Let's Do Science K – Activity Book B

ca t

K i nd e ergar rgarten

R

Activity A Ac ct Book

B

Let’s Do Science

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

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

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

AB Activity

Observations

Activity 4.9

the 1. Draw the fish in

Observe a Fish

fish tank.

l als als ia ial eria erials ter te ater at ater Mat M

• fish in a fish tank

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

• fish food

do when the fish food 2. What did the fish placed in the fish tank?

was

e ure dure d edur ce ce oce Proce Pro Proc

tank. ve the fish iin the fish 1. As a class, obser the fish does.

Discuss the things

pret Analyze and Inter

True (

the fish tank. pinch of fish food in 2. Place a p fish does. and discuss what the Observe a

).

) or false (

The fish moves.

The fish does not need

water.

The fish needs food.

.

The fish is a living thing

105

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 104It!

Make a Cactus!

Draw a Model

Draw a model of your cactus.

Did you know that cacti store water in their stems?

Animals try to eat cacti to get the water inside the stems.

Design and build a cactus that will stop animals from getting to its water.

Materials

• art and craft supplies • toothpicks

Analyze and Interpret

What feature does your cactus have that helps protect it from animals?

124 4

4. True (

Review

Review

ocean. als that live in the 1. List two anim

als 2. List two anim

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

).

and water.

125

. e their own food (b) Animals mak (c) All animals eat

ts. that live in fores

als to 3. Match the anim

) or false (

air, food (a) Animals need

ls All About Anima

plants for food.

ar to s plants are simil 5. List two way

animals.

how they move.

hop

rent s animals are diffe 6. List two way

from plants.

run

swim

fly 107

106

ed uc ati on

Contents Unit 6 – Changes to the Environment Environm ment ent nt

2

Unit 7 – The Earth and the Sun n

28

Unit 8 – Weather and Seasons ons

44

Unit 9 – Forces and Motion ion

70

Unit 10 – Matter

102

Unit 11 – Sound and nd Light Lig Ligh

122

Activity 6.1

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How Plants Change the Environment Materials

• pea p seeds

• clear container ainer ain

• soil

• spray ray y bottle bottltlle bo

Procedure r

1. Fill the clear container with soil.

2. Place three hree pea seedss in the soil. so

3. Push the seeds s under the t soil with you finger. your

2

4. Place the pot near a window.

5. Use the spray bottle to o water the seeds every y day for two weeks.

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6. Record your observations..

Observations

Draw what you see in n the pot p every three to four days. Label the day.

3

4

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Analyze and Interpret

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How did the plant change the soil during the investigation?

Application

R

In Blake’s garden, the rain n keeps washing w away ke do to stop the rain from the soil. What could Blake nment? changing the environment?

5

Activity 6.2

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How Are Plants Changing My School? ur friends. iend 1. Walk around your schoolyard with your Find ways in which plants are changing ing g the environment.

2. Record your observations by drawing rawing wing a model. m

Draw a Model

How plants are changing my schoolyard. schooly

6

Analyze and Interpret

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1. How are plants changing your schoolyard??

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2. Why are the plant roots growing wing towards tow the stream?

7

Activity 6.3

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How Are Animals Changing My School?

1. Walk around your schoolyard with your ur friends. iend Find ways in which you think animalss are re changing the environment.

2. Record your observations by drawing rawing wing a model. m

Draw a Model

How animals are changing my schoo schoolyard.

8

Analyze and Interpret

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1. How are animals changing your schoolyard? rd?

2. A squirrel buries its nuts uts under the t soil. ow how the th squirrel Draw a picture to show ment. changes the environment.

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Activity 6.4

Make a Prediction

ati on

How Do Beavers Change the Environment?

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What do you think caused this change ge to the environment? Why?

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A beaver is an animal that can cause big changes to its environment. The changes it makes affect the living and non-living things around it.

Write something you would like to o find nd out about ab a beavers and their environment.

I want to find out ...

Write what you find nd out on page p 13.

Procedure P roc ce edu ure rre e

1. Use books an and videos to find out how beavers t change their environment.

2. Draw Draw a model to show what you find out.

11

Draw a Model

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Draw a model to show a beaver environmentt before and after it is changed by beavers.

Before

After

12

Analyze and Interpret

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1. How does the change the beaver is making ng help it to meet its needs and survive?

2. Write what you found d out abo about beavers.

13

Activity 6.5

Materials

on

How Do People Change the Environment?

• sand

• toy cars, trucks and houses

• sticks and sticks an a nd stones

e

• clear container

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edu urre ure re Procedure

1. Talk about ways out the w in which h people can change environment. nge an env 2.. Use the materials to m make a model showing how people can change the environment.

14

Draw a Model

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Draw your model.

Analyze ze and and Interpret Inter

Tell how the he environment enviro changed.

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Activity 6.6

on

How Does Pollution Change the Environment?

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1. Draw to show how water pollution can change ang u draw. the environment. Write about what you

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n

2. Draw to show how land pollution can change ng the w. environment. Write about what you draw.

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3. Draw to show how air pollution can change e the w. environment. Write about what you draw.

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4. Make a poster that tells people how to care e for the environment in your area.

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Activity 6.7

n

Reuse – Make Something New Materials erials

• old things ng gs fr ffrom rom ro e th tthat hat yo y ou no n home you long nger ger er use use longer

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• tape, tape, scissors and am marker

ce c edu urrre e Procedure

1. Bring some ome things thin from home that you no longer ger use.

2.. In small g groups, design and make something useful. that is u 3. Draw a model of your new object.

20

Draw a Model

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Draw your model.

Application cat catio c ation io io on n

How does reusing help the environment?

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Activity 6.8

n

Make a Recycling Station Materials teriia als contain ners ne ners rs • containers

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scissors and • tape, tape, ap pe, sci is marker a mar m arrker k • scrap sc p p p paper

ce c edu urrre e Procedure

1. As a class, as use the materials to make a recycling ycling station statio for your classroom.

2.. Write the names of the things you can put in the recycling station. recy 3. Draw a model of your recycling station.

22

Draw a Model

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Draw your model.

Application cat catio c attiion ion io

Why is it important mportan to recycle?

23

Activity 6.9

on

Ways to Help the Environment

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(b))

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1. Write a sentence to tell how the children en are helping the environment. a) (a)

24

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(c)

2. Draw and describe one e way you can c help our area. the environment in your

25

Review

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Changes to the Environment 1. Draw a picture to show how plants can change hange e happen? happe the environment. Why does this change

h 2. Draw a picture to show how animals can change the environment. ment Why does this change happen?

26

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3. Check ( ) to tell how people are changing the environment. (a)

water pollution tion land pollution ollution

clearing learing forests fo

(b)

air p pollution

water pollution

clearing forests

4. List two ways you can help the environment. (a)

(b)

27

Activity 7.1

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What’s in the Sky? Warning: Do not look directly at the Sun during ring this activity. The light from the Sun can damage your eyes.

1. During the day, go outside the utside tside and observe o sky. Draw and list the he things you yo y see.

28

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2. At night, go outside and observe the sky.

Draw and list the things you see.

ng g you can c n only o 3. List one thing see in the sky e day. ay. during the

st one thing yo 4. List you can only see in the sky at night.

29

Activity 7.2

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Observing the Heat from the Sun un Make a Prediction

Will ice melt faster in the shade or in sunlight?

M a Materials

• two tw tw wo op plastic lastic containers

• ice cubes

• stopwatch

30

Procedure

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1. Place three ice cubes into each container.

unlight.

2. Place one container outside in direct sunlight.

Place the other container outside in shade. n the shad

3. Start the stopwatch. Observe the e ice cubes cub in each container every 20 minutes one hour. es for o 4. Record your observations.

Observations

Draw what you observed. rved.

Start Sunlight

Shade

31

20 minutes Shade

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Sunlight

40 minutes Sunlight

Shade de

1 hour Sunlight

32

Shade

Analyze and Interpret

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1. Describe what you observed.

e melt faster? fa 2. In which container did the ice Why?

er from your observations?

3. What can you infer

33

Activity 7.3

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Measuring the Heat from the Sun Make a Prediction

Will water be warmer in the shade or in sunlight? sunligh

Materials M

• two two plastic cups tw cu

• thermometer thermo

34

Procedure

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1. Fill each plastic cup with the same amount nt of water.

2. Place one cup outside in direct sunlight. nlight.

Place the other cup outside in the e shade.

3. Use the thermometer to measure ure the temperature of the water in each cup. cup

4. Measure the temperature in each e of the water w cup again after one hour.

5. Record your observations tions in the table.

Observations onss on

Cup Location ion

Tem Temperature at Start

Temperature After 1 Hour

Sunlight nlight

Shade

35

Analyze and Interpret

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1. In which cup was the water warmer? Why? y?

2. What can you infer from your ur observations? observ

Application io on

It’s a very hot day.

Circle the area Ethan Etha and d uld eat lunch. l Wyatt should

36

Engineer It!

e

You have learned that ice melts faster in sunlight.

What could you do to slow the melting of ice in sunlight?

tio n

Keep It Cool

Materials rial als • art and craft craft aft pp es supplies

• sscissors cissors

• variety of different objects and materials

• tape

• ice cubes

37

Procedure 1. In small groups, talk about the different ways you could keep the ice cool in sunlight.

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2. Use the materials to design a container to keep the ice cool.

3. Draw a model of your container. List the materials used.

4. Build your container er and place one ice e cube inside.

5. Place the containe container in direct sunlight and record the time. time

6. Observe serve the ice ic cube e every hour. hou Record the e time be ime when wh the ice cube has melted.

38

Draw a Model

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Draw a model of your container. Label the materials you used.

Observations errrv va ations tio ons nss Start rt Time

Time When Melted

Time Taken to Melt

39

Analyze and Interpret

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1. How long did it take for the ice cube to melt? elt?

2. What could you do to improve your our container? conta

Application

Blake has a pet rabbit. it. Draw a model of ke could d use to keep his rabbit cool something Blake when it is hot.

40

Engineer It!

Sometimes the heat from the Sun can cause the Earth to get too hot for animals.

They seek shelter in the shade or underground.

n

Sun Protection

Think of your favorite pet.

Design and build a shelter that will provide your pet with shade and keep it cool oo on a hot, sunny day.

41

Draw a Model

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Draw your model. Label the things you used.

Application cat catio c attiion ion io

What can you do to stay cool on a hot day?

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Review

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The Earth and the Sun 1. Use the words in the box to label the pictures. res.

Sun

Earth

(a)

2. True (

(b)

) or false e(

).)

(a) The Sun iss a star.r

(b) The Earth h is bigger bigg than the Sun.

3. List two things we get from the Sun.

43

Activity 8.1

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Hot, Cold, Sunny and Rainy 1. Circle the things you would wear on a hot, sunny day.

44

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2. Circle the things you would wear on a cold, d, rainy day.

45

Activity 8.2

1. Check ( (a)

du ca tio n

How Can You Describe the Weather? h ) the boxes to describe the he weather. rainy iny ny

sunny

snowy snow no

(b)

cold

sunny

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windy (c)

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windy sunny cloudy

rainy

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(d)

sunny y

windy ndy

(e)

rainy

ssunny su

snowy

o describe desc descr 2. Write two words to the weather.

47

Activity 8.3

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Observing Clouds 1. In small groups, go into the schoolyard d and d observe the clouds in the sky in the morning orning and an in the afternoon. Draw the clouds you ou see.

Clouds in the morning:

Circle le the e pictures picture that best describe the clouds you ou observed in the morning.

clear, ar, no n clouds

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light, thin clouds

white, fluffy clouds

dark, thick clouds

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Clouds in the afternoon:

be describe the clouds Circle the picturess that best ed d in the th afternoon. aft ft you observed

clear, no clouds ds

light thin light, ligh t clouds cloud lou

white, fluffy clouds

dark, thick clouds

2. Do Do you thin think it will be cloudy tomorrow? Why?

49

Activity 8.4

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My Weather Diary Draw pictures and write words to describe e the the weather for four days.

Day:

Weather:

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Weather:

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Re ga le du ca tio n Day:

Weather:

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Re ga le du ca tio n Day:

Weather:

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Activity 8.5

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Weekend Weather Patterns Draw and tell how the weather changes at different fferent times of the day on the weekend.

Saturday

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Morning

Midday

Afternoon

Evening

Sunday Midday

Afternoon

Evening Even Eveni

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Morning

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Activity 8.6

tio n

My Weather Forecast

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redic You can observe daily weather patterns to predict re. what the weather will be like in the future.

1. (a) Think about the he weather yesterday. Circle the pictures that telll about abou the weather.

Daily y We Weather Report for Yesterday

(b) (b Describe Describe escrib the weather yesterday.

56

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2. (a) Observe the weather today. Circle the pictures pic that tell about the weather.

Daily Weather Report for Today day

(b) Describe the weather today. day.

3. (a) Predict the weather Circle the eather ther for tomorrow. t pictures that telll about abou your weather prediction.

Daily y Weather Wea Report for Tomorrow

Describe (b) D (b escribe ib the weather tomorrow.

57

Activity 8.7

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Describing Seasons 1. Compare the weather in the photographs. aphs. s Use the words in the box to label the seasons. easons.

Describe the season. summer

winter

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(a)

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fall

pring spring

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(c)

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(d)

2. Write numbers to show which wh w season comes next.

1

60

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3. Which is your favorite season. Why? Draw how a tree looks in that season.

My favorite season is ...

because ...

Re

Draw a Model el

61

Activity 8.8

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Weather Throughout the Year 1. Predict what the weather will be like in n your ur area at different times of the year.

Draw a picture and write some words ords to describe de the weather.

January

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May

August

2. Which month has your favorite weather? mo

63

Activity 8.9

ati on

Extreme Weather Events Use the words in the box to label the extreme eme e weather events.

1.

R

2.

64

earthquake winter storm

al ed

thunderstorm flood

drought

Re 5.

al e

4.

ca tio

3.

65

Activity 8.10

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Extreme Weather Alert!

You’ve just found out that severe weatherr is on the th way! It’s time to make a weather report.t.

1. Circle the symbols to show whatt type ype of severe sev se weather is coming.

2. Describe the weather. he weathe weath

66

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3. Make a poster to warn people about the severe ev d do to weather. Include the things people should stay safe.

4. Use se y your poster to report the weather to your friends. f

67

Review

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Weather and Seasons 1. Which best describes weather? (a) seasons (b) hot and cold (c) what the air and sky outside are re like (d) the Sun and clouds in the sky

2. Write two words to describe the weather. weat (a)

(b)

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3. Write the seasons.

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Summer

4. True (

) or false (

).

eason. (a) Fall is the hottest season.

(b) Spring is the season ason after a winter. (c) Winter is the coldest cold season.

5. List two types of severe s weather in your area.

69

Activity 9.1

n

Make It Move!

Materials terials • toy carr

Re ga le du

•p iece o piece off string

• tape ta

Procedure ce c ed e du urrre ure e

1. Place the he toy ca car on the floor and push it. erve what happens. h Observe

2.. Tape the string to the toy car. Tug on the string.

T Observ what happens.

Observe 3. Draw pictures to show what you observed.

70

Observations

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1. Use arrows to show what happened when n you pushed the car.

2. Use arrows to show what happened happene when you tugged on the string.

Analyze e and and Interpret Inter In

Tell what happened happene to the car.

71

Activity 9.2

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Pushes and Pulls 1. Use the words in the box to label each action. tion. pull

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push

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n

2. Tell how Blake can move the cart from the garden to the house.

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3. Tell how Ethan can an move the box into the truck.

74

Activity 9.3

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My Forces Diary Write and draw four activities you do in a day. y Check a box to tell the force you use.

push

pull

push and pull

push

pull

push and pull

75

Re ga le du ca tio n push

pull

push and pull

push

pull

push and pull

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Activity 9.4

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Describing Movement Use the words in the box to label each action. tion.

spinning

slow

rolling ling

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2.

fast

le du ca

1.

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up and down

ati on

back and forth round and round

Re

ed u

3.

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4. Draw your favorite rite play equipment. equ s Tell how it moves.

79

Activity 9.5

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How Does It Move?

1. Check ( ) the boxes to tell how the e objects can move. (a)

roll

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(b)

roll oll

80

slide

b bounce

slide

bounce

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(c)

roll

slide

bounce ounce

roll

slide ide de

bounce

roll ro

slide

bounce

(d)

(e)

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Activity 9.6

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Forces and Movement Draw arrows to show how each object will move.

Pull on the string.

Push the toy car.

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Drop the ball.

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Engineer It!

le

tio

Design a Sailboat

Materials rials

• objects b tthat hat at float float flo

• tape scissors pe and d sc sci isso

84

• art and craft supplies

• fan fan

• tub of water

Procedure

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1. Use the materials to design a sailboat thatt will move in water.

2. Draw a model of your design.

3. Build your sailboat.

4. Test your boat using the tub of water and fan.

Draw a Model

Draw a model of your sailboat. ailboat.

85

Observations

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ion

Draw your sailboat in a tub of water.

Use arrows to show how it moved.

Analyze and Interpret nte erp rpret

1. What caused ed your yo sailboat to move?

ould you improve your sailboat?

2. How could

86

Activity 9.7

Check (

du ca tio n

Forces in Nature Check the force in nature. ) the boxes to identify the forces rcess in nature. natu

1.

wind wi

moving water

2.

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wind

moving water

3.

wind

moving water 87

Activity 9.8

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Big and Small Forces Materials • toy toy car car

• marker

• tape tape ta

Procedure

1. Use the tape to label different places on your classroom floor.

2. Place the toy car at the start. Use forces to ar to each h position. move the car 3. Describe the he force you used each time.

88 1

Observations

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Tell what you did to move the car to each position. sition.

Analyze and Interpret et

What can you infer about ut force and an the distance an object moves?

89

Activity 9.9

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Direction of Forces Make a Prediction

collide? olliide??

What will happen when the toy carss collide?

Materials

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• toy cars

• books books

•c cardboard ardboard

Procedure P rocedu ure re

1. Use se the materials to build two ramps.

Con 2. Conduct the investigations on the next page.

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Investigation 2

uc a

n

Investigation 1

Investigation 3

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Observations

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Draw to show what happened during each investigation.

Investigation 1

Investigation 2

Investigation 3

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Analyze and Interpret

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What can you infer about force and motion from these investigations?

Investigation 1

Investigation 2

Investigation 3

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Engineer It!

Materials • table tennis balls

cr supplies • art and craft

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• tape

on

Maze Motion!

• sci scissors issors

bo • books

Procedure

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1. As a class, design and build a maze for a ball.

Your maze should show how forces cause se the th ball to: • start moving • speed up • slow down • change direction • stop moving

2. Draw a model, then build your maze. m

3. Take turns in testing and improving the maze. imp

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Draw a Model

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Draw a model of your maze. Draw arrows to show how you predict the ball will move.

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Observations

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Draw and tell about what you observed.

1. How did you start the ball moving?

2. How did you speed ed up the t moving ball?

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3. How did you slow down the moving ball?

4. How did you change of the ge the direction di moving ball?

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5. How did you stop the moving ball?

Analyze and Interpret nterp pre ret

How could you improve im ve your yo design?

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Review

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Forces and Motion 1. Use the words in the box to tell what is happening ppening in each picture. push (a)

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(b)

pull

(c)

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push and pull

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2. What force is pushing the boat?

3. True (

) or false (

).

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

(b) You use a pull to o throw a ball.

(c) You use a push pu to catch a ball.

(d) A force e can ma make things move.

(e) A force f can sstop a moving object.

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Activity 10.1

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Grouping Objects 1. Your teacher will give you some objects. cts.

Sort the objects into two groups.

Draw the objects and tell how you u grouped them. th

Now group the he objects o ects in a different way.

Draw the objects and tell how you grouped them. bjects ects a an

102

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2. Circle the object that does not belong.

10 3

Activity 10.2

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Describing Objects Check the boxes to describe the objects.

1.

hard

soft

rough

smooth

2.

hard

soft

R

rough

1 04

smooth sm

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3.

hard ar

soft

rough ro

smooth

4.

hard soft

R

rough smooth 10 5

Activity 10.3

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What’s the Secret Object?

Suggested Materials

• bag

• tin can

• elastic bands

• modeling clay y

• soft toy

•b book ook oo

• sandpaper sandp dpa

Procedure

1. Have your classmate ate hide an object in the bag.

2. Reach into the he bag g and feel the object objec using your sense of touch. Describe cribe what w you feel. el. Can you yo he object? objec guess the 3. Swap role roles with your assma See if classmate. they the can guess your hidden hidd object.

10 6

Observations

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Name, draw and describe the secret objects.

Object:

Description:

Object:

Description: ript

10 7

Activity 10.4

Materials

al ed uc

• assortment of objects

tio n

Sorting and Grouping Objects

Procedure

1. In small groups, observe erve eac each object. Talk about the ways you can sort them into groups.

2. Sort the objects. ec Draw raw the t objects in each group and tell how they are grouped.

3. Repeat at Step tep 2, bu but sort th them em in a diffe fferent ent way. different

10 8

Observations

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Draw and tell how you sorted the objects.

Objects Grouped By:

Objects Grouped By:

Analyze naly yze ze and and Interpret I

What are so some other ways to sort the objects?

10 9

Activity 10.5

Re ga le du ca tio n

Changing Matter Materials

• modeling clay

Procedure

1. Take some modeling clay and roll it into a ball.

Draw the ball on the next page. pa

2. Use your hands and to change the ball nd fingers fing of clay. Draw you changed it. w to show ow how h

3. Roll the modeling into a ball again. Repeat odeling clay c Step 2.

This time change me chang the ball all in another other way.

1 10

Observations

Re ga le du ca tio n

Ball of modeling clay:

Change 1:

Change 2:

Analyze and Interpret

Tell what yo you did to change the ball of clay.

111

Activity 10.6

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Suitable Objects Circle the most suitable object to use.

1. Keira needs to water her plants.

2. Riley is trying to reach ach her he doll.

1 12

ed uc ati on

3. Jordan needs to clean the spill.

Re g

4. Halle needs to remove nail. move e the na

113

Engineer It!

n

Build a Bridge!

al ed uc a

Cars and trucks are very heavy! When engineers design a bridge, they need to make sure it is strong enough to hold all the vehicles.

Now, it’s your turn! Design and build a bridge to move a toy car from one desk to another. her.

Materials

• art and craft supplies pp

• tape, scissors • toy carss

• plastic cup • marbles

1 14

Procedure

Re ga le du ca tio n

1. Move two desks apart.

2. Using the craft supplies, design a bridge ge to get the toy car from one desk to the other.

3. Draw a model of what you plan to build.

4. Build and test your bridge.

5. Place a plastic cup on the bridge.

Test how many marbles bles the bridge brid can hold.

el Draw a Model

115

Analyze and Interpret

Re ga le du ca tio n

1. What materials did you use? Why?

2. What could you do to o improve your bridge?

1 16

Application

Re ga le du ca

n

What materials are used to make bridges? Why?

117

Activity 10.7

Materials

ca tio n

Is It a Solid or a Liquid?

Re ga

• different types of solid and liquid matter matter ter

Procedure

1. Use your senses s of sight and touch to observe the objects. he different diffe 2. Sort ort the objects as solids or liquids.

1 18

Solids:

Liquids:

ed uc ati on

Observations

Re ga l

Analyze and Interpret 1. How could uld you tell te which things were solids?

2. How ow could cou you tell which things were liquids?

119

Review

Re ga le du ca tio n

Matter 1. True (

) or false (

).

(a) You are matter.

(b) Water and air are matter.

marb 2. Write two words to describe the marbles.

hel Chelsea get 3. Circle the best tool to help g her schoolbag.

1 20

Re ga le du ca tio n

4. Use the words in the box to label the different states of matter. gas

liquid

solid

(a)

(b)

(c)

12 1

Activity 11.1

Re ga le du ca tio n

Sounds Around Us 1. Circle the things that make sound.

122

Re ga le du ca tio n

2. Draw and name two things that make sound. un Circle the part that makes the sound.

12 3

Activity 11.2

Materials • rice

• plastic cup

• elastic tic ic c band band ba ban

•m musical usical iinstruments nsstruments n

Re ga le du

• cling g wrap p

on

Seeing Sounds!

Procedure

1. Stretch the cling wrap over ove the plastic cup.

Use the elastic band nd to hold it in place.

2. Sprinkle some me rice on the cling wrap.

3. Play the e musical music cal instruments ments close c close to the he cup. What Wh hat ha do you observe? ob ve?

124

Observations

Re ga l

ed uc ati on

Draw and tell what you observed when sound d was made near the plastic cup.

Analyze e and an nd d Interpret Interrp p

How would d loud and an soft sounds change the way the rice ce moves? move

12 5

Activity 11.3

Re ga le du ca tio n

What’s the Sound?

1. Close your eyes. You teacher will use objects cts to rite what yo make different sounds. Draw and write you think is making the sound. (a) Sound 1

(b) Sound 2

126

Re ga le du ca tio n

(c) Sound 3

(d) Sound 4

2. Have their eyes. Make a sound e a friend close c using an object obje around you. See if they can guess o what it is. is

12 7

Activity 11.4

Re ga le du ca tio n

Describing Sound Check the boxes to describe the sounds made. e whistle

loud lo

soft

high h

low

loud oud

soft

high

low

loud

soft

high

low

baby crying

vacuum m cleaner eaner

128

whispering soft

high

low w

loud

soft

high

low

lloud ou

soft

high

low

loud

soft

high

low

eg al ed uc ati on

loud

ringing alarm clock

chicks chirping

carr racing r cing

12 9

Engineer It!

Materials

Re ga le du

• art and craft supplies pplies

on

Make Some Sounds

Procedure ce c edu urrre e

1. Use the e materials materi to design a device that makes different erent sounds. sound 2.. Show your you design to your teacher. Tell how your sound device will make different sounds. d 3. Build l and test your sound device.

130

Draw a Model

Re ga le du ca tio n

Draw a model of your sound device.

Analyze ze and and Interpret Inter

Describe how ow your device makes sound.

13 1

Activity 11.5

) the sources of light.

Re ga le du ca

1. Check (

on

What Is a Source of Light?

132

o ed uc at Re ga

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

13 3

Activity 11.6

du ca tio n

Does It Produce Light or Sound? ?

Check the boxes to tell if the object produces uces light ligh or sound.

light

sound

light

ga

sound

R

light

13 4

sound

ed uc ati on light

sound

light

R

ga

sound

light sound

13 5

Activity 11.7

du ca tio n

How We Use Light 1. Circle the parts of each picture that show how people using light. a) (a)

(b))

R

(c)

13 6

Re ga le du ca

on

(d) d)

w you use light li 2. Draw a picture to show how at light home. Circle the sources of light.

13 7

Activity 11.8

ed uc ati on

Observing Shadows Tell what is making each shadow. (a)

Re

(b)

13 8

Re

(d)

du c

(c)

13 9

Review

Re ga le du ca tio n

Sound and Light 1. True (

) or false (

).

(a) Light helps us to hear.

(b) Sound is a form of energy.

(c) Sound is made when an object vibrates.

2. Use the words in the box to describe the sounds. desc loud

140

soft

high gh

low l

(a)

(b)

(c)

(d)

What is the main source of light we use during the day?

Re ga le du ca tio n

3.

4.

List two sources of light you use at night.

5.

n the board boa when the Draw what you will see on flashlight is turned on. What did you draw?

141

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

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

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