n ca t
Prr i ma P mary 3
R
Activity A Ac ct Book
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
a ionss vati bserrvatio Obse O
Activity 1.1
gs at School g and Non-living Thin iving Livin
Use the table to classify
alss ials ials teria te ter ateri ater at a Mate M Ma
Activities and investigations related to concepts and topics covered in the Let’s Do Science Textbook.
tring string • st
l r ter ruler • meter or measuring tape
ors s • scissors
len nd lens hand • ha
du e dure edur Prrroce Pro Proc P
of choose a suitable area cho your schoolyard and mall groups, go into 1. In small obser living things. round to observe the ground a square and string to mark an or measuring tape 2. Use the meter ruler meter. of one m sides with area on the ground the square. rve the things inside to closely observe 3. Use the hand lens 4. Record the things
d. the things you observe
lyard Things in Our Schoo Non-living Things
Living Things
he table you see in the
et rprrre erpre erp Interpr In and Int e an ze yze y ly naly An Anal Ana A
to tell which 1. How were you able living things?
were living things and
which were non-
on the next page.
they in their square. Should found a snail shell . 2. Jordan and Blake ng? Explain your answer it as living or non-livi
classify
3
Engineer It!
Goes beyond inquiry uiry by udentss to encouraging students d build design, modell and tions to to engineer solutions defined problems. roblems. ms.
Engineer It!
Springfield National Park
Th The he Soluti Solut Soluti o ut on olution
In Springfield National Park, grizzly bears gather at the rapids of the Springfield Rive er to catch salmon as they make their way upstream to complete their life ups cycle. To meet et th the demand for electricity and drinking wa water, Springfield’s mayor has decided d to construct a dam and hydroelectric p power plant in the National Park. Identify y the problem this will cause for the orga ganisms when the environmen t changes. s. Design D a solution to the problem and eva aluate its effectiveness.
Design, ign, draw and describe descri your solution. soluti
Proposed dam site
Th The T he Proble roblem ro ob m
Define the problem.
1 16 6
3. Circle. Which
Review
Review
All
en differences betwe the similarities and diagram to show of animals. 1. Use the Venn and the needs the needs of plants
Needs of Plants and
Plants
Animals
the make their
(c)
birds?
feathers (b) they have to (d) they give birth
own food
things are 4. Circle. Which
true about most
ing changes as an eagle hatchl
bes the life cycle
6. Which best descri
table. 2. Complete the Animal
Mammals Birds
Reptiles
Body Covering
Reproduction
(a) egg
(b) egg (c)
egg
(d) egg
7. Why
run
gills (d) they have
they give birth
5. Describe how
live young
mammals?
or (b) they can walk
(a) they lay eggs
Animals
(c)
Topical opical questions at th the chapter for end of each ch chapte formative mative assessment. assessm
is true about all
(a) they can fly
About Animals
it gets older.
of a frog?
pupa
larva
adult
larva
froglet
adult
froglet
larva
adult
larva
pupa
adult
reproduce? all organisms to is it important for
Amphibians Fish
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ii
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Contents Unit 7 – Earth and Space
2
Unit 8 – Rocks and Soil
18
Unit 9 – Weather and Climate te
34
Unit 10 – States of Matterr
64
Unit 11 – Interactionss and Forces Fo
78
Unit U nit 12 – Forms off Energy Energy
124
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Activity 7.1
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Modeling the Movement of Earth Materials
• basketball
• flash light
• stickers or tape
Procedure
1. The basketball will be used to represent the Earth. Place a sticker or a piece of tape on the basketball.
2. Turn off the lights in the classroom. One person holds ds the basketball and an another turns on the flashlight ht and points it at the basketball. etball.
3. Slowly rotate the basketball and observe the sticker as it completes one full rotation. n.
2
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4. Tilt the basketball on an axis so that the top half is pointed towards the flashlight. Move in a circle around the flashlight while keeping the basketball tilted.
5. Observe the light hitting the basketball as you complete plete one full revolution around the flashlight.
Observations
1. Draw two diagrams to show the rotation off the basketball and the bas position of the sticker when it is facing towards owards the flashlight and away from the flashlight.
Sticker facing towards flashlight
Sticker facing away from flashlight
3
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2. Draw two diagrams to show the revolution of the basketball around the flashlight. Show the basketball at opposite sides of the flashlight. hlight.
Side one
Side two
Analyze yzze and y an nd d Interpret Inte
1. Describe e what happens to the light hitting the sticker as the basketball completes rotation. tes one rotatio
4
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2. The sticker represents a point on Earth such as your home. Describe how your home changes as the Earth completes one rotation.
3. Describe how the light hitting the top half of the basketball c changes as you complete one revolution.
4. The tilting basketball represents the he Earth’s axis. Describe how seasons change in the Northern and Southern as the Earth outhern hemispheres hem revolves around the Sun.
5
Activity 7.2
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Modeling the Movement of the Moon n Materials
• ping pong ball
• flashlight
Procedure
1. Turn off the lights in your classroom. Turn on the flashlight and place it on a table. Use a book or pencil case to fix its position. 2. Stand about two meters from m the flashlight facing to towards it. Hold out the ping pong ball at arm’s length in front you. ont of you Observe how much ping ch of the pin pong ball is in darkness kness and how much is reflecting light eflecting ligh from the flashlight. hlight.
3. Turn to the he right so that the flashlight ht is on your left side. pong ball out in Hold the ping po front of you at arm’s length. what parts of the ping Observe wha pong ball are reflecting light from m the flashlight.
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4. Keep turning and observing the light on the ping pong ball until you return to your starting position.
Observations
Shade the ping pong ball at each position to show the parts that were in darkness and the parts that were reflecting cting light.
Light from flashlight
7
Analyze and Interpret
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1. In what position was the ping pong ball in darkness?
2. In what position was the ping pong ball reflecting the most light? lig
3. From your observations, explain why the moon app appears to change shape in the sky each night. Draw a diagram gram to help he your explanation.
8
Activity 7.3
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Moon Observations Observe the moon every two nights for 28 days. Record the date e of each observation and shade the circle to show which parts are in darkness. arkness.
Date:
Date:
Date:
Date:
Date: Date
Date:
Date:
Date:
Date: 9
Re ga le du ca tio n Date:
Date:
Date:
Date:
Date:
1. How many days passed ssed sed from fr when h the moon was fully lit to when it was hen not visible?
2. What would ould you ou expect to t o observe if your observations continued for another er 28 8 days?
10
Activity 7.4
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Our Very Own Star Watch the video titled ‘Our Very Own Star’ to answer the questions. uestions. ons. 1. What are stars?
2. How many Earths could fit inside the Sun?
3. How far is Earth from the Sun?
4. How long does it take for light ht to travel ravel from the Sun to Earth?
5. How many stars are there the in the e solar sola system? sol
6. What is the name of of the galaxy gal in which we live?
7. After the Sun, what is the name of the next closest star system to Earth?
8. How How long does doe it take t for light to travel from the Sun to the next star ar system? sys
11
Activity 7.5
n
Our Solar System
Label the planets. anets.
du ca ti
1.
12
ca e 2. How many planets are there in the solar system? 3. Which planet is closest to the Sun? 4. Which planet an t has the most mo moons? 5. What is the large largest object in the solar system? 6. What iis the largest planet in the solar system? 7. Name two gas giants. 13
Activity 7.6
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Other Objects in Our Solar System 1. Label and match the objects to the correct descriptions.
A chunk hunk unk of rock that tha falls towards wards Earth and burns up in n the atmosphere. atmos
La Large chunk of rock, ice, water and dust with a w long tail.
Large rocks orbiting the Sun.
A man-made object that orbits the Earth.
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at Re ga le
2. Read the descriptions ns an and label tthe he diagram with the correct letter. A – The smallestt planet anet in the sola ssolar system, Mercury.
est object in the th sola B – The largest solar system. C – A man-made an-made mad ssatellite. atellit atellite.
lt of asteroids orbiting o D – A belt the Sun. E – A comet comet with a llong tail.
F – The Th planet planet kn known for its beautiful ring system, Saturn.
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Review
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Earth and Space 1. What causes day and night on Earth?
2. Check the true statements, cross the false statements. tatements.
We experience summer when the Earth moves move close to the Sun. Earth completes a full rotation on every 24 hours. ho
When the Northern Hemisphere here experiences exper summer, the Southern Hemisphere experiencess winter. Jupiter is the largest object ect in the solar system.
Seasons are caused ed by tthe tilted axis of the Earth.
The phases off the moon are caused by sunlight reflecting off different parts moon as it revolves around the Earth. arts of the m
fference between bet 3. Explain the difference meteoroids, meteors and meteorites.
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4. Write a short description about the objects that can be found in the solar system. Object
Description
Sun
Satellite
Planet
Asteroid
5. Use the Venn diagram to compare and asteroids. mpare planets pl
Planet anet
Asteroid
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Activity 8.1
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Rocks Around Us 1.
In small groups, go into your schoolyard and observe rocks ocks in fo four different locations. Draw the rocks. List their location. Describe rocks ribe the ro roc and how they are used.
Location:
Description: onn:
UUse: s e:
Location:
Description:
Use:
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Description:
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Location:
Use:
Location:
DDescription: escrip
Use:
2.
What properties properties pert o of rocks make them suited to how they are used?
19
Activity 8.2
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Properties of Rocks Materials
• 5 different types of rocks
• hand lens
• metal nail n
Procedure
1. In small groups, use your senses of sightt and touch touc to observe each rock. Use the hand lens to observe closely. Make note of the ve them closely color, texture, grain size and any y visible patterns. patter 2. Test the hardness of each rock by scratching it with the metal nail. scratch 3. Record your observations in table on the next page. n the tabl
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Observations
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Use the words in the box to describe the properties of the rocks. rough coarse
smooth fine
rounded swirling
Rock
jagged banded
hard lightt
soft so dark
Properties
A
B
C
D
E
Analyze and and Interpret IIn nterpr
1. How are the rocks you observed ob similar? How are they different?
2.. How Ho could the th rocks you observed be classified into groups?
21
Activity 8.3
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How Rocks Form – Comprehension 1. Use your textbook to help you fill in the blanks.
d form (a) Beneath the surface of the Earth, rock exists in a liquid .
called
(b)
rocks are formed d when hen magma magm or lava cools and returns to a solid state.
(c)
are openings ings in the Earth’s Earth crust through which magma flows onto the Earth’s surface surfac as
.
(d)
rocks ocks are form formed when layers of sediment are pressed togetherr over er many years. ye
(e)
ro rocks are formed when other rocks are subject to heat eat and pressure pressu beneath the Earth’s surface.
(f)
ons of years, years the Over millions
of rocks and soil,
along g with th heat and beneath the Earth’s surface cause change from one form to another. use rocks to continually continu
(g) The process proce by which rocks are continually broken down and form is called the changing for .
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metamorphic sediment
igneous volcano
Re
ca t
magma sedimentary
n
2. Use the words in the box to label the rock cycle diagram.
23
Activity 8.4
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Using Rocks and Minerals 1. Describe the different ways people use rocks and minerals. als.
(a)
(b)
(c)
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(e)
ed uc ati
on
(d)
2. List three wayss rocks are used around your home. cks or minerals mine
25
Activity 8.5
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Observing Soil Warning: Soil contains microorganisms that can be harmful if they hey get ge inside your body. Be sure to wash your hands thoroughly after er completing completin your observations.
Materials
• 3 plastic containers
• small mall spade e
• hand nd lens
Procedure
1. As a class, go into your schoolyard rd and use us the spade to collect soil from three different locations.. Try to find soils that are different. Place the soils into separate containers. ainers. 2. In the classroom, use the hand nd lens to closely observe the soil. Take note of the color, particle size and amount of humus. lor, pa
Observations vat v ations onss
Draw and describe cribe the soils so you observed.
Location::
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Description:
Description:
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Location:
Location:
Description:
Analyze and Interpret terpret
1. How are the soils you observed ved similar? simil How are they different?
2. Which soil would be the best for growing plants? Explain your answer.
27
Activity 8.6
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All About Soil – Comprehension 1. Use your textbook to help you fill in the blanks.
, minerals als and nd other living livi livin
(a) Soil is a mixture of and non-living things.
(b) The decomposing dead plants and animals als in n soil is called calle .
(c)
Humus adds plants and other organisms.
to the soil, w which are essential to
(d) Plants get the nutrients, from soil.
and water they need
(e) Soil forms from the and changes in
of rocks by wind, water
.
is the layer of soil closest to the surface of
(f)
the Earth. rth.
(g) The layer of soil below belo the topsoil is called the
(h) Belo elow w the laye Below layer of weathered rock lies the
28
.
.
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2. Use your textbook to help you draw and label a diagram that shows how soil forms in layers.
29
Activity 8.7
n
How We Use Soil Use the space on the next page to describe the different ways people use soil.
30
Re g 1.
2.
3.. 4.
5.
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Review
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Rocks and Soil 1. What are minerals?
2. List three properties of rocks.
3. Which type of rock forms when layers of sediment ediment are a pressed together over many years?
4. Which type of rock forms when lava ava cools? cools
5. Which new type of rock forms ms when heat and pressure change other types of rock deep belo below the Earth’s arth’ surface?
6. What is the rock cycle?
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7. Use the table to show the ways different rocks form. Examples
How It Formss
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Type of Rock
Igneous
Sedimentary
Metamorphic
8. List three ways people use rocks or minerals. minera
9. Describe how soil forms. rms
10. Why is it important ortant to care ca for soil?
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Activity 9.1
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Observing the Weather 1. Go outside and observe the sky every day for two weeks. Use a thermometer to measure the air temperature. For each day, draw one of the icons below that best represents epresents sents the weather. Record the air temperature.
Daily Weather Observations servation
34
Date:
Date:
Date: Da
Temperature:
Temperature: erature: ure:
Temperature:
Date:
Date: te:
Date:
Temperature:
Temperature: erature: rature
Temperature:
Date:
DDate: Date
Date:
Temperature: e
TTemperature: Tempe
Temperature:
Date:
Date: Da
Date:
Temperature:
Temperature:
Temperature:
Date:
Date:
Temperature: ure
Temperature:
2. Create a graph to represent the sky observation data.
to
Number of Days
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Sky and Cloud Observations:
Sky/Cloud Observation
35
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3. (a) What was the lowest air temperature you recorded?
(b) What was the highest air temperature you recorded? d?
(c)
Would the air temperature be lower or higher er at night? Explain your answer.
4. Explain any patterns in the weatherr or airr temperature temperat tempera you observed.
5. What are some other er aspects asp a of of the weather that can be measured?
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Engineer It!
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Wind socks and anemometers are devices used to measure the strength and direction of wind. Now it’s your turn to design and build a wind-measuring instrument. Once your instrument is built and tested, use it to measure the wind every day for five days.
ati on
Measure Wind Speed and Direction
Materials eriia als
List the materials ls you will ne need to build your device.
37
Procedure
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Write the steps you will take to build your device.
Draw a Model
Draw a model and label your device.
38
Observations
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Use the table to record wind data for five days. Day
Wind Direction
Wind Strength rength
Analyze and d Interpret In p prre
1. In which direction did id the wind win blow the most?
2. On which day y did the wind w blow the strongest?
3. Was your device effective at measuring wind data? How could your improved? design be im
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Activity 9.2
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All About Weather – Comprehension 1. Use your textbook to help you fill in the blanks. (a) The
is the layer of air that surrounds ounds the Earth. E
which is water ater in the form fo for of
(b) Air contains a gas.
(c)
and techno technology, we are able
By using different
to accurately describe and
weather.
dict temperature, temperature the strength and direction (d) We can measure and predict of
, or when it w will rain.
is a measure meas measu of how hot or cold the air
(e)
peratu is measured in degrees around us is. Temperature (oC) or d degrees
(f)
perature ture is measure mea Temperature measured using a
(g)
is caused by the weight of the air pressing down on the Earth’s surface. Ear
(h)) We measure the speed and direction of wind using We can me an
40
(oF).
.
.
2. Draw arrows to show the movement of air during sea and land breezes.
uc ati on
(a)
Re g
(b)
3. Fill in the he blanks. blank anks. s (a) During a
, wind blows from the onto
(b) Dur During a
. , wind blows from the
onto
. 41
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4. Use the Venn diagrams to show the similarities and differences between different types of precipitation. (a)
Rain
Sleet
Snow
Hail
(b)
42
Activity 9.3
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The Water Cycle 1. What is the water cycle?
2. What causes the water on Earth to evaporate??
3. Use the words in the box to label the water ater cycle. cy evaporation
condensation condensa
ga
precipitation
43
Activity 9.4
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Read a Weather Forecast Use the weather forecast for Broadbeach Waters to answerr the questions.
1. What information is shown hown in the weather forecast?
2. On which ch day y is the air temperature tem te predicted to be the hottest?
3. On which day da is the t air temperature predicted to be the coldest?
44
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4. Describe what the weather will be like on Wednesday.
5. Describe what the weather will be like on Sunday.
6. Chelsea is deciding on which day to visit the e beach. ach. What days d would be the most suitable? Explain your answer.
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7. Check the photograph that shows howss the weather weathe wea prediction for Saturday.
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Activity 9.5
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Extreme Weather – Comprehension 1. Use your textbook to help you fill in the blanks.
(a) During a thunderstorm there are often strong heavy
and lightning.
is a rotating storm orm that forms over o the (b) A ocean and moves onto land.
(c)
is the overflow verflow low of large amounts of water A over what is normally dry land.
(d) A
land, often during a
is a rotating column col co of air that occurs on .
, also lso c called a snow storm, is a cold winter (e) A storm with heavy and strong winds. eavy snow, snow sleet s
ful to o be able to pre 2. Why is it useful predict extreme weather events?
46
,
Engineer It!
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Extreme Weather Engineers are continually improving existing technologies or developing new ones to help reduce the impact of extreme weather hazards. Now it’s your turn. Identify and describe an extreme weather hazard that commonly occurs in your area. Explain how the extreme weather impacts people or the environment. Design and model a solution to reduce the impact of the hazard.
The Problem
Describe the extreme weather hazard. ard. Draw a picture to show how the hazard impacts people or the environment. ronment.
47
The Solution
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Describe your solution to the problem.
Draw a Model
Draw a model and label your solution.
Analyze yze and and Interpret IIn nte
Evaluate the he effectiveness of your solution. Suggest some ways it can be improved or if another solution may be more appropriate. anot
48
Activity 9.6
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Seasons 1. What causes changes in seasons on Earth? Draw a labeled diagram to help your explanation.
49
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2. Describe each season in terms of the weather and hours of daylight. Draw a picture of each season.
Summer
Fall
Winter
ring Spring
50
Activity 9.7
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Graphing the Weather 1. (a) Use the temperature data you collected during the first rst week in Activity 9.1 to show the temperature for five consecutive utive e days. Outdoor Air Temperature – Monday y to Friday Monday
Tuesday
Wednesday
Thursday ursda
Friday
(b) Draw a bar graph to represent the table. Write the e data a in the ta tab temperature range on the left side de of the graph. graph Write the days along the bottom.
51
2. The table below shows the average, maximum temperatures in Yosemite Valley in California, USA.
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Yosemite Valley Average, Maximum Temperatures Month
January February March April May June July August September October November December
Temperature 9o C / 48o F 12o C / 54o F 14o C / 57o F 18o C / 64o F 23o C / 73o F 28o C / 82o F 32o C / 90o F 32o C / 90o F 29o C / 84o F 22o C / 72o F 14o C / 57o F 9o C / 48o F
(a) On the next page, create chart to represent the data. reate e a bar c cha
(b) Which months are the t coldest? dest?
(c)
Which monthss are the hottest? hotte h
(d) Describe escribe cribe how the we weather changes throughout the year in Yosemite emite Valley. Vall
52
Temperature
Average, Maximum Temperatures – Yosemite Valley eyy
Month 53
ati on
3. The table below shows the average daylight hours in Melbourne, Australia. Average Daylight Hours – Melbourne. Australia Jan Feb Mar Apr May Jun
Jul Aug Sep Oct Nov Dec
14.5
10
13.5
12
11
10
9.5
10.5
12
13
e table table. (a) Create a bar chart to represent the data in the
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Hours of Daylight
Average Daylight Hours – Melbourne, elbourne, lbourne, rne, Australia Austra Australi
Month
(b) Whatt mo months onths is it w winter in Melbourne?
(c))
54
What months month is iit summer in Melbourne?
13
114 14.5
Activity 9.8
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Weather Research Project 1. (a) In small groups, or as a class, research the monthly average ge temperature and average precipitation for your area. ea. Record the data in the table below. Monthly Averages for Month
Average Temperature
Average Precipitation on
January
February March April May
June July
August
September October
November er December er
(b) What at month mo th has the t greatest average precipitation?
(c)
What Wh month mon has the highest average temperature?
55
Re g
n
2. (a) Create a bar chart to show the average temperature in your area throughout the year.
(b) Describe scribe the typical a air temperatures expected during different times off the e year.
56
Re g
n
3. (a) Create a bar chart to show the average precipitation in your area throughout the year.
(b) Describe scribe the precipitation precipit precipitati pattern expected during different times of the he year. ear.
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Activity 9.9
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Climates in Different Regions 1. Watch the climate videos shown by your teacher. Draw and nd describe describe the different climates presented in each video. If you are unable eu nab able to to watch the videos, use your textbook and other reliable e media med edia to to obtain obta and combine information to describe climates in different regions ffferent nt rre egions of o the world.
Polar Climate:
Tropical Climate:
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Temperate Climate:
Alpine Climate:
2. How can patterns patter erns in in climate clim imate be used to predict typical weather conditions in an area? ea?
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Activity 9.10
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Climate Change 1. What is climate change?
2. List two human activities that are contributing ng to climate cha c change.
3. What are the impacts of climate te change hange on the th environment and the organisms that live there?
4. What may ay happen ppen to organ organisms org that are unable to adapt to climate e change? ange?
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Review
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Weather and Climate 1. What is weather?
2. What is temperature and how can it be measured?
3. What causes air pressure?
4. What can you measure with an anemometer? anem
5. What causes a sea breeze?
6. Label the different erent types of precipitation. (a)
(b)
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ca t
n
7. Label the water cycle diagram. Draw arrows to show the direction water moves.
8. Use the Venn diagram to show and differences between a ow the similarities sim hurricane and a tornado.
Hurricane Hurric
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Tornado
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9. Label the seasons. Add arrows to show how the seasons change.
10. Complete the table to compare pare the climates. cli Climate
Temperature mpera
Precipitation
Tropical
at Temperate
Polar
Alpine A
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Activity 10.1
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What Is Matter? 1. Find two things in your classroom or outside in the schoolyard yard that tha are matter. (a) Draw and label the things you find.
(b) Explain how you know these ese things are matter. m
2. Find two things in your classroom ssroom room or outside o in the schoolyard that are not matter. (a) Draw and label things el the he thing thin you find.
(b) Explain Expla how ho you know these things are not matter.
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3. List the matter you can see in the picture.
4. Ethan’s han’s han ’s younger brother broth thinks their reflection in a mirror is matter. Is he b explanation to help them understand. correct? Write an e
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Activity 10.2
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Comparing the Mass of Solids Materials • 5 classroom objects
• balance
Make a Prediction
Make a prediction. List the objects in n order from the least mass to the greatestt mass. 1. 2. 3. 4. 5.
66
lleast mass
greatest mass
Procedure 1. Place pairs of objects on the balance to compare their mass.
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2. Record your observations and rank the objects by mass.
Observations
Write the objects in order from the least mass to the greatest grea mass
least ma mass
1.
2.
3. 4.
ggreatest mass
5.
Analyze and and Interpret Interpr
1. Were your predictions dictions correct? corr
2. Ethan says ays that bigger objects o have more mass. Is this always true? Explain answer. plain your answ
67
Activity 10.3
Re ga le du ca tio n
Measuring the Volume of Liquids Materials
• 3 containers of different sizes filled with water
• beaker
• wax crayo crayons ray yo
n Make a Prediction
Make a prediction. List the containers ntainers in order or from the least volume of water to the greatest volume of water. 1.
2.
least volume
3.
ggreatest volume
Procedure ro oc ce edu durre e
1. Label the e containers A, B and C. Pour the liquid from om a container into the beaker. heigh of the liquid with a wax 2. Mark the height la crayon and label it.
3. Pourr the water back into its original ontainers. container and repeat for the remaining two containers.
68
Observations
Re ga le du ca tio n
1. Draw a diagram of each container and show the water level in each.
A
B
C
2. Show the level of water in the beaker from each container. contai
A
B
C
Analyze and and Interpret Interp
1. Were your predictions ictions correct? corre
2. Halle says ys that taller containers con hold more water. Is this always true? Explain your answ answer.
69
Activity 10.4
Re ga le du ca tio n
States of Matter 1. Write a brief description of each state of matter. State
Description
Solid
Liquid
Gas
2. List five examples of each state te of matter in the table below. Solids
70
Liquids Liqu
Gases
Re ga le du ca tio n
3. Identify each state of matter Write ‘S’ for solid, ‘L’ for liquid or ‘G’ for gas.
orange jjuice i
brick
helium in balloon
bbowling lling ng bballll
wind
car eexhau car exhaust smoke
steam team
shoes
hammer
apple
milk in carton
snowflake fl k
71
Activity 10.5
Re ga le du ca tio n
The Changing States of Water Plan and conduct an investigation to demonstrate how heating ting and cooling water causes it to change states.
Materials
List the objects or materials you will test and the things gs you will n need to test the properties.
Procedure
List the properties you u will test. Write the steps you will take to heat and cool the water to change its state.
72
Draw a Model
Re ga le du ca tio n
Draw a model and label your investigation. Show how you intend to change between each state of matter.
73
Observations
Re ga le du ca tio n
Record your observations.
74
Analyze and Interpret
Re ga le du ca tio n
1. Did you successfully change the state of water using your methods hods o of heating and cooling?
2. List the parts of your investigation that could be improved. improved What would you do differently next time?
3. Jordan thinks that smaller puddles of o water will evaporate faster than larger puddles of o water. Describe Descri how you could conduct an investigation to find out if he is correct.
75
Review
Re ga le du ca tio n
States of Matter 1. Check the things that are matter. Cross the things that are not matter. matt
paper clips
milkshake
pebbles
a thoughtt
puddle ddle le ooff w water wate ate ter
steam
rainbow
fire alarm
2. List the three states of matter and give an example of each. m g
3. Draw and d label a picture to show how the ice block will change.
ice blocks 76
heat
Re ga le du ca tio n
4. Draw and label a picture to show how the water will change.
beaker of water
heat
5. Draw and label a picture to show how the water in the ice-cube ice-cu tray will change.
ice-cube tray of water
freezing in ing
6. Compare and contrast solidss and liquids using the Venn diagram. liqu
Solids So
Liquids
77
Activity 11.1
Re ga le du ca tio n
Positions and Directions 1. Describe the position of each object in your classroom.
Whiteboard/blackboard:
Teacher’s desk:
Trash can:
78
Re ga le du ca tio n
2. Each square in the grid has a side length of 1 cm. Provide directions to get from one button to another.
(a) How do you get from the yellow button ton to the pink button? b
(b) How do you get from the pink k button to the orange o button?
(c)
How do you get from the orange button butt to the green button?
(d) How do you get et from the t green button to the red button?
(e) How do o you ou get from the t red r button to the purple button?
(f)
How do you get from fro fr the purple button, passing the orange button to the green button? button bu
79
Activity 11.2
Re ga le du ca tio n
Describing Motion 1. Describe the motion occurring in each picture. (a)
(b)
(c)
(d)
80
Re ga le du ca tio n
(e)
(f)
(g)
2. Circle the pictures ctures es that show the frog in motion.
81
Activity 11.3
Materials • toy car
Re ga l
• stopwatch
ca tio n
Estimating and Measuring Time
• tennis ennis ba ball
• multi-link cubes cu
Procedure ce c edu urre
1. Estimate the time you think t it will take you to complete each activity in the table on the next pa page. th stopwatch to time how long it takes to do 2. With a partner, use the each activity. in the table. 3. Record the times t
eat Steps S 4. Repeat 1 to 3 with four activities of your own.
82
Observations
Re ga le du ca tio n
Record your estimations and measurements in the table. Activity
Estimated Time
Actual Time
Toy car to move across your classroom Bounce and catch a tennis ball five times Bounce and catch a tennis ball 10 times Write your name 10 times
Assemble and take apart 10 multi-link cubes Write out the 10 times table
Do 15 star jumps
83
Activity 11.4
Materials
Re ga
• 3 identical sheets of paper
ati on
Measure and Describe Motion
• stopwatch
• scissors scisso
Procedure Pr P rocedu ure re
1. Stand on n your chair and a hold a sheet of paper above your head. 2.. Dr Drop the sheet she of paper and have a classmate use the stopwatch to time how long lon it takes to reach the floor. Repeat two times. 3. Take another sheet of paper and change it in a way to make it fall e an faster. Repeat Step 2.
84
Draw a Model
ed uc ati on
Draw a model to show how you changed the sheet of paper.
Observations
Record your measurements in the table e below. Object Paper Sheet
Time e1
Time Ti 2
Time 3
Changed Paper Sheet
Re ga l
Analyze and and Interpret IIn nterpr
1. Describe how changing hanging the th sheet of paper changed its motion.
2. Based on your o observations, how would the motion of a falling feather be different ffrom the motion of a falling stick of the same size?
85
Engineer It!
al ed uc ati on
Measure a Minute! Many years ago people used hourglasses to measure time. People would know how much time passed when the sand moved from the top p of the hourglass to the bottom. Now it’s your turn n to design and build a device that can be used to measure exactly one minute.
Make a Plan
Describe the device you will build and how it will meas measure one minute.
86
Materials
Re ga le du ca tio n
List the materials you will need to build your device.
Procedure
Write the steps you will take to build d your device. de
87
Draw a Model
Re ga le du ca tio n
Draw a model and label your device.
Analyze and Interpret erpret
1. Was your device able e to a accurately measure one minute? How did you test your our device?
2. Compare re your device w with your classmates. How could your device to measure time more accurately? uld you improve im
88
Activity 11.5
Materials • toy car
• tennis ball
• cardboard
• masking tape
uc ati on
Measuring Speed
• plastic ball
• golff ball
• meter rulerr
• books boo book oks
• sstopwatch
Re g
Procedure ocedur ure u re 1. Use the meter er ruler to mark m out a start line and finish line over a distance of five meters. 2. Use the books and a cardboard to construct a ramp at the start line. down the ramp and use the stopwatch to measure 3. Roll R l each object obj the ttime it takes to reach the finish line. 4. Record your measurements in the table on the next page. 89
Observations
Re ga le du ca tio n
Record your measurements in the table below. Object
Time to Travel 5 m
Toy car
Tennis ball
Plastic ball Golf ball
Analyze and Interpret prrre et
1. Order the objects by the speed they hey traveled trave from the fastest to the slowest.
2. What could you do to increas increase the speed each object traveled?
90
Activity 11.6
Re ga le du ca tio n
Force and Motion Materials
• elastic band
• sheet of paper
• ruler uler
• measuring tape
Procedure
1. Move two desks about 10 cm apart. Put each end of the elastic c band around the leg of each desk sk as shown. 2. Fold the sheet of paper in half alf four times.
3. Place the ruler on the e floor floo so that the zero mark is between tween the legs of the desks. Hold the paper in i front of the elastic c band and pull it back a distance as shown. ce of 5 cm a 4. Let the paperr go. Use the measuring the ng tape to measure mea distance moves. e the paper m
5. Repeat Steps 3 and 4, but pull the paper back tto a distance of 10 cm.
6. Repeat Steps 3 and 4, but pull the eat S paper back to a distance of 15 cm.
91
Observations
Re ga le du ca tio n
Record your measurements in the table below. Distance Elastic Band Pulled Back
Distance Paper Moved
5 cm
10 cm 15 cm
Analyze and Interpret
1. Describe the change in force applied to the paper pap when the distance the elastic band was stretch changed. nged.
2. Based on your observations and me measurements, how does the size of a force applied to an objec object affect the distance it moves?
3. Chelsea wants ts to know iif the mass of an object affects the distance it moves when applied to it. What could Chelsea do to find out? hen a force is a
92
Activity 11.7
Re ga le du ca tio n
Make a Pinball Game Materials
• cardboard
• masking tape
• assorted classroom objects
• books oks
• ping ball g pong p bal
Procedure
1. Use the materials to design and build a pinball pin game to show the effect of forces on the motion on of an object. obje
he pinball pinba game. Use different forces to 2. Place the ping pong ball in the hat a force can: an: provide evidence that • • • • •
start an object moving speed up a moving ving object objec slow down a moving object obje cause an object direction bject to change cha rection stop a moving ving object
3. Use the pinball game to demonstrate strate the effect of the size of a force on o the motion of an object.
93
Observations
Re ga le du ca tio n
Describe and draw a picture with arrows to show how you demonstrated onstrate the effect of forces on motion.
A force can start an object moving:
A force can speed up a moving object: ect:
A force can slow ow w down a m mo moving object:
94
Re ga le du ca tio n
A force can cause an object to change direction:
A force can stop a moving object:
Analyze e and and Interpret IIn nterp
How do the size e and direction direc of the forces acting on an object allow you to predict its motion? otion?
95
Activity 11.8
al ed uc ati on
How Does Friction Affect Motion? Materials • wooden board
• books
• toy car
• bath towel
sure • meter ruler or tape measure
• paper towel to
Procedure
1. Use the books and wooden board to build bui a ramp.
2. Place the toy car at the top of the ramp and let it go. Measure how far ra the car moves. Repeat ea two times. mes 3. Cover the ramp in paper tow towel and repeat Step 2.
R
4.. Cover the ramp ram amp in n the bath bat towel tow wel and repeat Step 2.
96
Observations
Re ga le du ca tio n
Record your observations in the table. Surface
Distance 1
Distance 2
Distance ance 3
Wood
Paper towel Bath towel
Analyze and Interprett
1. On which surface did the car rollll the longest distance? dis Explain why you think this occurred. ed.
2. On which surface ce did the c car roll the shortest distance? Explain why you think this occurred.
97
Activity 11.9
ed uc ati on
Is Friction Helpful or a Hindrance? 1. Circle if the friction is useful or not useful. Describe how friction is affecting motion. (a)
useful not useful
(b)
useful
Re ga
not useful ul
98
(c)
n
useful
ca t
not useful
(d)
useful
Re ga le
not useful
2. Describe another her situatio situation w where friction affects motion. Tell if the e friction on is useful or o not useful.
99
Activity 11.10
Re ga le du ca tio n
Can a Magnetic Force Act at a Distance? In this investigation, you will plan and conduct an investigation on to demonstrate how magnetic force can attract and repel att a distance.
Materials
List the objects or materials you will need to carry outt this invest investigation.
Procedure
List the steps you will take to carry arry out the investigation.
100
Observations
Re ga le du ca tio n
Draw and describe your observations that demonstrated magnetic etic forc force can attract and repel at a distance.
How magnetic force can attract at a distance:
How magnetic force can repel at a dista distance:
1 01
Analyze and Interpret
Re ga le du ca tio n
1. Describe how you showed that a magnet can attract at a distance. ance.
2. Describe how you showed that a magnet can repel epel at a distance. dist
3. Is magnetic force a contact or non-contact on-contact fo force? Explain how you know.
102
Engineer It!
Re ga le du ca tio n
A Magnetic Solution In this activity, you will identify and define a simple design problem roblem m that can be solved by applying what you know about magnetic force. rce.
The Problem
Describe and draw a picture of the design problem that hat can be solved using magnetic force.
The Solution Soluttio ion io
Describe your solution to tthe problem. Will your solution involve the attraction or repulsion of magnetic force? in
103
Analyze and Interpret
ed uc ati on
1. Evaluate the effectiveness of your solution. Were you able to solve the problem you defined?
2. Share and explain your design with a classmate. How could the design be improved?
Re ga
3. A cupboard in Michelle’s and Halle’s le’s classroom will not close. They each designed a solution using magnetic Evaluate each design and etic force. Eva e improved. explain how each solution can be
eraser
button utton tton on ma magnet
bar magnets
104
Activity 11.11
al ed uc ati on
Observing Electrical Force Materials • fabric blanket
• scrap paper
• balloon
Procedure
1. Tear the scrap paper into small pieces. 2. Blow up and tie off the balloon.
3. Rub the balloon against the blanket 12 times. ve the pieces eces of o paper. 4. Move the balloon over pens. Observe what happens.
R
5. Repeat Step 3 and d then hold the t balloon near your friend’ss hair. Observe what w happens.
105
Observations
Re ga le du ca tio n
Draw and describe your observations.
Balloon held over pieces of paper:
Balloon held near hair:
Analyze and and Interpret Int nterp
1. Explain why the paper aper and hair were attracted to the balloon.
2. Iss electrical force a contact or non-contact force? Explain how y you know.
106
Activity 11.12
Gravity and Air Resistance
Materials
• art and craft ft supplies
• stopwatch p
Re ga l
• toy soldier
du ca t
When skydivers leap from an airplane, the force of the Earth’s gravity pulls them to the ground. To slow their fall, skydivers open a parachute. The parachute increases air resistance and allows them to fall at a much slower speed. Air resistance is friction between an object in motion and the air around it. In this activity, it’s your turn to design a parachute to land a skydiver safely on the ground.
Procedure cedu ure re
1. Use the materials erials to des design and build a parachute. 2. Use the stopwatch to time tim how long it takes for the toy soldier to fall a distance parachute. Repeat three times. e without the p 3. Attach the para parachute to the toy soldier and time how long it takes for soldier to fall the same distance. Repeat three times. the toy soldie 4. Evaluate aluate the effectiveness of your parachute. Improve your design and repeatt Step 3. 107
Draw a Model
Re ga le du ca tio n
Draw and label a model of your parachute.
tiio ons nss Observations
Record your observations ervations in the table. Object
Toy Soldier
Toy Soldier w with Parachute 1 Soldier with Toy So Parachute 2 rac
108
Time 1
Time 2
Time 3
Analyze and Interpret
Re ga le du ca tio n
1. Describe and explain the effect of the parachute on the motion n of the toy soldier.
2. Evaluate the effectiveness of your design. Were you u able to la land the toy soldier safely?
3. Compare your parachute design n and observations observati with your classmates. How could you improve design? rove your desi
109
Activity 11.13
Re ga le du ca tio n
Contact and Non-contact Forces 1. Describe the affect of force on motion. Circle if it is a contact force or non-contact force. (a)
Contact force
Non-contact Non-con tact force
Contact ontact force
Non-contact force
Contact force
Non-contact force
(b)
(c)
1 10
(e)
R
(f)
Magnet g fishingg
al ed uc ati on
(d)
Contact force
Non-contact tact force
Contact ntact tact fforce
Non-contact force
Contact force
Non-contact force 111
al ed uc ati on
2. Use the Venn diagram to compare and contrast contact and non-contact forces.
Contact Forces
Re
Non-contact Forces Non Non-c
1 12
Activity 11.14
du ca tio n
Balanced and Unbalanced Forces Draw arrows to show the forces acting on each object. Circle if it is a balanced force or unbalanced force. 1.
BBalanced Ba a
Unbalanced
2.
Balanced
R
3.
ga
Unbalanced
Balanced Unbalanced
113
ca tio n
4.
Balanced Balance
UUnbalanced Unbal nbal
5.
Balanced
6.
al
Unbalanced
Re
Balanced Ba
1 14
Unbalanced Unb Un
Activity 11.15
tio n
Effects of Balanced and Unbalanced Forces In this investigation, you will build a device to provide evidence ce off the effects of balanced and unbalanced forces on the motion n of an object. The investigation should include the effects of changing the strengths and a directions of forces.
1 15
Materials
Re ga le du ca tio n
List the things you will use.
Procedure
Write the steps you will take to demonstrate monstrate the effects of unbalanced forces on an object.
1 16
Observations
Re ga le du ca tio n
Draw and describe your observations.
How unbalanced forces affect the motion of an object:
How balanced forces affect the he motion of an object:
117
Re ga le du ca tio n
Effect of the strength of a force on the motion of an object:
Effect of the direction of a force orce on tth the motion of an object:
1 18
Analyze and Interpret
Re ga le du ca tio n
1. Describe what you observed when there were unbalanced forces ces acting on the object.
2. Describe what you observed when there were balanced forces f acting on the object.
3. How does the strength of a force rce affect its it motion?
4. How does the direction of a force applied to an object affect its motion?
1 19
Activity 11.16
ed uc ati on
How Will It Move? Draw arrows and predict the motion of each object when force orce is applied to it. 1.
R
3.
ga
2.
120
6.
du ca tio n
5.
ga l
4.
121
Review
1. When is an object in motion?
Re ga le d
2.
ca tio n
Interactions and Forces
(a) Describe the position of the girl. irl.
(b) Describe the motion otion of the girl.
3. What is speed?
4. How can you measure speed? s
5. What fforces do you apply when you use a bow and arrow?
122
Re ga le du ca tio n
6. How does the size of a force affect the motion of the object it is acting on?
7. How does the mass of an object affect the amountt of force required requir to set it in motion?
8. What is a contact force? Provide an example. mple.
9. What is a non-contact force? Provide vide an ex example.
10. What causes friction?
11. Describe what happens pens when there are unbalanced forces acting on an object.
12. Describe what happens when the forces acting on an object are balanced. nced.
123
Activity 12.1
ca tio n
Sound and Vibrations 1. Hold a ruler over the edge of your desk as shown. Make sound by plucking the ruler. Describe how the ruler makes sound and how you are able to hear the sound.
2. Describe how each instrument makes sound. nd.
al
d
(a) Ukulele kulele
R
(b) Xylophone phone nee
124
Re ga le du ca tio
(c) Saxophone Saxophone
3. Go into your schoolyard with ith your friends. f ds. Close lose your eyes e and listen to the sounds around you. Describe and sounds in the d record cord the sou table below. Sound
Description of Sound
What Vibrated to Make the Sound?
1 25
Activity 12.2
Materials
al ed uc a
• assortment of objects that make sound
ion
Observing and Describing Sounds
Procedure
1. Your teacher will go to the back of the classroom classroo and use an object to make sound. 2. In the table on the next page, describe scribe the volume and pitch of the sound. Guess the object that is making th the sound. 3. Your teacher will show the class the object that made the sound. Record if your guesss was w correct. rect
126
Observations
Re ga le du ca tio n
Record your observations in the table below. Object You Think Made the Sound
Volume and Pitch
Object ect That Made the Sound ound
Analyze and d Interpret erpret er
1. Which object produced ed the loudest sound?
2. Which object produced th the softest sound?
3. Which object b pro produced a sound with the highest pitch?
4. Which object produced a sound with the lowest pitch?
127
Engineer It!
Re ga le du ca tio n
Build a Stringed Instrument In this activity, you will design and build a musical instrumentt thatt produces different sounds using strings. The sounds your instrumentt produces oduces can be changed in volume and pitch.
Materials
List the materials you will need to build your instrument. ment.
Procedure
o build your yo instrument. Write the steps you will take to
128
Draw a Model
Re ga le du ca tio n
Draw a model and label your instrument. Label the materials you u used.
Analyze and Interpret pret
1. How did you change the volume e of the sounds? so
2. How did you change ge the pitch of the sounds?
3. Evaluate e the effectivene effectiveness of your instrument. How could your instrument improved? ent be im
1 29
Activity 12.3
Re ga le du ca tio n
Sources and Uses of Light 1. What is a natural source of light? Provide two examples.
2. What is an artificial source of light? Provide de two example examples.
3. Use the chart to describe e how w light from fro the Sun is used by different organisms.
Plants lants
People Peop
used by
Animals
130
4. Use the table to show how you use light at school.
Re ga le du ca tio n
Using Light at School Source of Light
How It Is Used
5. Use the table to show how you ou use e light at home. ho h Using ng Light at Home
Source of Light
How It Is Used
131
Activity 12.4
Re ga le du ca tio n
How Does Light Travel? Materials
• rubber hose
• small toy
Procedure
1. Place the toy and the hose on a table as shown. Look through the hose. What do you observe?
2. Bend the hose into a ok U-shape as shown. Look through the hose again. erve? What do you observe?
he hose, book, mirror m 3. Place the nd toy on the ta and table as shown. the hose. Look through th What do you observe?
132
• mirror
• book
Observations
Re ga le du ca tio n
1. Describe what you observed at Step 1.
2. Draw a diagram to show how light traveled at Step p 1.
d at Step 2. 3. Describe what you observed
4. Draw a diagram to o show how ho light traveled at Step 2.
133
Re ga le du ca tio n
5. Describe what you observed at Step 3.
6. Draw a diagram to show how light traveled at Step 3. 3
Analyze and Interpret ter erpret
1. Why were you able to see the toy at Step 1?
2. Why were ere you unable unabl to see the toy at Step 2?
134
ed uc ati on
3. Why were you able to see the toy at Step 3?
4. What can you infer about how light travels from this is activity?
Re g
5. Look at Chelsea and her ducks.
y is Chelsea una (a) Why unable to see her pet ducks?
(b)) Dra Draw and label something in the picture that will allow her to see the he ducks. Use arrows to show how light travels. 1 35
Activity 12.5
Re ga le du ca tio n
Heat on the Move Materials
• 2 large plastic tubs
• 2 beakers
• thermometer hermom me meter
• stopwatch sstopw
Make a Prediction
How will the temperature of cold water ater in a beaker bea change when the beaker is placed in a tub of hot water? te
How will the temperature ature of hot ho water in a beaker change when the beaker is placed in a tub of cold water? c
136
Procedure
al ed uc ati on
1. Fill one beaker with cold water and label it A. Fill the other beaker with hot water and label it B.
2. Fill one tub with cold water and label it C. Fill the other tub with hot water and label it D.
3. Place Beaker A into Tub D. You should now have a beaker with cold water in a tub of hot water. 4. Place Beaker B into Tub C. You should now have a beaker with hot water in a tub of cold water . 5. Measure the temperature of the e water in each container. Record the temperature in the table on the next page. 6. Start the stopwatch. Step h. Repeat R tep 5 every two minutes for or 10 minutes. m
137
Observations
Re ga le du ca tio n
Record your measurements in the table. Water Temperature oC
Time (min)
Beaker A
Tub D
Beaker B
Tub C
Start 2
4 6
8
10
Analyze and Interpret erpret
1. Was your prediction correct? t? Describe Describ how the temperature of the cold water in Beaker A changed as time passed.
2. Was yourr prediction correct? cor Describe how the temperature of the hot water in changed as time passed. n Beaker B chan
138
Activity 12.6
Re ga le du ca tio n
Conductors of Heat Materials
• 3 beakers
• wooden spoon
• plastic spoon
• stopwatch
s oon n • metal spoon
Make a Prediction
Which spoon will gain heat faster when placed plac in a beaker of hot water? Write ‘1’ for the fastest. Write ‘3’ for the slowest. slow wooden spoon
metal etal tal spoon
plastic spoon
Procedure oce ed du ure re
unt 1. Fill each beaker ker with the same amount of hot water. 2. Place one spoon in each beaker.
3. Use your sense sen of touch to observe the temperatures of the spoons. tempe
4. Start the stopwatch. Repeat Step 3 in five minutes.
1 39
Observations
Re ga le du ca tio n
Which spoon felt the warmest after five minutes? Write ‘1’ for the warmest and ‘3’ for the coolest. wooden spoon
metal spoon
plastic icc spoon on
Analyze and Interpret
1. Based on your observations, would you say y metal is a good or poor conductor of heat? Explain your answer.r.
2. Based on your observations, s, would y you say wood is a good or poor conductor of heat? Explain your Ex our answer. an
3. Based on n your observat observations, would you say plastic is a good or poor conductor heat? Explain your answer. tor of hea
140
Activity 12.7
Re ga le du ca tio n
Forms of Energy – Comprehension Use your textbook to help you fill in the blanks. 1. All living things need
to live and d grow. ow
.
2. Most of the energy on Earth comes from our
is a form of energy we can an hear.
3.
4. Sound is made when an object
.
urce e in 5. Sound travels away from its source
.
6. The
off a sound is h how loud or soft it is.
The
off a sound soun is how high or low it is.
es out light o of itits own is a 7. Something that gives
ls out ut from a so source in a 8. Light travels
.
.
9. We can see objects that are not sources of light when they light.
10. The movement of energy due to a difference in temperature is he mo movemen called
. 1 41
Review
Re ga le du ca tio n
Forms of Energy 1. List three different forms of energy.
2. Describe how sound is made and how we are able to hear sounds sounds.
3. What is the difference between a natural source ource of light l and an artificial source of light?
4. Why does the moon light up the night sky? sky
5. What will happen to the he temperature tem of a cold metal rod that is placed in tub of hot water?
6. List one object that is a good g conductor of heat.
7. List one object objec that is a poor conductor of heat.
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