Our Case
One Sunday afternoon, Mr Tan and his family had decided to go for a picnic at
Pasir Ris Park.
“Kids, let’s go and explore for a nice shady place to set our picnic mat!” Mr Tan
exclaimed. Chloe and Jayden went running in different directions.
“Daddy, look at what I found! A coconut by the beach!” cried Chloe.
“Oh my. What is this doing here?” Mr Tan wondered.
“Let’s cut it up and have a refreshing drink!” Jayden exclaimed.
Activity 1 (Engage and Excite their interest)
Students are given coconut juice to drink to pique their interest.
Activity 2 (POE)
Groups of 4 will be given a husked coconut and a non-husked coconut.
They will be asked to predict whether which of these will float or sink.
Then, they are asked to place these two types of coconut in water and observe
which one of the two will float in water.
After which they are to record their finding and explain why they float or sink.
Activity 3 (Explore)
Examine the structure and features of a coconut (cross-section) and get
students to draw out the cross-section of the coconut with the husks, label the
parts and explain how the features of a coconut help the fruit to float on
water.
Activity 4 (Explore)
Students will do an experiment to show how overcrowding affects the plants,
and to show the importance of seed dispersal.
Two cups of greenbean plants, one cup with a few seeds while one cup with
many seeds.
Hypothesis: The green bean plants that are growing under the condition of
overcrowding are shorter as compared to those that are growing with lesser
competition for basic needs; sunlight, space, nutrient, water.
Activity 5 (Elaborate)
Students will be given a fruit to research on
1) Pong-Pong
2) Lotus
3) Mangrove
Students will use the jigsaw cooperative learning strategy in their expert
groups and share this with the rest of the class. They will also include these
examples in their poster.
As a follow up for the next lesson (seeds dispersed by wind), teacher will flood
the classroom with seeds that are dispersed by wind and let them go home to
think about how these seeds are dispersed.
Resources
1)
http://www2.bgfl.org/bgfl2/custom/resources_ftp/client_ftp/ks2/science/plan
ts_pt2/dispersal.htm (Animation of coconut dispersed by water)
2) http://www.vtaide.com/png/seed-dispersion.htm (other examples of fruits
dispersed by water)
3) http://www.mbgnet.net/bioplants/seed.html (other methods of seed
dispersal)
Student products
1) Poster – Drawing of coconut with husk, label and explain how the
characteristics of the fruits help them to disperse by water. Show other
examples of seeds/fruits that are dispersed by water and their features to be
dispersed by water.
2) Poster – Experimental design on overcrowding
Criteria
Excellent
Good
Fair
Ability to formulate question
and its related hypothesis
I was able to state the
question and its related
hypothesis.
I was able to state the
question/ hypothesis
correctly.
I was not able to state the
question and its related
hypothesis.
Ability to identify the
experimental variables
I was able to identify all the I was able to identify most of I was able to identify a few
experimental variables
the experimental variables
of the experimental
involved correctly.
involved correctly.
variables involved correctly.
Ability to list the materials
I was able to list all the
I was able to list most of the I was able to list a few of the
needed in the experiment necessary materials required necessary materials required necessary materials required
in the experiment.
in the experiment.
in the experiment.
Ability to list the procedures
Ability to represent the
results obtained from the
experiment
I was able to list all the
procedures in clear steps
and correctly numbered.
I was able to list most of the
procedures.
I was able to list a few
procedures.
I was able to represent the I was able to represent the I was not able to represent
results accurately using
results accurately using
the results using tables.
tables.
tables.
I was able to label the tables
correctly.
Ability to explain the results
obtained from the
experiment.
I was able to explain the
results using the relevant
scientific concepts
I was able to explain the I was not able to explain the
results but not with the use
results at all.
of scientific concepts.
Ability to draw a conclusion
I was able to draw a
I was able to draw a
I was not able to draw a
conclusion that is based on conclusion that is based on conclusion and link it to my
my experimental results and my experimental results but
hypothesis of the
is in line with my hypothesis
is not in line with my
experiment
hypothesis of the
of the experiment
experiment
Presentation skills
I was able to present well I was able to present well I was not able to present
with my presentation being with my presentation being well with my presentation
clear in all areas.
clear for most areas.
being clear in several areas.
I was able to project my
voice well.
Teamwork
I worked well with all my
group members, giving
suggestions and taking
feedback at all times.
I worked well with some of I worked individually and do
my group members, giving not give suggestion or take
suggestions and taking
feedback.
feedback sometimes.