RPT sains year 5.doc

7/28/2019 RPT sains year 5.doc

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INVESTIGATING LIVING THINGS Week

LEARNING AREAL OBJECTIVES

LEARNING OUTCOMES

SUGGESTED LEARNING ACTIVITIES

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1. Microorganism

1.1Understanding

thatmicroorganism is

aliving thing.

1.1.1 State types ofmicroorganisms.

1.1.2 State that yeast is anexample ofmicroorganism

1.1.3 State thatmicroorganismbreathes.

1.1.4 State thatmicroorganism grows.

1.1.5 State thatmicroorganism moves.

Pupils view video showing various types of microorganism, e.g. bacteria,virus, fungi, protozoa and algae.Pupils make a qualitative comparison between the size of microorganismand that of human and conclude that microorganism is very tiny.

Pupils discuss that yeast is an example of microorganism. Pupils observe the effect of yeast on dough and infer that microorganismbreathes and causes the dough to rise. Pupils carry out activity and observe the effect when a test tube filled with 2teaspoon of dried yeast, 1 teaspoon of sugar and half test tube of water.

The mouth of the test tube is attached to a balloon.

Pupils carry out activity by sprinkling a few drops of water on a slice of bread.Pupils put the bread in a plastic bag and observe it for a few days. Pupils observe rotten oranges or mouldy rice using hand lense or microscopeand record their observation for a few days. Pupils observe and record their findings by drawing.

Pupils view video on the movement of microorganisms in water.

Pupils collect samples of water from ponds, rivers or drains and observe themovement of microorganisms under a microscope. Pupils record their observations. Pupils discuss and state that microorganisms are living things and most of themcannot be seen with naked eyes.

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1.1.6 Conclude thatmicroorganisms areliving things and mostof them cannot be seenwith naked eyes.

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1.2Understandingthat somemicroorganismare harmfuland some areuseful.

1.2.1 State examples of use ofmicroorganisms.

1.2.2 State the harmful effectsof microorganisms.

1.2.3 Describe that diseasescaused by microorganismscan spread from one

person to another.

1.2.4 Explain ways to preventdiseases caused bymicroorganisms.

Pupils gather information on the uses of microorganism, e.g.

a) making bread, b) making tapai, c) making tempe, d) making fertiliser.

Pupils gather information on the harmful effects of microorganisms, e.g. a) causing illness,b) causing food poisoning,

c)causing food to turn bad, d) causing tooth decay.Pupils gather information on diseases caused by microorganisms, e.g.

stomach upset, measles, cough, flu, tooth decay, conjunctivitis, mumps andAIDS.

Pupils discuss that diseases caused by microorganism can spread from oneperson to another.

Pupils discuss on how diseases caused by microorganisms can be preventedfrom spreading, e.g. a) by washing hands before handling food,b) by boiling water before drinking, c) by covering mouth and nose when coughing or sneezing, d) by washing hands after using the toilet, e) by putting patients who have chicken pox, conjunctivitis or mumps into

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quarantine. f) by covering wounds.

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2. Survival of thespecies

2.1

Understandingthat differentanimals havetheir ownways toensure thesurvival oftheir species.

2.1.1 Give examples ofanimals that take careof their eggs and young.

2.1.2 Explain how animals take

care of their eggs andyoung.

2.1.3 Explain why animals takecare of their eggs andyoung.

Pupils gather information to find examples of animals that take care oftheir eggs and young, e.g. cow, hen, cat, bird.

Pupils view video on how animals ensure the survival of their eggs and

young, e.g. a) keep their young in their mouths, e.g fish, b) feed their young, e.g. bird, c) attack in order to protect their eggs or young when they aredisturbed, e.g. snake or tiger,

d) lay slimy eggs, e.g frog, e ) hide their eggs, e.g.turtle, f) carry their young in their pouches, e.g kangaroo, g) stay in herds e.g. elephant.Pupils discuss and conclude that animals take care of their eggs and

young to ensure the survival of their species.

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2.2Understandingthat differentplants havetheir ownways toensure thesurvival oftheir species.

2.2.1 State various ways plantsdisperse their seeds andfruits.

2.2.2 Explain why plants needto disperse seeds orfruits.

2.2.3 Give examples of plant

that disperse seeds andfruits by water

2.2.4 Give examples of plantthat disperse seeds andfruits by wind.

2.2.5 Give examples of plant

Pupils study live specimens, view video or computer simulation to find outthe various ways of seeds and fruits dispersal, e.g. a) by water, b ) by wind, c ) by animal, d) by explosive mechanism Pupils discuss and conclude that plants need to disperse their seeds orfruits to ensure the survival of their species. Pupils gather information to give examples of plants that disperse seeds and

fruits by: a) water, e.g. coconut and pong-pong, b) wind, e.g. lalang and angsana, c) animals, e.g. watermelon, love grass and rambutan

e ) explosive mechanism, e.g. balsam, rubber, flame of the forest,chestnut

and lady's finger.

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that disperse seeds andfruits by animals.

2.2.6 Give examples of plantthat disperse seeds andfruits by explosivemechanism

2.2.7 Relate characteristics ofseeds and fruits to theways they aredispersed.

Pupils study live specimens or view video and discuss the relationshipbetween characteristics of seeds and fruits and their ways of dispersal: a) by water - light and have air space b) by wind - light, have wing-like structure, dry, have fine hairs and

small c) by animals - fleshy, brightly coloured, edible, have smells or have

hooks.

d) explosive mechanism - dry when ripe

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2.3 Realising theimportance ofsurvival of thespecies.

2.3.1 Predict what will happenif some species ofanimals or plants do notsurvive.

Pupils discuss and predict the consequences if certain species of animalsand plants become extinct, e.g a) shortage of food resources,b) other species may also face extinction.

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3. Food Chainand food web.

3.1Understandingfood chains.

3.1.1 Identify animals and thefood they eat.

3.1.2 Classify animals intoherbivore,carnivore andomnivore.

3.1.3 Construct food chain.

3.1.4 identify producer.

3.1.5 identify consumer.

Pupils carry out a brainstorming session on animals and the food they eat. Pupils discuss and classify animals into the following groups according to thefood they eat: a)herbivore b)carnivore c)omnivore Pupils build food chains to show the food relationship among organisms. From the food chains pupils identify the producers and the consumers.

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3.2 Synthesizingfood chains toconstruct foodweb.

3.2.1 Construct a food web.

3.2.2 Construct food webs ofdifferent habitats.

Pupils construct a food wed based on food chains given. Pupils walk around the school compound to study food webs in places suchas field, science garden, pond or under flower pot.

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3.2.3 Predict what will happenif there is a change inpopulation of a certainspecies in a food web.

3.2.4 Explain what will happento a certain species ofanimals if they eat onlyone type of food.

Based on the organisms identified, pupils construct food chains and thenfood webs for the habitats they have studied. Pupils discuss and predict what will happen if there is a change in thepopulation of a certain species in a food web.

Pupils carry out simulation or play games based on food webs.

Pupils view video to study various species that are facing extinction becausethey only eat one type of food. Pupils conclude that a certain species of animals that eat one type of foodonly has difficulty to survive because their only source offood may run out,e.g.

a) panda eats bamboo shoots only,b) koala bear eats eucalyptus leaves only, c) pangolin eats ants only.

INVESTIGATING FORCE AND ENERGY Week

LEARNINGAREA/

LEARNINGOBJECTIVES

LEARNING OUTCOMES


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1.0 Energy 1.1

Understandingthe uses ofenergy.

1.1.1 Explain why energy isneeded.

1.1.2 Give examples where andwhen energy is used.

1.1.3 State various sources of

Pupils discuss and conclude that energy is needed:

a) a) by living things to carry out life processes such as moving,breathing

b) and growing, c) b) to move, boil, melt or bounce non-living things.

d) Pupils gather information and give examples where and when energy isused. Pupils gather information about sources of energy, e.g.

a) sun, b) food, c) wind, e) fuel, e) battery.

Pupils discuss that the sun is the main source of energy.

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energy.

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1.2Understandingthat energycan betransformedfrom one form

to another.

1.2.1 State the various forms ofenergy.

1.2.2 State that energy can betransformed.

1.2.3 Give examples ofappliances that make useof energy transformation.

Pupils observe various events and identify the form of energy involved, e.g. a)a moving battery- operated toy car, b)a stretched rubber band, c) a burning candle, d)a ringing telephone.

Pupils carry out activities to discuss the transformation of energy e.g. a) switching on the lights: electrical energy light energy,

b) lighting a candle:

chemical energy heat energy + light energy,

c) using a solar powered calculator

solar energy electrical energy light energy

Pupils discuss that energy can be transformed.

Pupils gather information and identify appliances that make use of energytransformation and state the form of energy involved, e.g. a) electric iron : electrical energy heat energy

b) radio: electrical energy sound energy

c) ceiling fan: electrical energy kinetic energy + sound energy,

d) gas stove: chemical energy heat energy + light energy.

1.3Understanding

1.3.1 State what renewableenergy is.

Pupils discuss that renewable energy is the energy that can bereplenished when used up and non-renewable energy is the energy that

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renewable andnon-renewableenergy.

1.3.2 State what non-renewable

energy is. 1.3.3 List renewable energy

resources. 1.3.4 List non-renewable energy

resources.

1.3.5 Explain why we need touse energy wisely.

1.3.6 Explain why renewableenergy is better than non-renewable energy.

1.3.7 Give examples on how tosave energy.

1.3.8 Practice saving energy.

cannot be replenished when used up. Pupils gather information on the following : a) renewable energy resources. eg. water, solar, wind and biomassb) non-renewable energy resources, e.g. natural gas, petroleum andcoal.

Pupils discuss and conclude why we need to use energy wisely e.g. a) some energy resources cannot be replenished when used up,

b) to save cost, c) to avoid wastage, d) to reduce pollution. Pupils discuss why renewable energy is better than non-renewable energy.

Pupils carry out brainstorming session on how to save energy in everydaylife.

Pupils draw a list of dos and donts on how to save energy and use it as aguide to carry out daily activities.

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2. Electricity

2.1 Knowing thesources ofelectricity.

2.1.1 State the sources ofelectricity.

Pupils carry out activity such as lighting up a bulb or ringing an electric bellto verify that the following sources produce electricity e.g.

a) dry cell b) accumulator c) dynamo

d) solar cell

2.2Understandin

2.2.1 Identity the symbols ofvarious components in a

Pupils build as many different electric circuits as they can.

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g a seriescircuit and aparallelcircuit.

simple electric circuit.

2.2.2 Draw circuit diagrams.

2.2.3 Identify the difference inthe arrangement of bulbs inseries and parallel circuits.

2.2.4 Build a series circuit.

2.2.5 Build a parallel circuit.

2.2.6 Compare the brightness ofthe bulbs in a series and aparallel circuit. 2.2.7 Compare the effect on thebulbs when various switches in a

series circuit and a parallelcircuit are off.

Pupils are introduced the symbols of the components in an electric circuit,i.e battery, bulb, connecting wires and switch. Pupils draw circuit diagrams based on the circuits that they have built. Pupils observe various series circuit and parallel. Based on observation, pupils discuss the differences in the arrangement of

bulbs in series and parallel circuits. Pupils draw circuit diagrams of series and parallel circuits and compare thearrangement of the bulbs in these circuits. Pupils are given batteries, bulbs, switches and connecting wires to buildseries and parallel circuits. Pupils observe and compare the brightness of the bulbs in: a) series circuits b) parallel circuits a) between series and parallel circuits

Pupils carry out activities and compare what happen to the bulbs in a seriescircuit and a parallel circuit when various switches in each circuit are off.

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2.3Understanding

the safetyprecautions tobe taken whenhandling

electricalappliances.

2.3.1 Describe the danger ofmishandling electricalappliances.

2.3.2 Explain the safetyprecautions to be takenwhen using electricalappliances.

Pupils discuss the danger of mishandling electrical appliances, e.g. a) electric shock, b) fire, c) burn, d) electrocution.

Pupils discuss the safety precautions to be taken when using electricalappliances, e.g. a) do not touch electrical appliances with wet hands, b) do not use electrical appliances that are faulty or having broken

insulation wires, c) do not repair electrical appliances on your own, d) do not connect too many electrical appliances to one power supply.

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3. Light 3.1

Understandingthat light

travels in astraight line.

3.1.1 State that light travelsin a straight line.

3.1.2 Give examples to verifythat light travels in astraight line.

3.1.3 Describe how shadow isformed.

3.1.4 Design a fair test to findout what cause the size of ashadow to change bydeciding what to keep thesame, what to change andwhat to observe.

3.1.5 Design a fair test to findout what factors cause theshape of a shadow tochange by deciding what tokeep the same, what tochange and what toobserve.

Pupils carry out activities to observe that light travels in a straight line. Pupils gather information and give examples of events or phenomenathat show light travels in straight line. Pupils observe and discuss the formations of shadow to conclude thatshadow is formed when light is blocked by an opaque or a translucent

object.

Pupils carry out activities to investigate the factors that cause the shapeand size of a shadow to change. Pupils observe, discuss and conclude that: a) when the distance between an object and its light source decreases,

the size of the shadow increases and when the distance between anobject and the screen decreases the size of the shadow decreases.

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b) the shape of the shadow changes according to the position of lightsource and the shape of the shadow changes according to the position ofan object.

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3.2

Understandingthat light canbe reflected.

3.2.1 State that light can be

reflected. 3.2.2 Draw ray diagrams to

show reflection of light.

3.2.3 Give examples of uses ofreflection of light ineveryday life.

Pupils carry out activities to investigate reflection of light using:

a) a mirror,b) an aluminum foil. Pupils draw ray diagrams to show the reflection of lightin above activities. Pupils gather information about the uses of reflection of light in everydaylife, e.g. a. side mirror of a car

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b. mirror at the sharp bend of a road c. mirror in the barbershop

c) d. periscope Pupils apply the principle of light reflection to design devices, e.g:

d) a) periscope b) kaleidoscope

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4. Heat.

4.1Understandingthattemperature isof indicator ofdegree ofhotness.

4.1.1 State that when a

substance gains heat it willbecome warmer.

4.1.2 State that when asubstance loses heat it willbecome cooler.

4.1.3 Measure temperatureusing the correct

technique.

4.1.4 State the metric unit fortemperature.

4.1.5 State that temperature ofan object or materialincreases as it gains heat.

4.1.6 State that temperature ofan object or materialdecreases as it loses heat.

4.1.7 Conclude that the

temperatures is an

Pupils heat 250ml of water for 3 minutes and feel the water every few

seconds while heating feel the changes of temperature. 250ml Pupils let the warm water cool down and feel the water every few seconds. Based on the above activities, pupils discuss and conclude that: a) heat gain causes the water to become warmer b) heat loss causes the water to become cooler.

Pupils are guided to use and read thermometer correctly.

Pupils gather information on the metric unit for measuring temperature. Pupils carry out activity to measure temperature, e.g. a) heat up water and record the temperature every few minutes,

b) turn off the Bunsen burner and record the temperature every fewminutes while the water cools off.

Pupils discuss and conclude that the temperature:

a) increases when heat is gained

b) decreases when heat is lost.

Pupils discuss and conclude that the temperature is an indicator to measurehotness.

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indicator to measurehotness.

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4.2Understandingthe effects ofheat on matter

4.2.1 State that matter expandswhen heated.

4.2.2 State that mattercontracts when cooled.

4.2.3 Give examples of theapplication of the principleof expansion andcontraction in everyday life.

Pupils carry out activities to observe the effects of heat on matter, e.g. a) heating an iron ball and inserting it into an iron ring

b) cooling the heated iron ball and inserting it into the iron ring,

c) heating coloured water in a beaker with a glass tube and observing thewater level in the glass tube,

d) heating a dented ping pong ball in hot water,

e) cooling coloured water in a beaker with a glass tube and observing thewater level in the glass tube.

Pupils discuss their observation of the activities and conclude that:

a) matter expands when heated, b) matter contracts when cooled.Pupils view video or computer simulation on the expansion andcontraction of matter in everyday life, e.g. a) an electric cable is installed loosely to prevent it from snapping when it

contracts in cold weather, b) there are gaps at railway tracks to allow for expansion in hot weather,

c) a tight bottle cap can be loosened by immersing it in hot water,

d) concrete slabs on pavements have gaps to allow for expansion.

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INVESTIGATING MATERIALS Week

LEARNING AREA

L OBJECTIVES

LEARNING OUTCOMES


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1. States of

Matter

1.1Understandingthat matterexist in theform of solid,liquid or gas.

1.1.1 Classify objects and

materials into three statesof matter.

1.1.2 State the properties ofsolid.

1.1.3 State the properties ofliquid.

1.1.4 State that some liquidsflow faster than others.

1.1.5 State the properties ofgas.

Pupils classify objects and materials into solid, liquid and gas. Pupils

discuss and give reasons for their classification. Pupils study the properties of solid by: a) weighing various kinds of solids, b) measuring the volumes of various kinds of solids c) putting various types of solids into containers of various shapes.

Pupils discuss and conclude the properties of solids, i.e. a solid: a) has mass, b) has fixed volume, c) has fixed shape.

Pupils study the properties of liquids by: a)weighing various kind of liquids b) measuring the volumes of liquids, c) pouring liquid into containers of various shapes.

Pupils discuss and conclude the properties of liquids, i.e. a liquid a) has mass, b) has fixed volume, c) has no permanent shape but takes the shape of its container

Pupils observe the flow of different liquids as they are poured intocontainers. Pupils discuss to conclude that some liquids flow faster than others.

Pupils study the properties of gas by: a)balancing two inflated balloons on a stick and puncturing one of the

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balloons b) inflating balloons of different shapes c) observing smoke in a closed container then placing an inverted

container on it. Removing the cover of the first container and observehow smoke moves from a container to another inverted container placeddirectly over it.

d) feeling the pressure of gas in a syringe when its plunges is pushed down

with nozzle closed.

Pupils discuss and conclude that properties of gas, i.e. gas a) has mass b) has no fixed shape but takes the shape of its container

c) occupies space and has no fixed volume e) can be compressed.

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1.2Understandingthat matter

can changefrom one stateto another.

1.2.1 State that water canchange its state.

1.2.2 Conclude that water canexist in any of the threestates of matter.

1.2.3 Identify the processesinvolved when a matterchanger from one state toanother.

1.2.4 Identify factors that affectthe rate of evaporation ofwater.

Pupils carry out the following activities to observe the change of the stateof matter: a) allowing ice to melt,

b) heating water until it boils, c) collecting water vapour, allowing it to cool and making it freeze.

Pupils discuss and conclude that: a) Water can change from one state to another. b) Water can exist as solid, liquid and gas. Pupils discuss the process involved when a matter changes from one

stateto another: i.e. a) melting b) boiling b) evaporation d) condensation,

c) freezing Pupils investigate and discuss the factors that affect how fast waterevaporates e.g a) hot weather b) windy c) surface area d) colour e) type of materials

1.3Understanding

1.3.1 Describe how clouds areformed.

Pupils view computer stimulation to study the formation of clouds andrain.

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the watercycle.

1.3.2 Describe how rain isformed.

1.3.3 Explain how water iscirculated in theenvironment

1.3.4 Explain the importance of

water cycle.

Pupils discuss and explain the changes in the state of matter in the watercycle. Pupils view computer stimulation on how water is circulated in theenvironment.

Pupils discuss the importance of water cycle.

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1.4 Appreciatingtheimportance ofwaterresources.

1.4.1 Give reasons why we needto keep our waterresources clean.

1.4.2 Describe ways to keep ourwater resources clean.

Pupils view video about: a) the importance of water for living things, b) the effects of human activities on quality of water supply.

Pupils gather information on how to keep our water resources clean andpresent it in the form of folio. Pupils draw posters to show appreciation that water is an importantresource.

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2. Acid and Alkali 2.1

Understandingthe propertiesof acidic,alkaline andneutralsubstances.

2.1.1 Identify acidic, alkalineand neutral substancesusing litmus paper.

2.1.2 Identify the taste of acidicand alkaline food.

2.1.3 Conclude the properties of

acidic, alkaline and neutralsubstances.

Pupils test substances to determine whether they are acidic, alkaline orneutral substances based on the change of wet litmus papers colour. Pupils determine whether food samples are acidic or alkaline by tasting thefood samples and testing with litmus paper.

Pupils carry out discussion and conclude the properties of acidic, alkaline

and neutral substances in terms of taste and colour changes of litmuspaper.

INVESTIGATING THE EARTH AND THE UNIVERSE Week LEARNING AREA LEARNING OUTCOMES SUGGESTED LEARNING ACTIVITIES

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LEARNINGOBJECTIVES

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1.Constellation 1.1

Understandingthe

constellation.

1.1.1 State what constellationis.

1.1.2 Identify constellations.

1.1.3 State the importance ofconstellations.

Pupils view video or computer stimulation or visit planetarium to observevarious constellations. Pupils discuss that constellation is a group of stars that form a certainpattern in the sky. Pupils observe the Orion, Scorpion, Big Dipper and Southern Cross in the

sky. Pupils build a model to study the pattern of Orion, Scorpion, Big Dipperand Southern Cross. Pupils gather information on the importance of constellations, e.g. a) to show directions, b) to indicate the time to carry out certain activities, e.g planting season.

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2. The Earth, TheMoon and The

Sun.

2.1Understandingthemovements ofthe Earth, theMoon and theSun.

2.1.1 State that the Earthrotates on its axis.

2.1.2 State that the Earth

rotates and at the sametime moves round the Sun.

2.1.3 State that the Moonrotates on its axis.

2.1.4 State that the Moonrotates and at the same

time moves round theEarth.

2.1.5 State that the Moon andthe Earth move round theSun at the same time.

2.1.6 Describe the changes in

Pupils view video, computer stimulation or model about the movement ofthe

Earth, the Moon and the Sun.

Pupils discuss and explain the rotation of the Earth and the Moon and theirmovements around the Sun.

Pupils observe and record the length and position of the shadow of a pole at

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length and position of theshadow throughout theday.

2.1.7 Conclude that the Earth

rotates on its axis fromwest to east.

different time of the day. (pole as the object and the Sun as the source oflight). Pupils fix a toothpick vertically on the surface of a globe. Pupils observe thelength and position of the shadow formed when the globe is rotated at itsaxis over a fixed light source. Pupils build a sundial.

Pupils discuss and conclude that the Earth rotates on its axis from westto east.

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2.2Understandingthe occurrenceof day andnight.

2.2.1 State that it is day time forthe part of the Earth facingthe Sun.

2.2.2 State it is night time forthe part of the Earth facingaway from the Sun.

2.2.3 Explain that day and night

occur due to the rotation ofthe Earth on its axis.

Pupils view video or computer simulation on how days and nights areformed or carry out stimulation by illuminating a rotating globe to observethe occurrence of day and night.

Based on the above activity, pupils discuss how day and night occur.

Pupils draw diagrams to show the occurrence of day and night.

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2.3Understandingthe phases ofthe Moon.

2.3.1 State that the Moon doesnot emit light.

2.3.2 Explain that the Moon

appears bright when itreflects sunlight.

2.3.3 Describe the phases of theMoon.

Pupils view video or computer simulation and discuss that the Moon doesnot

emit light but reflects the sunlight. Pupils view video on the phases of the Moon. Pupils use a ping-pong ball and light source to stimulate the followingphases of the moon:

a) new moon,

b) crescent, c) half moon, /d) full moon. Pupils carry out a project to observe and record the phases of the Moon for amonth and relate them to the dates of the lunar calendar.

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INVESTIGATING TECHNOLOGY Week

LEARNING AREA LEARNINGOBJECTIVES

LEARNING OUTCOMES


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1. Strength andStability

1.1 Knowing theshapes ofobjects instructures.

1.1.1 State the shapes ofobjects.

1.1.2 Identify shapes in

structure.

1.2.1 Identify shapes of objectsthat are stable.

Pupils carry out activity to recognize the shapes of objects, i.e. a)cube, b) cuboid, c) sphere, d) cone,

e)cylinder

f) pyramid

g) hemisphere Pupils walk around the school compound and identify shapes mentionedabove.

Pupils carry out activity to identify the shapes of objects that are stable

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1.2Understandingthe strengthand stability ofa structure.

1.2.2 Identify the factors thataffect stability of objects

1.2.3 Explain how base areaaffects stability.

1.2.4 Explain how height affectsstability.

1.2.5 Identify the factors thataffect the strength of astructure.

Pupils carry out activities to investigate factors that affect the stability of astructure, e.g. a)pushing a bottle standing upright and a bottle standing upside down,

b)pushing a high chair and a low chair,Pupils discuss and conclude that the stability of an object is affected by:

a)base area, b) height. Pupils carry out activity to investigate how base area affects the stabilityof an object i.e. the bigger the base area, the more stable the object is.

Pupils carry out activity to investigate how height affects thestability of an object i.e. the higher the object, the less stable theobject is.

Pupils carry out activity to study the factors that affect the strength of a

structure. e.g.

a) suspend a weight on a straw and then on a pencil,

b) make two bridges, one using a piece of flat paper and the other usinga folded paper. Then put objects of the same mass on each bridge.

Pupils discuss and conclude that the strength of a structure is affectedby:

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1.2.6 Design a model that isstrong and stable.

a) types of materials used,b) how the structure is placed.Pupils design the strongest and most stable structure using materials oftheir choice.

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RPT sains year 5.doc

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