Download 2012 Alston Publishing House Pte Ltd Science SMART Teacher`s

© 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)
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© 2012 Alston Publishing House Pte Ltd
Science SMART Teacher’s Guide Grade 3 Chapter 2 Lesson Plans
Main Lesson Plans
Lesson 2.1
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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
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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
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© 2012 Alston Publishing House Pte Ltd
Lesson 2.2
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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
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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
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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
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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
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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
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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
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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
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Lesson 2.5
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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
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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
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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
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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
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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