ca t
Prr i ma P mary 2
R
Activity Book Ac Act
B
Let’s Do Science
Re ga le du ca tio n
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
of baking 4. Put 2 spoonfuls liquid soda, a spoonful of of soap and a few drops the cup. into g food colorin
Activity 4.2
Make a Model of
a Volcano
llss als a iial ia ials errials ter ter ater Ma Mate M
er iner ontain • large conta
Activities and investigations related to concepts and topics covered in the Let’s Do Science Textbook.
cup • masking tape • plastic
• baking soda
food coloring • foo
oap • liquid soap
of vinegar 5. Put 2 spoonfuls ve into the cup and obser what happens.
Draw a Model
o before and after Draw your model volcan
Step 5.
Before
es
• paint and paint brush
garr g • vinega
e ure dur dure ed cedur oced oce roc Proce Pr Proc
11.
Tape the cup to the iner. ntaine the conta
After
base of
pieces of tape from ed p ached 2. Attach to the base the top of the cup o. to make a model volcan l. 3. 3 Paint the mode
Engineer It!
95
Engineer 94It!
Design and Build a Magnet
Draw a Model
Car
You have learned that magnetic force can push and pull magnetic objects at a distance. Now it’s your turn to design and build a toy car that can move up and down a ramp using magnetic force.
Goes beyond inquiry uiry by udentss to encouraging students d build design, modell and tions to to engineer solutions defined problems. roblems. ms.
• tape
• art and craft supplies
• string ti
Procedure
Write the steps you will take to move the toy car up the ramp.
). ) or false ( ct force. 53 ball is a non-conta (a) Throwing a act at a distance. can s force (b) Non-contact ses motion. oppo that force (c) Friction is a
4. True (
Review
Topical opical questions at th the chapter for end of each ch chapte formative mative assessment. assessm
toy car.
Sugg Su Sugge Sug S Sugges ugges u ugge ug gge ested Materials
• assorted magnets
52 2
Review
Draw a model and label your
Review
1.
ion Describe the posit
ll. of the basketba
ct force.
that 2. List four ways moving object.
push’ or 3. Write ‘push (a))
ge the forces can chan
motion of a
non-conta (d) Gravity is a
ea observe 5. What will Chels es s the north poles when she bring together? of two magnets
pull . ‘pull’.
b) (b)
da 6. Ethan place
wooden block on
will (a) What force
n.
a ramp as show
pull the block down
the ramp?
d) (d)
(c)
will (b) What force
slow and stop the
block?
57
56
du ca tio n
Contents
Unit 5 – Earth’s Land and Water
2
Unit 6 – Forces and Motion
30
Unit 7 – Properties of Matterr
58
Unit 8 – Changes to Matter tter
90
Unit 9 – Heat and Electricity Electricit ectric ectricit
106
Activity 5.1
1.
n
Earth’s Landforms Use the words in the box to label the landforms. orms. s. hill plateau
plain valley
uc
ti
canyon mountain
2
3
R al
2. Name and describe the landforms.
du ca tio n
(a) orm: Name of landform:
iption: Description:
(b)
Nam Name of landform:
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Description:
(c)
4
Name of landform:
Description:
du ca tio n
(d) orm: Name of landform:
iption: Description:
(e)
Nam Name of landform:
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Description:
(f)
Name of landform:
Description:
5
3. Fill in the blanks. Draw the shape of each landform. or
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(a) A mountain is a very
area of land
above the
that
surrounding land.
hat (b) A hill is an area of land that is
than n the h
surrounding land. Hillss are usually not as
as mountains.
(c) A valley ey iss a
ea that lies betw b area between hills or
mountains. ountains. Val Va Valleys are often
formed ffrom the weathering and e eros erosion of
6
.
(d) A plain is a large area of mostly
Re ga le du ca tio n
land.
(e) A canyon is a
and often narrow
with steep teep p
nss are rocky sides. Canyons usually formed by the e
mountains mountain mounta by
nd rriv streams and rivers.
(f) A plateau of teau u is a large larg piece p land that is la
aised above the t surrounding raised Platea can be found Pla land. Plateaus
b between mountains or at the to of o top
.
7
Activity 5.2
al ed uc ati on
Modeling Land and Water Materials • modeling clay
• sticks and stones
• jug of water
• large containerr
Procedure 1.
Use the materials to o make a m model of a mountain, river and lake.
R
o the mountain. 2. Slowly pour water on w the water wa moves. Describe how
8
Draw a Model
Re ga le du ca tio n
Draw and label your model.
Analyze e and and Interpret IIn nterp
Describe how ow water moved on your model.
9
Activity 5.3
Use the words in the box to label the bodiess of water. glacier stream
pond ocean
le du
iceberg river
10
lake
tio
1.
n
Earth’s Water
n 11
2. Name and describe the bodies of water.
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(a) Body of water:
iption: Description:
(b)
Bod Body of water:
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Description:
(c)
12
Body of water:
Description:
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(d) Body of water:
on: Description:
(e)
Body of water:
De Description:
(f)
Body of water:
Description:
13
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3. Use the words in the box to fill in the blanks. You may use the words more than once. Draw the shape of each body of water. ocean lake Earth
fresh water land ice
salt water er untain mountain cier glacier
(a) The ocean is a large body of
. It covers vers
almost three-fourths of the
.
surface of the
lar b d of (b) A glacier iss a la large bod body thick
that
ms from the buil forms build-up of
snow over many ma years. Glaciers .
form orm on
mov very slowly to the They move .
14
(c) A river is a body of flowing
Re ga le du ca tio n
. Rivers
flow downstream into a
or the ocean.
(d) A lake is a large body of
y that is surrounded by .
(e) A lagoon oon is a shallow sha body ody of
separated from the that hat is separat
by sand, rock
or other natural barrier.
15
Re ga le du ca tio n
(f) A pond is much like a small
. It is a closed
body of
.
(g) A stream is a flowing body y of
. A stream tream am
igh gh point usually starts at a high such as a
or hill.
(h) An iceberg eberg rg is a large la body of frozen zen
.
floating oating in the
Most ice iceber icebergs form when chucks h o of ice break off a
or ice shelf.
16
Activity 5.4
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Comparing Bodies of Water 1.
Use the Venn diagram to compare a lake and an ocean. Lake
Ocean cean an
2. Use the Venn diagram compare a river ram m to co and a pond. River R
Pond
17
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3. Use the Venn diagram to compare a glacier and sea ice. Glacier
e Sea ice
Re
4. Explain how the water changes er in the stream strea stre throughout the year. ar.
18
Activity 5.5
ion
Mapping an Island
Re ga le du
Draw a map of the island. Complete the key to show what is on the map. ap.
Key:
water
sand
trees 19
Activity 5.6
tio n
Reading a Map Use the map to find the location of things in Springfield pringfield gfiel Nature Reserve. rve Springfield Nature Reserve 5
4
3
2
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1 A
B
C
D
E
F
G
Key:
20
mountains mountain
canyon
plain
lake
valley
plateau
glacier
hills
1.
Complete the table. Location(s)
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Feature Glacier Lake
Canyon
Mountains Hills
Valley
Plateau Plain
2. Draw a waterfall B4. rfall in position positi po 3. Draw D4. w a cave ave in position positi po
4. Draw E5. raw w a pond in position p
21
Activity 5.7
In the space below, draw a map of the outside e of of your y ur home. Include a title and a key.
R
1.
tio n
Mapping Your Home
Key:
22
R
ion
2. In the space below, draw a map of a room in your house. Include a title and a key.
Key:
23
Activity 5.8
Observe the landforms, water and objects in the he picture below. On the next page, draw a map ap of of the the area. Include a key.
R
tio
1.
n
Mapping the Local Environment
24
Re g Key:
25
on
2. As a class, visit a natural area close to your school. Draw a map of the area. Include a title and a key. y.
26
Re g Key:
27
Review
Re ga le du ca tio n
Earth’s Land and Water 1.
How is a mountain different from a hill?
2. How is a plateau different from a plain? ain?
3. List four types of bodies of water.
4. How is a lake different nt from the ocean?
5. List two examples of where water on Earth exists in m. solid form.
28
ca tio n
6. Provide two examples of where maps are used.
7. Describe how maps are useful to people. le.
Re g
8. (a) What does the map show?
(b) List four things shown on the map.
29
Activity 6.1
1.
30
Describe the position of six objects in the room.
n
Describing Position
is
the
.
(b) The
is
the
.
e (c) The
is
the
.
(d) The
is
the
.
The (e)) The
is
the
.
(f) The
is
the
.
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(a) The
31
2. Draw each object in the correct position in the park. p
32
(a)
under
(b)
on
. .
(c)
to the left of
(d)
above
(e)
to the right of
. . .
33
Activity 6.2
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Describing and Predicting Motion 1.
Draw arrows and write a few words to predict dict and describe the motion of the people and objects. bjects. ects.
(a)
(b)
34
Re g
(d)
du c
(c)
35
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2. Use the words in the box to describe how the ball a will move. round and round straight line (a)
(b)
36
back and forth curved
zigzag gzag
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du ca tio n
(c)
(e)
37
Activity 6.3
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What Forces Can Do Complete the sentences. 1.
A force can 2.
A force can 38
an object moving.
a moving object.
du ca tio n
3.
A force can change the an object is moving.
R
4.
A force can a moving object. ving ob ving
in which
up or
down
39
Activity 6.4
le du ca tio n
Set It in Motion! In small groups, plan and conduct an investigation ation to demonstrate how forces can: • • • • •
Start an object moving. Change the direction of a moving object. ject. ct. Speed up a moving object. Slow down a moving object. Stop a moving object.
Suggested Materialss • ball
40
• tape
• art and craft supplies
Observations
Re ga le du ca tio n
Draw a picture to show how you used forces to affect fect the motion of an object. A force can start an object moving.
A force can change the direction tion ion of a m moving object.
41
Re ga le du ca tio n
A force can speed up a moving object.
A force can slow down a moving ng object object.
42
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A force can stop a moving object.
Analyze and Interpret ter erpret
Provide two examples mples where forces affect the motion of objects in everyday day life.
Re g
Example 1:
Example xample 2:
43
Activity 6.5
n
Identifying Pushes and Pulls Identify entify each action as a push or a pull. Draw arrows arrrows ws to t show ow the direction of motion.
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2.
3.
44
uc
1.
Re ga l 5.
ca tio n
4.
6.
45
Activity 6.6
Re ga le du ca tio n
Big and Small Forces Make a Prediction
Check what you think will happen when you increase bject the amount of force used to move an object. • The object will move slower. • The object will move faster.
• The object will move a shorter horter distance. dista
• The object will move a greater distance. d
Materials als
• 8 books
• ca cardb cardboard board
• toy car
• tennis ball
• measuring tape
• masking tape
46
Procedure Use the cardboard and four books to make a ramp on the floor. Use the masking tape to hold the e cardboard in place.
le du ca tio n
1.
2. Place the toy car at the base of the ramp. amp. Hold the th tennis ball on the top of the ramp.
oves down dow the 3. Release the tennis ball so that it moves ramp and collides with the toy car. Obser Observe the motion of the toy car. Use the measur measuring tape or a e the toy car moved. ruler to measure the distance Record your measurement on the ment in the table ta next page. mor times. 4. Repeat Steps 2 and 3 two more
5. Increase the height of the ramp by adding four more books and repeat pea eat the th activity.
47
Observations
Re ga le du ca tio n
Record your measurements in the table below.
Distance Toy Car Moved d (cm)
Ramp Height
Trial 1
Trial 2
Trial 3
Four Books
Eight books
Analyze and Interpret pret
1.
Was your prediction correct? rrect? H How did increasing the ect the motion mo amount of force affect of the toy car?
2. How would ld increasing increas the height of the ramp to 10 bookss affect tthe motion of the toy car?
48
Activity 6.7
Re ga le du ca tio n
Magnetic Force 1.
Use the words in the box to complete the sentences. ence repel poles
attract distance
north pole non-contact
south uth pole
force for forc
(a) Magnetic force is a
.
– it can act at a
(b) Magnets have two –a
and a
.
es are of ttw (c) When the like poles two magnets are her, r, the mag m brought together, magnets will each ea other.
(d) When poles of two magnets are n the e opposite po brought the magnets will ughtt together, togethe th each other.
2. Draw the interaction of forces. raw w arrows to show s
49
(a)
(c)
Re ga l
(e)
ed uc ati on
3. Check ( ) the objects that are attracted to a magnet. a Cross ( ) the objects that are not attracted to a magnet.
(g)
50
(b)
(d)
(f))
h) (h)
a) (a)
Re ga l
(b) b)
ca tio n
4. Check ( ) if you think the paper clips will be attracted ra to the magnet. Cross ( ) if you think the paper clips ips will not be attracted to the magnet.
(c) c)
51
Engineer It!
ed uc ati on
Design and Build a Magnet Car You have learned that magnetic force can push sh and nd pull magnetic objects at a distance. Now it’s yourr turn design rn to desig des and build a toy car that can move up and down a ramp ram using magnetic force.
Suggested Materials • assorted magnets
• tape
52
• strin string ring i g
• art rt and craft cra supplies
Draw a Model
Re ga le du ca tio n
Draw a model and label your toy car.
Procedure
Write the steps you ou will take ake to t move the toy car up the ramp.
53
Draw a Model
Re ga le du ca tio n
Draw a picture and explain how you used magnetic ic force forc to move the toy car up the ramp.
Analyze alyze and and Interpret IIn nt
How could uld you change cha your design to make the car move further, faster or up a steeper ramp?
54
Activity 6.8
Draw arrows to predict the motion m n of the objects. ob bjects cts. cts (a)
(d)
Re
c) (c)
(b)
ed uc at
1.
n
Gravity
2. What force for iis acting on the objects that allowed you to predict pred their the motion?
55
Review
Re ga le du ca tio n
Forces and Motion 1.
Describe the position of the basketball.
2. List four ways that forces can change ge the motion m of a moving object.
te ‘push’ push or ‘pull’. pull . 3. Write (a)
(c)
56
(b) (b b)
d) (d)
4. True (
) or false (
).
Re ga le du ca tio n
(a) Throwing a ball is a non-contact force.
(b) Non-contact forces can act at a distance. e. (c) Friction is a force that opposes motion. otion. (d) Gravity is a non-contact force.
5. What will Chelsea observe when she brings the north poles es of two magnets together?
6. Ethan placed a wooden den blo block on a ramp as shown.
f wi (a) What force will pull the block down the ramp?
((b) What force will slow and stop the block?
57
Activity 7.1
List the matter you can see in the picture.
Re ga
1.
58
on
What Is Matter?
2. Use the words in the box to label the states of matter. m liquid
gas
Re ga le du ca tio n
solid
(a)
(b)
(c) c))
(d))
(e)
((f)
(g) g)
(h) h))
(i)
(j)j)
(k)
(l)
59
Activity 7.2
Re ga le du ca tio n
Comparing Solid Matter Observe two objects in your classroom using yourr senses. Use the Venn diagram to tell how the objectss are re similar and how they are different.
Object:
Object:
60
Activity 7.3
Materials
ga le du c
• assortment of objects
tio n
Classifying Solid Matter
Procedure 1.
In small groups, observe e each o object. Talk about the ways you can sort them hem into groups. g
2. Sort the objects. Listt the ob objects in each group and tell how they are grouped. g
R
3. Sort the objects way. List the objects in ects a different dif up and tell te how they are grouped. each group
61
Observations List and tell how you sorted the objects at Step 2.
Re ga le du ca tio n
1.
Objects Grouped By:
rted the objects obj 2. List and tell how you sorted at Step 3. Objects Grouped By:
Analyze naly yze ze and and Interpret In
What are som some other ways you can sort the objects?
62
Activity 7.4
Re ga le du ca tio n
Observing Liquids Materials
• jug ug of water
• food coloring
• funnel el
• marker ma
es • 3 clear containers of different sizes
Procedure
1.
Label the containers tainers A, B and C.
2. Put 3-4 drops food coloring in the jug of water. ops of foo 3. Pour the between the containers. e water be Observe erve the shape sha of the water.
4. Pour some water from Container A into Container B, then back into Container A. Observe the level of hen bac the water.
63
Observations Draw the water in each of the containers.
Re ga le du ca tio n
1.
Container A:
Container B:
Container C:
64
Re ga le du ca tio n
2. Describe how the water moved when it was poured from one container to another.
3. Describe the shape of the water in the he containers. contain
4. What did you observe about the amount am of water in Container A at the end of Step 4?
Analyze e and an nd d Interpret Interpr
If Halle pours rs milk from one cup to another, will the amount of space taken tak up by the milk change? Explain your answer.
65
Activity 7.5
Materials
ca tio n
Is It a Solid or a Liquid?
Re ga
• different types of solid and liquid matterr
P rocedu urrre ure e Procedure
1.
Use your se senses of sight and touch to observe the different fferent objects. o
2. Use the table on the next page to sort the objects as solids id or liquids.
66
Observations Complete the table. Liquids
Re ga le du ca tio n
Solids
Analyze and nd n d Interpret Inte
1.
How could you tell which wh things were solids?
2. How could you tell which things were liquids?
67
Activity 7.6
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How Does Matter Feel? Choose two words from the box to describe each ach object. hard
soft
1..
smooth
cushions
Re
2.
68
plastic chair
rough
uc ati on
3..
rock 4.
5.
al
modeling mode mod deling clay
wooden log 69
Activity 7.7
Materials
Re ga
• assorted classr classroom objects
ca tio n
Comparing Weight
• balance nce
Procedure roc ce edu urrre e
1.
Predict dict the weig weight of each object from the heaviest lig (1) to the lightest (5).
2. Use the balance to compare the weights of the obje objects. Order the objects from the heaviest (1) to e lightest (5). the
70
Observations Prediction
Measurement ement
Re ga le du ca tio n
Object
pret Analyze and Interpret
1.
Describe the mass of the he objects on the balance. nce.
2. Chelsea placed fiv five marbles on the right ight side of o a balance stapler on the e and a st left of a balance balance. Describe the weight of the stapler.
71
Activity 7.8
ion
Is It Magnetic or Non-magnetic? Materials
• assorted objects ob bjects jects ects
uc
• magnets
Re ga
Procedure edu ure rre e
1.
Use balance List the objectstoincompare the table weight on the of next page. Predict classroom r the objects. obje whether objects are magnetic or non-magnetic.
M ve a ma 2. Move magnet over each object. 3. Record your observations in the table. rt the objects into two groups. 4. Sort
72
Observations Prediction
Testt
Re ga le du ca tio n
Object
Show how you sorted the objects obje by drawing a picture g or listing the objects in each group.
73
Analyze and Interpret What do you notice about the material of the magnetic objects?
Re ga l
2. Wyatt moved a magnet over a pile of metal coins. oins. The coins were nott attracted to the magnet. gnet.
tio n
1.
(a) What can an you inf infer about the coins?
(b) What c can you infer about metal objects?
74
Activity 7.9
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Does It Float or Sink? Materials
• container of water
• assorted ted objects ts
Re ga l
Procedure ed durre e
1.
Use balance List the objects bjectstoincompare tthe table weight on the of next page. classroom objects. Predict whether the objects will float or sink in water.
ce the objects object in the container of water. 2. Place Observe if the objects float or sink. 3. Record your observations in the table. 4. Sort the objects into two groups. 75
Observations Prediction
Testt
Re ga le du ca tio n
Object
Show how you sorted the objects obje by drawing a picture or listing the objects in each group. g
76
Analyze and Interpret In what ways are the objects that float in water similar?
ca tio n
1.
Re ga l
2. Sophie placed a golf ball and a table ble tennis ball in a container of water.
(a) Predict what Sop Sophie will observe.
(b) Explain xplain your answer.
77
Activity 7.10
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Testing the Properties of Materials In this investigation, you will plan and conduct an investigation to describe and classify different nt kinds of materials by their properties.
Materials
List the objects or materials you will test st and th the things you will need to test the properties.
Re ga l
Procedure edu ure re
List the properties erties you will test. Write the steps eps you will take to test each property.
78
Re ga le du ca tio n Draw a Model
Draw a model and label your our investigation. inves
79
Observations Record your observations.
Re ga le du ca tio n
1.
80
Re ga le du ca tio n
2. Draw a diagram to classify the materials into groups based on their properties.
81
Analyze and Interpret
Re ga le du ca tio n
List the materials you tested and their properties.
82
Activity 7.11
Re ga le du ca tio n
Suitable Properties Complete the charts. Use the words in the boxx to help you itable. ble. tell the properties that make the material suitable. strong smooth
1.
hard rough
flexible opaque
transpar absorbent transparent of waterproof
Object Name: Use: Material: er erial:
Suitable/safe uitable/safe ble/safe properties:
2.
Objec Name: Object O Use: Material:
Suitable/safe properties:
83
Object Name: Use:
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3.
Material:
Suitable/safe properties: perties: es:s
4.
Object Name: e e: Use: Material: er
Suitable/safe properties: Suitable Suitable/
5.
O Object Name: Use: Material:
Suitable/safe properties:
84
Object Name: Use:
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6.
Material:
Suitable/safe properties: erties: es:
7.
Object Name: e e: Use: Material: er
Suitable/safe properties: Suitable Suitable/
8.
O Object Name: Use: Material:
Suitable/safe properties:
85
Engineer It!
Re ga le du ca tio n
Design and Build a Suitable Object When we make objects, we need to make sure re the he materials we use have properties that are suitable uitable able and sa ssafe for how the object will be used. Now it’s your ur turn to design des de att materials w an object. What will your object do? What will you choose to build your object?
Make a Plan
1.
functio What will you build? What is its function?
2. What materials will be used tto make your object?
Materials teriia als
List the things gs you will wil need to build your object.
86
Procedure
Re ga le du ca tio n
Write the steps you will take to build your object.
Draw a Model
Draw a model and label your our object. objec
87
Analyze and Interpret List the materials you used to make the object.. Tell why you chose each material.
Re ga le du ca tio n
1.
2. Did your object w work as you intended? How could you improve rove the design? desi
88
Review
Re ga le du ca tio n
Properties of Matter 1.
List the three states of matter.
2. Find an object in your home. Observe the object objec with w the object obje and your senses of sight and touch. Draw perties. use three words to describe its properties.
3. Use the words in the box to complete the sentences. flexibility
strength str
magnetic
opaque
(a)
materials do not allow light to hrough th pass through them.
(b)
is how much a material can be ent without breaking. b bent
( (c)
objects are pulled by a magnet.
d) (d)
is how much a material can be pulled apart or pushed together without breaking.
89
Activity 8.1
Re ga le du ca tio n
Changing Solid Matter 1.
Take a sheet of paper and change it in two o different fere ways. Draw a picture and describe how you u changed it. Change 1:
Describe how you changed thee paper.
Change 2:
Describe how you changed the paper.
90
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2. Find two objects in your classroom and change e them to make something new. Draw a picture and describe describ scrib how you changed each object. Object 1:
Describe how you changed the object. c ct
Object 2:
Describe how you changed the object.
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Activity 8.2
Materials
• balance
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• modeling clay
ion
How Does Solid Matter Change?
Procedure
1.
Use the balance to make ke two balls ball of modeling clay that have the same mass. ass.
2. Change one of the balls into a new shape. Describe how you changed change it. ce to check c 3. Use the balance the mass of the clay. What do you u notice?
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Draw a Model
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Draw a model to show how you changed the clay.
Observations
Describe what you observed erved a at Step 3.
Analyze yze and and Interpret Inte
Blake cuts uts a loaf of bread into slices. ces. What can ca you infer about he mass of the loaf of bread? the
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Activity 8.3
Materials
ca tio n
Taking Apart and Putting Together
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• building g blocks or multi-link cubes
1.
Put some blocks ks together ether to build an object. Name and draw you raw aw what wha w o made. Object:
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2. Pull apart the object. Put the blocks together to m make something new. Name and draw what you made. de. Object:
3. Pull apart the object. blocks together again to ct. Put the blo make an animal. Name me and draw the animal. Animal:
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Activity 8.4
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Properties and Temperature Materials
• crayons
• chocolate mold
• heat eat sou source
• pan
• freezer
• jar jars
Procedure
1.
Remove the paper from the crayons. Describe be the properties of the crayons.
2. Break the crayons rayons into int ces and p small pieces place to the jars. jars Keep them into rs separate. separa the colors
3. Put the jars in the pan and add some water. Place the pan on the t heat source. Obse Observe what happens to e crayons. c the
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4. Pour the melted crayons into the chocolate mold and place the mold in the freezer.
5. Once frozen, remove the crayons from the mold and observe their properties again.
Observations
1.
Record your observations in the he table. Crayon on Propertie Properties
Before Heating
After Heating eating
After Cooling
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2. Draw a labeled diagram with arrows to show how the state of matter changed when the crayonss were heated and cooled.
Analyze and an a nd Interpret IIn nte terpr
Do you think the crayo crayons were still crayons once they cooled? Explain plain your you answer.
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Activity 8.5
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Reversible and Irreversible Change Plan and conduct an investigation to show thatt some me changes to matter caused by heating or cooling oling g can be reversed and some cannot.
Suggested Materials ateria ia alls als
• butter
• ch chocolate te
• raw egg gg
• bread
• milk
• beaker beakers
• heat source
• ice
• freezer
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Procedure
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Write the steps you will take.
1 00
Observations Describe the changes you observed when the matter was heated.
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1.
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2. Describe the changes you observed when the matter was cooled.
1 02
Analyze and Interpret List the changes you observed. Label each change ange a as reversible or irreversible.
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1.
2. Chelsea has a block blo of chocolate and a candy mold in the shape hape of a shell. Explain how she can make colates in the shape of a shell. chocolates
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Activity 8.6
le du ca tio n
Identifying Changes Draw
if the change is irreversible.
Draw
if the change is reversible.
(a)
(b)
(c)
(d)
(e)
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Review
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Changes to Matter 1.
plane Ethan made a sheet of paper into a paper airplane. ) or false ( ). True (
(a) The shape of the matter changed. nged. (b) The mass of the matter changed. hanged.
2. Use the words in the box to fill in the th blanks. freezing ng
melting m
(a)
(b)
3. Halle heated a raw egg in a pan. Can she change it back into a raw egg? Explain your answer.
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Activity 9.1
n
Sources of Heat Observe the sources of heat in this picture and d answer the questions on the opposite page.
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List the sources of heat you can see.
du ca tio n
1.
2. Which is our most important source ource o of heat ?
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Activity 9.2
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Using Heat Describe how heat is being used. 1.
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2.
3.
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R 5.
6.
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4.
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Activity 9.3
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Measuring Temperature 1.
Your teacher will give you a thermometer.
wn on (a) What is the lowest temperature shown the thermometer?
rature ure shown on (b) What is the highest temperature the thermometer?
2. Write the temperature e (oC). (a)
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b) (b)
(c)
Activity 9.4
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Using a Thermometer 1.
Your teacher will fill four cups with water. Use a ure of the water wa in thermometer to measure the temperature each cup.
(a)
(b)
CCup B
Cup A
(c)
(d)
CCup up C
Cup D
Arrange the te 2. Arrange temperatures from the hottest coldes col to the coldest. hottest test
coldest
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Activity 9.5
al ed uc ati on
Heat – Energy on the Move! Materials
• paper clips • metal rod
le • candle
• burner
• stand
p • stopwatch
Make a Prediction on
R
Look at the investigation on set-up set-u below. Which paper clip will w falll off the th metal rod first?
112
A B C D E
Procedure Your teacher will help you to set up the investigation ation as shown on the previous page.
ed uc ati on
1.
2. When your teacher lights the burner, use the stopwatch to time how long it takes for or each paper pap clip to fall off.
Observations
Record your observations in the table below. belo Paper clip Time (s)
A
B
C
D
E
Analyze and d Interpret errpret e
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Draw and label a diagram diagra to show how heat moved during the investigation. stigation.
1 13
Activity 9.6
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Using Electricity 1.
Check ( ) the things that use electricity. Cross ( ) the things that do not use electricity. ricity. ty.
(a)
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(b)
(c))
(d) (d)
(e) e)
(f)
(g) (g g)
(h)
(c))
(e)
(g)
(b))
(d) d)
(f)
ga
(a)
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2. Where do these devices and appliances get electricity ec from? Write ‘P’ for power station. Write ‘B’ for batteries. batterie tterie
(h)
1 15
3. On the next page, list eight different ways Riley and her family are using electricity.
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1.
2.
3.
4.
5.
6.
7.
8.
ati on
How Riley’s family uses electricity at home.
1 17
Activity 9.7
n
Saving Electricity Create a ‘Save Electricity’ poster you could stick to your refrigerator at home.
Let’s Save Electricity!
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Activity 9.8
ed uc ati on
Electrical Safety Look at the children in the pictures. Write a sentence ntence ce to describe how each person is not using electricity ricity ty safely. 1.
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2.
3.
1 19
Activity 9.9
al ed uc ati on
Building Simple Circuits Materials • wires
• switch
• light bulb b
• battery (dry cell)
• tape
Procedure 1.
In small groups, use the circuit components to build a simple circuit with a switch. switch
R
se the th switch and observe what 2. Open and close happens to the he light bulb. b
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Observations
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Draw the electric circuit you built. Label the different parts.
Analyze and Interpret nterpret
1.
What happened ne to the he light lig bulb when the switch was open? Why hy did this occur?
2. What happened to the light bulb when the switch happ closed Why did this occur? was closed?
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Activity 9.10
1.
Observe each circuit. If the circuit is closed,, color or the th light bulb yellow. If the circuit is open, circle cle the break in the circuit. (a)
Re g
(b) b)
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ed uc ati on
Open and Closed Circuits
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(c)
(d)
2. What is the e function unction of o the th battery (dry cell) in a circuit?
3. What is the function fu of the switch in a circuit?
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Review
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Heat and Electricity 1.
List four sources of heat.
2. True (
) or false (
).
(a) Temperature is a measure off how fast f something moves.
(b) We can measure temperature mperature with a thermometer.
(c) Heat can only travel vel through thro solids.
(d) Heat flows from rom hot h objects to cool objects.
3. Draw and label bel a device dev that uses electricity produced d in power stations and a device that uses electricity y from batteries. ba
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4. Color the thermometers to the show the temperature. (a) (b)) (c)) o
o
o
o
o
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o
40oC
22oC
36oC
5. Draw an electrical circuit. cuit. Include Includ wires, a battery, a switch and a light bulb. lb.
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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 Natchanuch atchanuch Nakapat, Va Varasinun Mathanattapat, Kanungnit Pookwanmuang, Saijit Lueangsrisuk
Original Illustrations: Natchanuch Nakapat, GraphicsRF, Blue Ring Media and Interact Images Illustrat Nat Royalty-free images: Shutterstock, Adobe Stock imag S