incisors (front teeth) so they can cut the grass easily, while tiger has large and sharp canines for tearing the meat.) Explain that: The beaks of different species of birds are adapted to their diets (or the types of food they eat). Engage: Use fun activity to engage pupils interest Activity: Ask pupils to do Workbook Worksheet 4. Colourful origami paper of different patterns should be used, so that pupils will be more enthusiastic about the activity and have a variety of birds to display. You may also suggest that pupils draw on or further decorate their birds to make them look even more unique. Workbook pages 38— 39 Worksheet 4: My Paper Origami Bird Ask pupils to share ideas and make more paper origami of other animals or even plants. Besides origami paper, they can use clay or any other materials to make the models. Explore: Questions are asked for pupils to explore new ideas Fish Ask pupils: Can fish live out of water? Why? (Answer: No, it is because they cannot breathe out of water.) Why do most fishes have flattened body? (Answer: To reduce water resistance so they can swim faster.) Which organ in human functions similarly to the gills in fish? (Answer: Lung, the organ used for breathing in human.) Why are the whale and dolphin not considered a fish? (Answer: They breathe through lungs and they give birth to their young alive.) Explain that: Common characteristics of fish include: - Have fins to help swim - Have gills for breathing in water - Have scales that protect their bodies - Most of them lay eggs Fish can be found both in seawater and freshwater. Show pupils the video of the mudskipper. Textbook pages 33—34 URL 2.5 Page 6 of 18 © 2012 Alston Publishing House Pte Ltd BSCS 5E Science SMART Teacher’s Guide Grade 3 Chapter 2 Lesson Plans Lesson Notes Resources Activity: You can tell pupils the popular fairy tale The Little Mermaid and ask pupils to discuss whether the little mermaid is a fish. Both ‘Yes’ and ‘No’ answers can be accepted as long as their reasons are reasonable. Elaborate: Pupils develop deeper and broader understanding about insects Insects Explain that: The common characteristics of insects include: - Have a pair of feelers on their heads - Have six legs on the thorax - With wings in some insects - Have hard outer bodies which give its shape - Lay eggs Textbook page 35 Textbook page 35 Teaching Tip: Tell pupils to study the diagram of the body of an insect and identify and point out the body parts of the insect. Get them to count the number of legs and observe where the feelers, legs and wings are found. Supplementary Information: Insects use feelers as sensors to feel the touch or other stimuli, such as odour or humidity. All insects undergo dramatic change in body structure at certain growth stage. This process is called metamorphosis. For example, the larval stage of butterfly is worm-like but eventually undergo metamorphosis become butterfly. Elaborate: More examples are provided to deepen their understanding Activity: Carry out Build Your Skills! activity in the class. Explain differences between insects and arachnids. Specimens or magnified pictures of these small animals may be prepared for easier differentiation. URL 2.6 Textbook page 35 Process Skills: Comparing, Contrasting, Communicating Ask pupils: Which of those animals are insects? (Answer: Bee, mosquito and cockroach) How are they different from the others? (Answer: Insects have a three-part body structure — head, thorax and abdomen. Insects have three pairs of legs (six legs). Arachnids have a two-part body structure, which are cephalothorax and abdomen. Arachnids have four pairs of legs (eight legs).) Reptiles Explain that: The common characteristics of reptiles include: Have dry and waterproof scales Lay eggs that are covered by a tough, leathery shell Textbook page 36 Page 7 of 18 © 2012 Alston Publishing House Pte Ltd BSCS 5E Science SMART Teacher’s Guide Grade 3 Chapter 2 Lesson Plans Lesson Notes Resources Cold-blooded Fish and amphibians are also cold-blooded. Teaching Tip: Bring a turtle to class so pupils can observe a reptile closely. Explain: Pupils correct their misconception Common Misconception: The blood of cold-blooded animals is not cold. Cold-bloodedness just means that the blood does not stay at a constant temperature. Teaching Tip: Examples can be given to aid pupils in understanding the characteristics of cold-blooded animals. For example, crocodiles open their jaws wide to get rid of excess heat when they want to cool down. Teaching Strategy: Giving examples Activity: Do an Internet search to find out about dinosaurs. Amphibians Explain that: The common characteristics of amphibian include: - Can live both on land and in water - Have no scales but moist skins - Cold-blooded - Lay eggs surrounded by a jelly-like substance Textbook page 37 Common Misconception: Although turtle can live both on land and in water, it is a reptile but not amphibian. Teaching Tip: You can ask pupils to discuss what the differences between reptiles and amphibians are as they share some similar characteristics (they both lay eggs and are cold-blooded) and they cannot be easy differentiated by their appearance. After the discussion, you can conclude their point of view and draw a mind map to aid pupils remember their differences. Evaluate: Use activity to evaluate pupils understanding Activity: Play the hoop game. Use hoops to sort into sets that may overlap. Now sort into conventional groups: mammals, birds, reptiles, fish, amphibians, insects. What are their similarities and differences? Which group includes humans? Textbook page 38 21st Century Skill: Make judgements and decisions Teaching Tip: You can describe the other groups of animals briefly. Arachnids, such as spiders and scorpions, have four pairs of legs and no wings. They are invertebrates. Molluscs, such as snails and squids, have soft unsegmented body usually enclosed in a shell. They are invertebrates. Page 8 of 18 © 2012 Alston Publishing House Pte Ltd BSCS 5E Explore: Questions are asked for pupils to explore new ideas Science SMART Teacher’s Guide Grade 3 Chapter 2 Lesson Plans Lesson Notes Vertebrates and invertebrates Ask pupils: What are the functions of skeleton? (Answer: It acts similar with hard outer body of insects, which allows our body to move and provides protection.) Can we stand or sit without a backbone? Why? (Answer: No, it is because our body cannot gain support without backbone.) Resources Textbook pages 38—39 Explain that: Animals can also be classified by the presence of bony skeleton inside their body. Activity: Bring preserved skeletons or its photos of different animals and show pupils their skeleton structure. Ask pupils: Which part is the backbone? (Answer: The long bone that extends from the skull.) Can you tell the similarities and differences of skeleton structures of different animals? (Answer: They all have backbone but their arrangement of bones are different. Accept all possible answers.) Use these questions to give a simple introduction of skeletons to pupils. Tell them they will learn more about it in Grade 5 Chapter 2: Body Systems: Skeletal-Muscular, Digestive and Nervous. Supplementary Information: For classification, it will be better to divide animals into vertebrates and invertebrates first as these two groups are larger than the six groups introduced earlier. 21st Century Skill: Reason effectively Internet links for Lesson 2.2 URL 2.3: Piglets having mother’s milk http://www.youtube.com/watch?v=DIuDslgotFU URL 2.4: More about bird beaks http://www.infovisual.info/02/060_en.html URL 2.5: Video on mudskippers (corresponds to Internet Link 2.1 in Textbook) http://www.youtube.com/watch?v=KurTiX4FDuQ Page 9 of 18 © 2012 Alston Publishing House Pte Ltd URL 2.6: Science SMART Teacher’s Guide Grade 3 Chapter 2 Lesson Plans Lifecycle of Monarch Butterfly http://www.youtube.com/watch?v=7AUeM8MbaIk Page 10 of 18 © 2012 Alston Publishing House Pte Ltd Lesson 2.3 BSCS 5E Science SMART Teacher’s Guide Grade 3 Chapter 2 Lesson Plans Lesson Notes Ensure pupils are able to classify animals according to their characteristics. Show pictures or videos of different animals. Resources URL 2.7 Activity: Play the sorting animals game. 21st Century Skill: Apply technology effectively Evaluate: Use activity to evaluate pupils’ understanding Activity: Ask pupils to from groups. Tell them to list as many animals as they can and sort them into correct groups within 2– 3 minutes. See which group can give the greatest number of correct answers. Then, evaluate whether students have completely understood the classification system or not. Workbook page 19 Activity 1: I Love My Pet! 21st Century Skill: Collaborate with others Workbook pages 21— 22 Activity 2: Animal Characteristics Carry out a dissection of animals, which you should demonstrate or monitor, to let pupils understand the body and skeleton structure of animals. Gloves and mask must be worn as a safety precaution. If pupils are afraid of dissection, show them pictures or videos of dissection instead. Ask pupils: Name a body organ you know and state its function. (Answer: Any acceptable answers.) Which part of the body gives central support to the animal? Where is it located? (Answer: Backbone. It is usually located at the back and extended from head to trunk.) Field Trip Idea: Visit a zoo or ocean park. Get pupils to observe and explain how the animals are grouped. Workbook pages 23— 25 Activity 3: Where Do I Belong? Workbook page 35 Worksheet 1: Our Alien Friends 21st Century Skills: Reason effectively; Make judgements and decisions Consolidation Worksheet 2 Internet link for Lesson 2.3 URL 2.7: Sorting animals game http://www.sciencenetlinks.com/interactives/class.html Page 11 of 18 © 2012 Alston Publishing House Pte Ltd Lesson 2.4 BSCS 5E Engage: Introduce what pupils are going to learn in this section Explore: Questions are asked for pupils to explore new ideas Evaluate: Pupils’ progress is evaluated by doing exercise Science SMART Teacher’s Guide Grade 3 Chapter 2 Lesson Plans Lesson Notes How Can We Classify Plants? Explain that plants can be classified into flowering plants and non-flowering plants. Resources Textbook pages 39—41 Ask pupils: What are the differences between plants and animals? (Answer: A plant is generally stationary and an animal moves much more. Only plants have roots, stems and leaves. Plants can make their own food with the help of chlorophyll. A typical plant cell is different from a typical animal cell.) What is the function of flowers in flowering plants? (Answer: A flower carries the reproductive male and female parts. Flowers produce fruit which contain seeds for reproduction.) How do non-flowering plants reproduce without flowers? (Answer: Non-flowering plants reproduce by spores or asexual methods but not by seeds.) Workbook pages 27— 28 Activity 4: Bloom or No Bloom Page 12 of 18 © 2012 Alston Publishing House Pte Ltd Lesson 2.5 BSCS 5E Science SMART Teacher’s Guide Grade 3 Chapter 2 Lesson Plans Lesson Notes Introduce other ways to classify plants. Show pictures or videos of different plants. Explore: Questions are asked for pupils to explore new ideas Explain: Introducing a new concept for classifying plants Resources Ask pupils: Can you think of any other ways to classify plants? (Answer: Accept all possible answers.) Explain that: Plants can be also classified according to their habitat. Teaching Tip: Bring a pot of cactus to class. Ask pupils: What are the differences between cactus and other plants you commonly see? (Answer: Cactus has needle-shaped leaves and thickened stem.) Why cactus has such special features? (Answer: Cactus can be found mainly in deserts. Needle-shaped leaves can prevent excessive water loss from the surface of leaves. Thickened stem can store more water.) Workbook pages 29—20 Activity 5: Can You Find My Seeds? Explain that: Plants have special characteristics to adapt to their environment. Project Idea: Can a plant that grows on land survive underwater? Let’s ask pupils to do an experiment to test about it. Pupils can try to grow a land plant in water and observe it every day to see whether it will grow or not. They can also do an experiment to test for the growth of aquatic plant on land. Elaborate: Pupils learn more examples of grouping plants through activities Activity: Play the sorting leaves game. Try to classify the leaves in different ways. URL 2.8 21st Century Skill: Apply technology effectively Workbook pages 31—32 Activity 6: Spot the Difference! Field Trip Idea: Visit a botanical garden. Observe and explain how the plants are grouped. 21st Century Skills: Reason effectively; Make judgements and decisions Consolidation Worksheet 3 Internet link for Lesson 2.5 URL 2.8: Sorting leaves game http://www.meddybemps.com/Leaves/Index.html Page 13 of 18 © 2012 Alston Publishing House Pte Ltd Lesson 2.6 BSCS 5E Engage: Introduce what pupils are going to learn in this section Explore: Questions are asked for pupils to explore new ideas Science SMART Teacher’s Guide Grade 3 Chapter 2 Lesson Plans Lesson Notes What Are Fungi? Introduce characteristics of fungi. Show pictures or videos of fungi. Explain that fungi have unique characteristics make them different from other classification. Resources Textbook pages 42—43 URL 2.9 Ask pupils: What characteristics make mushroom different from animals and plants? (Answer: They cannot move like animals. They have no chlorophyll to make their own food and do not have any roots, stems or leaves.) Why do some fungi grow on trees for food? (Answer: As fungi do not move, they need to grow near their food source for nutrition.) Activity: Get pupils to do an Internet search to find out more about yeast and penicillin. Pupils can present their findings to class or to their friends in groups. Textbook page 43 Process Skills: Analysing, Communicating 21st Century Skills: Apply technology effectively; Be self-directed learners Explain: Teachers explain more to avoid misconception Common Misconception: Not all the mushrooms can be consumed because some mushrooms are poisonous. Elaborate: Pupils develop deeper and broader understanding on functions of fungi Supplementary Information: Many fungi are used in medicine, e.g. penicillium in making the antibiotic penicillin. Teaching Strategy: Relating to real life Activity: Carry out Experiment Time! to allow pupils to observe the growth of fungi. Textbook page 44 Safety Note: Some people may be allergic to mould. Pupils should always wear masks and gloves, wash their hands and do not eat or drink when they are performing this experiment. Process Skills: Analysing, Inferring Evaluate: Pupils progress is evaluated by doing exercise Project Idea: Experiment with different conditions on mould growth. The experiment instructions are similar to that in Experiment Time! except changing the storing condition of the bread. You can ask pupils to store the bread in a refrigerator or soak the bread in water to see whether there is change in mould growth. 21st Century Skill: Manage projects Workbook page 36 Worksheet 2: How Different Are We? Consolidation Worksheet 4 Page 14 of 18 © 2012 Alston Publishing House Pte Ltd Science SMART Teacher’s Guide Grade 3 Chapter 2 Lesson Plans Internet link for Lesson 2.6 URL 2.9: Introduction to Fungi http://www.davidlnelson.md/Cazadero/Fungi.htm Page 15 of 18 © 2012 Alston Publishing House Pte Ltd Lesson 2.7 BSCS 5E Engage: Introduce what pupils are going to learn in this section Explore: Questions are asked for pupils to explore new ideas Elaborate: Pupils develop deeper and broader understanding through research Science SMART Teacher’s Guide Grade 3 Chapter 2 Lesson Plans Lesson Notes What Are Bacteria? Introduce characteristics of bacteria. Show pictures or videos of bacteria. Note: ‘Bacteria’ is a plural form and the singular form is ‘bacterium’. Resources Textbook pages 45—47 URL 2.10 Ask pupils: What can be done to prevent bacterial diseases? (Answer: Avoid eating expired food, having personal hygiene, etc.) Teaching Tip: State some commonly found diseases caused by bacteria, such as cholera, tuberculosis and food poisoning. Teaching Strategy: Giving examples Activity: Get pupils to do an Internet search on bacteria that live in our mouths. Besides bad breath, the health of teeth is also strongly related to bacteria as it can also cause tooth decay in our mouth. Process Skills: Analysing, Communicating 21st Century Skills: Apply technology effectively; Reason effectively Supplementary Information: Preservatives can be used to prevent food from spoiling as it inhibits growth of bacteria. Explain: Teachers explain more to avoid misconception Common Misconceptions: Pupils may be easily confused that bacteria are equal to virus as they both linked with diseases. You should clarify that bacteria and virus are two totally different things. A virus is much smaller and it can live inside a bacterium. You can suggest pupils to do an internet search to find out more about their differences. People may think that all the bacteria are bad. However, there are good bacteria, e.g. oil-eating bacteria which help us to clear oil spills. URL 2.11 21st Century Skill: Health literacy Project Idea: Tell pupils to search for recent news that are related to bacterial diseases. You may ask pupils: What is the name of the bacteria that causes this disease? Workbook page 33 Activity 7: Fungi, Bacteria, Page 16 of 18 © 2012 Alston Publishing House Pte Ltd BSCS 5E Science SMART Teacher’s Guide Grade 3 Chapter 2 Lesson Plans Lesson Notes What are the symptoms of this disease? How do the bacteria infect people? (Airborne, insect-borne or other ways?) How can we prevent ourselves from getting this disease? Remind pupils to always maintain good personal hygiene to prevent bacterial infection. For example, they should always wash their hands before meals. Evaluate: Pupils progress is evaluated by doing exercise Resources or Both? Workbook page 37 Worksheet 3: Try to Find Me! Consolidation Worksheet Note: ‘Bacteria’ is a plural form and the singular form is ‘bacterium’. Wrap up the chapter with the following: Talk It Out Teaching Tip: Read the new words out loud and have pupils repeat each word after you so they can learn to pronounce the words correctly. Then, have pupils pair up to test each other on the meaning of the words. Textbook page 47 Map It Out Teaching Tip: Go through the concepts with pupils after finishing the chapter. Trace the path of the mind map by reading out load. You may wish to draw the map as you speak. There are four main groups of living things, namely animals, plants, fungi and bacteria. Animals can be further classified into: o mammals, which have hair or fur, produce milk for their young and give birth to young alive; o birds, which have feathers, have beaks, have two wings and lay eggs with shells; o fish, which have fins, have gills, have scales and most lay eggs; o insects, which have three main body parts, have feelers, have six legs, some have wings, have a hard outer covering and lay eggs; o reptiles, which have scales, lay eggs with leathery shells and are cold-blooded; o amphibians, which can live on land and in water, have moist skin, are cold-blooded and lay eggs surrounded by jelly-like substance. Plants can be classified as flowering and non-flowering. They can also be classified as those that grow on land and those that grow in water. Fungi can be mushrooms, mould, bracket fungi or yeast. Bacteria can be spherical, rod-like or spiral-shaped. They can be useful or harmful. Textbook page 48 Work It Out Go through the worked example with pupils. Read the hint when answering part ‘b’. Textbook page 49 Workbook page 34 Activity 8: Guess My Type! Page 17 of 18 © 2012 Alston Publishing House Pte Ltd BSCS 5E Science SMART Teacher’s Guide Grade 3 Chapter 2 Lesson Plans Lesson Notes Resources Process Skills: Analysing, Inferring Science @ Work Teaching Tip: To boost pupils’ reading and speaking confidence, have pupils take turns reading the passage, e.g. each pupil could read one paragraph. Encourage pupils to read with enthusiasm and emotion. Project Ideas: 1. Visit the website to learn more about Dr Jane Goodall’s work. Get the pupils to do an Internet search about why the chimpanzees are an endangered species and what we can do to protect them. 2. Get pupils to do research on another current-day scientist who studies endangered animals. They may do this project in groups. In what way is the animal endangered? What are some of the challenges that the scientist faces? Pupils can have a short presentation of their findings to class. Textbook page 50 URL 2.12 Fun and Games Exam Practice 21st Century Skill: Create media products Internet links for Lesson 2.7 URL 2.10: Introduction to Bacteria http://www.scienceclarified.com/As-Bi/Bacteria.html URL 2.11: Study: Oil-Eating Microbes Plentiful in Gulf Oil Spill http://www.pbs.org/newshour/rundown/2010/08/study-oil-eating-microbes-plentiful-in-gulf-oil-spill.html URL 2.12: More about Dr Jane Goodall’s work (corresponds to Internet Link 2.2 in Textbook) http://www.janegoodall.org.uk Page 18 of 18