Let's Do Science 1 – Activity Book B

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Pr i ma r y 1

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Activity Book Ac Act

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Let's Do Science

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Let's Do Science is based on the United States Next Generation n Science Standards (NGSS). The series consists of full-color textbooks and full-color activity books for Grades K to 6.

Let's Do Science engages students with a highly visual presentation of the disciplinary core ideas in the textbooks books and places an emphasis on applying scientific knowledge dge e using stigations. ations.

NGSS practices through numerous scientific investigations. tial element of Let's Do Science sees engineering as an essential science education and as such is tightly integrated grated into both the textbooks and activity books. ude the follow fe The Let's Do Science activity books include features:

AB Activity

Activity 7.3

Sorting Matter

sort bedroom. Help her ea is cleaning her elsea 1. Chels s in the boxes on the ngss by writing letter her thing age.. next page

Activities and investigations related to concepts and topics covered in the Let's Do Science Textbook.

s been sorted?

How have the thing

H

G

F

E

D

C

B

A

s in a different way.

2. Now sort the thing

K

J

I

P

O

N

M

L

s been sorted?

How have the thing

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Engineer It!

Engineer 26It!

Design a Musical Instrument

Procedure

!

1. Use the materials to design and build a musical instrument.

Think about how your instrument will make sound and how the sound can be changed.

Musical instruments make sounds in different ways.

Some make sound when you blow into them. Some make sound when you hit, shake or pluck them. Now it’s your turn to make your own musical instrument.

Goes beyond inquiry uiry by udentss to encouraging students d build design, modell and tions to to engineer solutions defined problems. roblems. ms.

2. Draw a model and build your instrument.

Materials

• art and craft supplies

• balloons

3. Explain to a friend how your instrument produce cess sound. Explain how you can change the sounds it makes.

• boxes and containers

• aluminum foil

• string

• scissors cissors orss

• tape

the night sky? appear small in 4. Why do stars ll balls of gas. (a) They are sma 71 to the Earth. (b) They are close away. far (c) They are very ts people. affec sun the s 5. Tell 2 way

70 0

Review

Review

Ear

terns th and Space Pat

s in 1. Use the word Earth

the box to label

the picture.

moon

sun

(a)

Topical opical questions at th the chapter for end of each ch chapte formative mative assessment. assessm

Earth? day and night on nd the sun.

6. What causes n of the Earth arou (a) The revolutio of the Earth. (b) The rotation of the Sun. (c) The rotation e across the sky sun appear to mov 7. Why does the during the day?

(b)

(c)

2. Which star can

you see in the sky

s 3. Circle the thing

stars 146

you can see in

Earth

during the day?

the sky at night.

moon

sun

n to move it take for the moo 8. How long does ? around the Earth (a) 1 day (b) 28 days (c) 365 days

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Contents Unit 6 – Forces and Motion

2

Unit 7 – Matter

20

Unit 8 – Sound

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Unit 9 – Light

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Activity 6.1

ati on

Describing Position 1. Use the words in the box to describe the he position of the objects in the bedroom. m.

R

left right

2

between in front

above on

under behind

(a) The skateboard is

the bed. b the basketball asketball etball

(c) The poster is

the he bed.

(d) The toy car is

of the b bed.

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(b) The trophy is and the computer.

(e) The kitten is

the he c cushion.

o the (f) The drawers are to the window.

of

(g) The baseball bat at is to the of the window. w

(h) The guitar tar iss

the teddy.

other object obj 2. Draw another in the bedroom.

Describe position. ribe e its position posi

3

Activity 6.2

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Describing Motion 1. Use the words in the box to describe motion. on. zigzag straight line round and round back and forth up and down

4

(a)

(b)

(c)

(d)

(e)

2. Write ‘S’ for slow or ‘F’ for fast.

(c)

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(e)

(g) g)

(b)

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(a)

(d) d)

(f)

(h)

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Activity 6.3

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Pushes and Pulls 1. Label the force. Is it a ‘push’ or a ‘pull’?

6

(a)

(b)

(c)

(d)

(e)

(f)

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2. Draw a picture with arrows to show how you ou use a push force.

3. Draw a picture with arrows ws to show how you use a pull force.

4. Draw a picture cture with wit arrows a to show how you use a push ush and a pull p force.

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Activity 6.4

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How Will It Move?

Draw arrows to show how each thing will move. ove.

1.

2.

3.

4..

5.

6.

8

Activity 6.5

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What Forces Can Do In small groups or as a class, plan and conduct nduct ct a an investigation to show that forces can: • • • • •

start an object moving stop a moving object ving object change the direction of a moving slow down a moving object speed up a moving object

Materials

What things will you need? ed

9

Procedure

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List the steps you will take.

Draw a Model od

Draw models to o show how you used forces to ... start an object moving. oving oving.

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stop a moving object.

change the direction of a moving object.t.

slow down a moving vingg object object.

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speed up a moving object.

Analyze and Interpret pret

1. What will happen to the toy ca car when the string iss pulled?

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2. What will happen to the toy car when it moves up the ramp?

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3. What will happen to o the toy car when it hits the wooden block?

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Review

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Forces and Motion 1. Use the words in the box to describe the position of the circle in each picture. on

under

left

right

2. How can you tell when an object is in motion?

2

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3. Give an example of a push force.

4. True (

) or false (

).

(a) A force is a push or a pull.

(b) Speed tells us how heavy an object is. (c) A force can stop an object ect moving. mov (d) All objects are in motion.

5. List four things thatt forces force can do to objects. (a)

(b) (c)

(d)

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Activity 7.1

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What Is Matter?

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1. List the matter you can see in the classroom. sroom. om.

Matter in the classr classroom:

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2. List the matter you can see in the bedroom. m.

Matter in the bedro bedroom:

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) or false (

).

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3. True (

(a) All matter has mass.

(b) All matter takes up space. (c) All matter can be seen.

(d) Matter is what all things ngs are made mad of.

4. Circle the object with h the greater greate mass.

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(a)

(b)

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Activity 7.2

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Describing Matter 1. Write four words to describe each object. ect. (a)

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(b)

(c)

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(e)

(f)

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2. With a partner, choose an object in your w. classroom and draw it in the space below. crib Take turns in using different words to describe the object.

Object:

Description: ription ription:

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Activity 7.3

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Sorting Matter 1. Chelsea is cleaning her bedroom. Help p herr sort sor her things by writing letters in the boxes oxess on the next page.

A

B

C

E

F

G

I

J

K

M

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N

O

D

H

L

P

Re ga le du ca tio n How have the things been sorted? ed?

2. Now sort the things in n a different differen way.

How have ave the he things thing been sorted?

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Activity 7.4

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Solids and Liquids Materials

• plastic cup

• container

• blocks

Procedure

1. Place the blocks in the he plastic cup. c

2. Pour the cup of blocks ocks into the container.

Observe what happens. ppens 3. Fill the plastic c cup with water.

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4. Pour the water ater into int the container.

Observe Obser erve e what happens. hap happens.

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Observations

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1. What happened to the shape of the blocks ks when they were poured into the container? er?

2. What happened to the shape e of the water conta when it was poured into the container?

Analyze and d Interpret I er erpre erpr

What did you learn earn about ab solids and liquids from this activity?

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Activity 7.5

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Flowing Liquids Materials • various liquids

dboard • cardboard

Procedure

nt of ea 1. Pour an equal amount each liquid onto the ard d. top of the cardboard.

board and observe how each liquid 2. Lift the cardboard ord your observations in the chart on flows. Record next the nex ext page.

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Observations

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How Liquids Flow

Slow

Medium

Fast

Analyze and Interpret erpret

1. Which liquid flowed ed the slowest? slo

2. Which liquid id flowed the fastest?

3. Why y did the liliquids flow at different speeds?

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Activity 7.6

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States of Matter 1. Label the states of matter. Write 'S' for solid, d, 'L' for liquid and 'G' for or gas.

book

air

milk

rock

steam

oil

c computer t

honey

string

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mir mirror mi m iirro rrro ror ro ror

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2. Cut out the pictures and stick them into the e correct state of matter.

Solid

brickk

Liquid

oil

Gas

milkshake

hot air

water ater

wind

shoes

phone

steam t

bag

juice

pebble

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Activity 7.7

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The Changing States of Water he change.

1. Use the words in the box to describe the heated freezes

cooled solid

(a) Water is a

melts liquid

. When water is

, it

and turns

o ice. ce. into

(b) Ic IIce e is a

. When ice is

, it

and turns

into water.

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2. Look at Ethan’s ice cream.

What can he do to stop it from melting?

3. Chelsea wants to make some chocolates. What can she do to get the chocolate into the molds? lds?

4. Riley left ft a bowl of o water wa de on a hot day. da The outside xt day the water wate wa was next gone. to one. e. What happened hap the water?

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Activity 7.8

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Changing Matter Use the words in the box to describe how the e matter was changed. pushing

heating

freezing

cutting

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Activity 7.9

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Reversible and Irreversible Changes g he change.

1. Use the words in the box to describe the reversible

(a)

(b)

(c)

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irreversible

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(d)

o paper.

2. (a) Make a reversible change to a sheet of Draw and explain what you u did.

(b) Change e the e paper p pape ap back and now make an irreversible change. Draw and explain what rsible ble chang change you did. d.

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Review

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Matter 1. What is matter? (a) A pull force. (b) What all things are made of. (c) A source of light.

2. True (

) or false (

).

atter in an a object. (a) Mass is the amount of matter (b) All matter is heavy. y.

(c) Water is an example mple of a liquid.

3. Use the words in the he box to complete the sentences. es liquid

melts

freezes

(a) When n water

, it changes from a

liquid quid to a

.

(b) When ice so solid to a 36

solid

, it changes from a .

4. List the three states of matter.

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(a)

(b) (c)

5. Use the words reversible and to d irreversible irrever the describe the change taking aking place. pla

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Activity 8.1

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Things That Make Sound 1. Check (

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) the things that make sound. ound. d.

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2. Go into your school compound.

Close your eyes and listen to the sounds around you. List the sounds you hear.

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Activity 8.2

Materials

• plastic c container ontainer

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• rubber bands

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Observing Sound

Procedure

1. Stretch a rubber band d over the plastic container ner as shown..

2. Pluck the rubber bber band softly.

Observe what hat happens. happ

3. Pluck the e rubber band harder.

Observe ve what happens. h

4. Pluck the rubber band again, then stop it moving with your hand. Observe what happens.

O

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Make a Prediction

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What do you think will happen in this investigation? ation

Observations

1. What did you observe ve when yo you plucked the rubber band softly?

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2. What did you observe when you plucked the rubber band harder?

3. What did you observe when en you stopped s the rubber band moving?

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Analyze and Interpret 1. Was your prediction correct? What did you learn about making sound with rubber er bands? bands

2. What would happen if the container contain was larger?

3. What would d happen ha en if you used smaller rubber bands?

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Activity 8.3

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Guess the Secret Sounds Materials

• objects that make ke sound sound

lindfold indfold • blindfold

Procedure

1. Put on the blindfold and nd listen to the sound made by your friend.

2. Guess the object making makin the sound. s.

3. Switch roles.

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Observations

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Draw and write the objects making each sound. nd.

Secret Sound 1

Secret Sound 2

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Secret Sound 3

Secret Sound 4

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Activity 8.4

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Can Sounds Make Objects Vibrate? rat Plan and conduct an investigation to find out if sounds can make objects vibrate.

Make a Prediction

What do you think will happen in this his investigation? investi

Materials

What will you need to conduct the investigation?

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Procedure

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Write the steps you will take.

Draw a Model

Draw a model and label your investigation. in

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Observations

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Record your observations.

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1. Was your prediction correct? What did you ects? learn about sound and the vibration of objects?

2. How could you tell sound caused d objects objec to vibrate?

3. What happened when the sound stopped?

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Activity 8.5

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Volume – Soft and Loud Sounds nds Listen to the sounds played by your teacher. eacher. her.

Classify the sounds as soft or loud.

ed u

Soft Sounds

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Loud Soundss

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Activity 8.6

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Pitch – Low and High Sounds

Listen to the sounds played by your teacher. cher. er.

Classify the sounds as low or high.

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Low Sounds

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High Sounds

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Activity 8.7

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Observing Pitch and Volume Materials

• ruler

Procedure

1. Place your ruler on the edge of your table and nd hold it in place as shown. own.

2. Pluck the ruler with th your fingers. Observe what happens.

3. Move the ruler so that different nt amounts amoun of the ruler are re hanging hangin over the desk.

4. Pluck uck the ruler with different differe strengths.

Observe what happens.

Obs

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Observations

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Draw what you did to produce each sound.

Volume: soft Pitch: high

Volume: loud Pitch: high

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Volume: loud Pitch: low

Volume: soft Pitch: low

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Analyze and Interpret

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1. Describe what you observed when you plucked ucked the ruler.

2. Use the words in the box to describe descr what you observed. higher

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softer

louder loude

lower

Large vibrations produc produced

sounds.

ons pr Small vibrations produced

sounds.

Faster vibrations brations produced

sounds.

wer vibratio Slower vibrations produced

sounds.

Activity 8.8

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Changing Pitch Materials • glasses

• jug of water

met spoon meta spo • metal

Procedure

1. Fill the glasses with different ifferent amounts of water as shown below.

R

2. Use the spoon on to gently entl tap each glass.

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Observations

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Order the glasses from the lowest pitch (1) to the highest pitch (2).

Analyze and Interpret rprre et

1. What caused the sounds unds made m when you tapped each glass? ss?

2. What at caused the change in pitch?

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Activity 8.9

on

How Are Sounds Made?

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Plan and conduct an investigation to find out if g materials can make sound. vibrating

Make a Prediction on

What do you think will ill happen in this investigation?

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Materials

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What will you need to conduct the investigation? on?

Procedure

Write the steps you will take.

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Draw a Model

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Draw a model and label your investigation.

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Observations

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Record your observations.

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Analyze and Interpret

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1. Was your prediction correct? What did you u learn about vibrations and sound?

2. How could you tell an object was vibrating? vibr

3. What happened when an object stopped vibrating?

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Activity 8.10

Materials

al ed u

• assorted musical instruments

on

How Do Musical Instruments Make Sound?

Procedure

1. In small groups, take ke turns in playing different musical instrum instruments.

2. Observe which of each instrument hich part p makes so sound. ound. nd.

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Observations

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Draw each musical instrument.

Circle the part that makes sound.

Describe what is happening in the circled part.

Instrument 1

Instrument 2

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Instrument 3

Analyze and Interpret ntterp rpret

How did you know which part p of each instrument made sound?

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Engineer It!

n

Design a Musical Instrument!

Materials

du c

Musical instruments make sounds in different ways.

Some make sound when you blow into them. Some make sound when you hit, shake or pluck them. Now it’s your turn to make your own musical instrument.

• art and craft supplies plies

ns • balloons

• string string

• boxes bo and containers

a • aluminum foil

• scissors cissors

• tape

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Procedure

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1. Use the materials to design and build a musical instrument.

Think about how your instrument will make sound and how the sound can be changed.

2. Draw a model and build your instrument.

R

3. Explain to a friend how w your instrument produces duces ess sound. Explain how w you can change the sounds ounds it makes.

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Draw a Model

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Draw a model of your musical instrument.

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Analyze and Interpret 1. Describe how your instrument makes sound. und

2. How can you change the volume of the sound kes? your instrument makes?

3. How can n you change cha the pitch of the sound strumen makes? your instrument

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4. How can you stop the sound your instrument makes?

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Activity 8.11

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Paper Cup Telephone Materials

• paper cups

• string

• scissors sso orrs

• tape ta

Procedure

Use the materials to design sign and b build a device that d over a distance. can communicate sound

Draw a Modell

Draw a model of your device.

Use arrows to show how ho sound traveled.

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Analyze and Interpret

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1. Explain how your tool was able to communicate nicat sound over a distance.

2. How could you improve yourr design?

3. Blake took a tuning ng fork an and tapped it gently.

He held the tuning near a glass of water. g fork f n ed the water wate to vibrate?

What caused

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Engineer It!

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Send a Secret Sound Message! ge!

People have used sounds to send messages over long distances for many years.

Now it’s your turn to design and build a sound-making device to send a secret message to your friend!

Materials

• art and craft supplies ess

• balloons

R

• st string tring ring g

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• boxes boxe and containers bo

alu • aluminum foil

• scissors cissors

• tape

Procedure

tio n

1. Use the materials to design and build a device evice that can send messages using sounds.

2. Draw a model and build your device. ce.

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3. Make a ‘code’ to send messages friend. g s to your y

Draw a Model Mo M od od de el

Draw a modell of your device.

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Analyze and Interpret

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1. How did your device send sound messages? es?

2. List the messages you sent and d received. receiv

3. How w could you yo improve your design?

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Activity 8.12

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How Do We Use Sound?

1. List some ways people use sound.

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Ways People Use Sound

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Review

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Sound 1. What is sound? (a) Energy you can see. (b) A push force. (c) Energy you can hear.

2. True (

) or false (

).

vib (a) Sound is made when an object vibrates. (b) Sound can be high h or low. low (c) All sounds are loud.

3. List two sounds that at are loud. (a)

(b)

4. List two wo sounds that are soft. (a) (a b) (b)

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5. Use the words in the box to complete the sentences. pitch

volume

(a)

is how soft or loud ud a sound sou is.

(b)

is how low or high a sound s is.

ound 6. List four ways people use sound. (a)

(b) (c)

(d)

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Activity 9.1

) the sources of light.

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1. Check (

on

What Is a Source of Light?

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2. Which hich h natural natural so source of light helps you to see during the day? day

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Activity 9.2

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Can You See in Darkness?

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Plan and conduct an investigation to show ow that objects in darkness can only be seen when there is ght or if an object gives off light of itss own. light

Make a Prediction ctiio on

What do you think will happen? happ

Materials M aterials

List ist the thing things you will need.

82

Procedure

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Write the steps you will take.

Draw a Model

Draw a model and label your investigation. in

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Observations

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Record your observations.

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Analyze and Interpret

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1. Was your prediction correct? What did you u learn about objects in darkness?

2. How did you create a space in darkness? darkn pace?

How did you illuminate the space?

3. Would you be able e to see se a ‘glow in the dark’ sticker in darkness? your answer. rkn ? Explain Exp

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Activity 9.3

Materials • cardboard box

cissors • scissors

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Using Light to See

• flashlight g

• tape

• small small to sm ttoy oy

Procedure

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1. Use the materials to set up the apparatus on the previous page.

2. Place the toy in the box and close the lid.

nto the hole. h 3. Turn the flashlight off and look into What do you observe?

ook into the hole.

4. Turn the flashlight on and look What do you observe?

Make a Prediction ion

1. What will you see in the box bo when the flashlight is turned off. Why? y?

2. What at will you see s in the box when the flashlight iss turned on. Why? W

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Observations

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1. Describe what you observed at Step 3.

2. Describe what you observed at Step 4.

Analyze and Interpret nterprre et

1. What can you infer er from your observations?

2. Would uld you be a able to see a glow stick if it was in th flashlight turned off? Why? the box with the

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Activity 9.4

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How Light Helps Us to See 1. Draw a picture of your bedroom.

Draw the things that help you to see e at night.

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2. Circle the things that help Chelsea to see the he things in her room during the day.

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3. Circle the things that help elp Chelsea to see the things in her room at night.

4. What Chelsea see in her room at night if at would ould Che Chels here e were no sources so s there of light? Why?

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Activity 9.5

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How Do We Use Light?

Describe how light is being used.

1.

Re

2.

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Re 4.

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3.

Engineer It!

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Communicate Using Light!

A lighthouse uses light to communicate over a long distance. Now it’s your turn to design and build a device that can send messages over a distance using light!

The Problem

1. Describe a problem where people peo need to communicate messages ages over a long distance.

2. How will your our device devic send messages?

3. What messages m will your device communicate?

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Materials

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What things will you need?

Procedure

List the steps you will take. ke.

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Draw a Model

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Draw a model of your light communication device. device

Evaluate te

Was your device ce able to solve the problem by ages? How H sending messages? could you improve n? your design?

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Activity 9.6

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Light and Shadows Materials • flashlight

• cardboard

Procedure

1. Turn off the classroom lights. ights.

2. Hold the cardboard at the e end of your table.

Shine the flashlightt on the cardboard. c

ha between betwe the flashlight and the 3. Place your hand cardboard. Make the hand gestures on the next page. Observe erve the shadows that form.

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Observations Shadow

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Hand Gesture

Analyze yze and an a nd Interpret Inte

What can you infer infe about the shape of an object and d the shape shap of the shadow it forms?

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Activity 9.7

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Observing Shadows Tell what is making each shadow.

1.

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2.

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4.

5.

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3.

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Activity 9.8

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Can Light Pass Through Materials?

Plan and conduct an investigation to determine ermine ne the effect of placing objects made with different fferent materials in the path of a beam of light. ht.

Materials als

• cling wrap

• polystyrene polys poly yrene polysty

• mirror o or

• flashlight

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• baking paper

Make a Prediction

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What will be the effect of placing each material rial in the path of a beam of light? cling wrap

polystyrene

baking paper

mirror

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Procedure

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List the steps you will take.

Draw a Model el

Draw a model to show w how you will set up this investigation. n.

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Observations

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Transparent, arent, Translucent, slucent Opaque paque

Material

Observation

cling wrap

polystyrene

baking paper

Draw a diagram to show happened when a how what w mirror was placed ced in the beam of light.

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Analyze and Interpret

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1. Name an object in your classroom that is rent transparent. Why is it made of a transparent material?

2. Name an object in your classroom sroom that is opaque. Tell why it is made e of an opaque material.

3. Describe what hat happens hap when a mirror is placed bea of light. in the path of a beam

1 04

Activity 9.9

ed uc ati on

Letting Light Through Use the words in the box to label the material eriall used to make each object. translucent 1.

transparent transpar

Re

2.

opaque

10 5

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4.

5.

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7.

8.

10 7

Review

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Light 1. What is light? (a) Energy that allows you to see. (b) Heat energy from the Sun. (c) Energy you can hear.

2. True (

) or false (

).

(a) You can see things in darkness. kness. (b) Light helps us to see ee things.

(c) You can see a source of light.

3. List two natural sources of light. ral so (a)

(b)

4. List two artificial sources of light. (a)

(b)

5. List two ways people use light.

5 (a)

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(b)

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6. What is a shadow? (a) A source of light. (b) A dark area made when light is blocked. ed. (c) A light area made by an object.

7. Use the words in the box to label the he objects. objects translucent

(a)

opaque

(b) b)

transparent trans

(c)

8. Sophie thinkss the moon is a source of light because it helps elps her to see at night.

Is Sophie correct? your answer. orrect? Explain E

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Re ga le du ca tio n © Blue Ring Media edia Pty Ltd td ACN 161 590 496 4 2013 - 2021.

This publication possible without the tireless effort of our production team. ation would not have been pos Special thanks to: Matthew hew Cole, Daniel Cole, W Wang Hui Guan Joseph Taylor-Pritchard, Sophie Taylor-Pritchard, Tejal Thakur eph Anderson, Halle T Taylor-Pr Varasinun Pookwanmuang, Saijit Lueangsrisuk arasinun Mathanattapat, Mathanattapat Kanungnit Kanu

Original Illustrations: Natchanuch Nakapat, graphicsRF, Blue Ring Media and Interact Images Illustrat Nat Royalty-free images: Shutterstock, Adobe Stock imag S