Starting Science Series: Book 2 by Teacher Superstore

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Starting Science Book 2 w ww

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Written by Linda Powell. Illustrated by Annette Edgar. © Ready-Ed Publications - 1994. Published by Ready-Ed Publications (1994) P.O. Box 276 Greenwood W.A. 6024 Email: info@readyed.com.au Website: www.readyed.com.au COPYRIGHT NOTICE Permission is granted for the purchaser to photocopy sufficient copies for non-commercial educational purposes. However, this permission is not transferable and applies only to the purchasing individual or institution.

ISBN 1 86397 074 6

INTRODUCTION

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Science education is an area of the school curriculum that is becoming increasingly important in our society. For students to become well equipped to cope in a high technology world they need a thorough grounding in science and technology concepts from the beginning of their school careers. The ‘Starting Science’ series is designed to introduce students to some of the important skills associated with a hands on approach to the subject. In completing this series of thematic investigations children are required to utilise such skills as: Observing, Classifying, Recording, Predicting, Sequencing, Comparing and Contrasting, Identifying and labelling.

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To give background to each activity page, sets of Teachers’ Notes have been provided so that the page itself is able to become a supporting activity for the lesson, rather than the lesson itself. However, while suggestions have been made, teachers will quickly see how they can modify both teaching outlines and activity pages to suit the needs of their classes.

o c . c e r Rh Electricity and Magnetism o e t r s s R Light and Sound uper

The activities in this book, Book Two, revolve around the themes of:

R The Weather and its Effects R Forces and their Effects R Human Effects on the Environment

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Contents Topic

Page

Electricity and Magnetism ............................. 5

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Plug it in! .................................................................. 6,7 Beware! ..................................................................... 8,9 Be safe! ..................................................................10,11 Light it up! ............................................................ 12,13 Conductors and insulators .................................. 14,15 Magnets 1 ............................................................. 16,17 Magnets 2 ............................................................. 18,19

Light and Sound ............................................ 21 Light up time ........................................................ 22,23 See-through .......................................................... 24,25 Shadows ............................................................... 26,27 Bending light......................................................... 28,29 Kaleidoscope ....................................................... 30,31 Sounds around ..................................................... 32,33 How do sounds help us ? .................................... 34,35 Echoes .................................................................. 36,37

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The weather .......................................................... 40,41 Weather watching ................................................. 42,43 Weathering ............................................................ 44,45 Make a model ............................................................ 46

Push or pull .......................................................... 48,49 . t Get it going ........................................................... 50,51 o e c Make it float ......................................................... 52,53 . c e Floating and sinking ............................................. 52,54 h r e o Forces ................................................................... r st 52,55 super

Forces and their Effects ............................... 47

Human Effects on the Environment ............ 57 Make it better ....................................................... 58,59 Our fault ............................................................... 60,61 Bury it ................................................................... 62,63 Houses and homes ............................................... 64,65 Plants and animals ................................................ 66,67

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Electricity r o e t s Bo r e p and ok u S Magnetism

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Teachers’ Notes TOPIC:

Electricity and Magnetism - ‘Plug it in’.

SKILL/S: Identification; observation.

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LEARNING OUTCOMES:

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Children will be able to: 1. Indicate which things need electricity to operate. 2. Distinguish between objects which use electricity and those that don’t.

EQUIPMENT REQUIRED:

Worksheet. Coloured pencils.

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1. Talk about how we know that something needs electricity to work. List indicators that electricity is used e.g. cords, switches, light bulbs etc. 2. How does this electricity get to our homes? Does it simply ‘come out of the wall’? Talk about the journey from the grid to the appliance.

o c . che e r o t r s s r u e p Post-Use of Activity Page Make a classroom display of electrical items. Label them and have children indicate the jobs they do for us.

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Plug it in! r o e t s Bo r e p ok u S

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Draw a circle around the things which use electricity. Colour the things which use electricity.

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Teachers’ Notes TOPIC:

Electricity and Magnetism - ‘Beware!’.

SKILL/S: Identification; observation.

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LEARNING OUTCOMES:

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EQUIPMENT REQUIRED:

Worksheet. Coloured pencils.

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Children will be able to: 1. Demonstrate an understanding of electrical danger spots in the home. 2. Demonstrate an understanding of what constitutes a danger spot e.g. frayed cord, uncovered plug.

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1. Talk about the dangers of not handling electricity carefully. List danger spots on the blackboard as children suggest them. 2. Consider the dangerous possibilities of electricity combined with something else e.g. water.

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1. Devise a set of rules which can be displayed with the electrical items collection (previous activity). 2. Discuss conservation of electricity and how this can save money and help the environment.

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Bewar e! r o e t s Bo r e p ok u S

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Colour the picture. Put a red cross on all the danger spots you can see.

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Teachers’ Notes TOPIC:

Electricity and Magnetism - ‘Be safe!’.

SKILL/S: Observation; interpretation.

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LEARNING OUTCOMES:

EQUIPMENT REQUIRED:

Worksheet. Pencils. Coloured pencils.

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Children will be able to: Demonstrate an understanding of what constitutes dangerous behaviour with electricity e.g. using an electrical item in combination with water.

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Revise discussion points that introduced activity page ‘Beware!’.

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Children create a ‘Dangerous Electrical Activities’ poster that can be taken home.

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Be safe! r o e t s Bo r e p ok u S

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Look at these pictures. Write a rule that each person should be following. Colour the pictures.

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Teachers’ Notes TOPIC:

Electricity and Magnetism - ‘Light it up’.

SKILL/S: Investigation; interpretation; recording.

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LEARNING OUTCOMES:

EQUIPMENT REQUIRED:

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Children will be able to: 1. Construct a simple electrical circuit. 2. Show that for a circuit to work, all components must be linked.

Bulb and holder. Battery and holder. Connecting wires with crocodile clips. (Copper wire purchased or stripped from old electrical leads works very well.)

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Introduce the children to the idea that electricity can only flow in a complete circuit. Demonstrate the concept of ‘circuit’ by having the class hold hands. Start a message travelling around the circle by having the first child gently squeeze the next person’s hand, and so on in turn until the message returns to the start. This gives the idea of a current. Considerations: What happens if somebody doesn’t hold hands? Can you hear the ‘electricity’? Can you see it? What does it mean when we say we have a ‘power cut’?

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There are endless models and machines which can be easily developed in order to consolidate the children’s experiences. Allow plenty of opportunity to use buzzers, bulbs, bells, motors, as well as time to play with each other’s creations. Encourage personal research e.g. who discovered the filament in the light bulb? N.B.Ensure that you include non-white and female scientists as well as stereotypical white males when assigning research. Page 12

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Light it up! You will need: a bulb a bulb a battery connecting holder and holder wires

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This is called making a circuit. Draw your circuit here.

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r o e t s Bo r emake the bulb Canp you light up? o u k Put the parts together to see if you can. S

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Can you make a switch for your circuit? Draw your new circuit here.

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Teachers’ Notes TOPIC:

Electricity and Magnetism - ‘Conductors and insulators’.

SKILL/S: Identification; prediction.

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EQUIPMENT REQUIRED:

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Children will be able to: 1. Recognise the terms ‘conductor’ and ‘insulator’ in relation to electricity. 2. Indicate which materials are good conductors of electricity.

The simple circuit constructed in the last activity. Items as listed on the worksheet - most will be available in the classroom.

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Ask the children if they know what an insulator is. Do they have insulation in their house? What purpose does it serve? Point out that just as that type of insulation stops heat from travelling out through the roof of their house, so an electrical insulator stops electricity from travelling along the circuit. Likewise the analogy of a bus or train conductor could be drawn someone who allows you (electricity) to continue a journey.

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1. Encourage the children to investigate and find insulators and conductors around the classroom. 2. Do the children think water conducts electricity? Emphasise the safety aspects of using electricity near water. (N.B. In fact it is not the water itself that acts as an electrical conductor it is the impurities in the water.) Page 14

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Conductors and insulators Some materials allow electricity to travel through them. These are called conductors. Materials which do not allow electricity to travel through them are called insulators.

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r o e t s Bo r e p ok u Put a tick S next to the things you think will conduct electricity.

Put a cross next to the things you think will not conduct electricity.

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. te o c Use your circuit to check your predictions. . cheabout conductors? r e What do you notice o r st super What do you notice about insulators?

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Teachers’ Notes TOPIC:

Electricity and Magnetism - ‘Magnets 1’.

SKILL/S: Investigation; prediction; recording.

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LEARNING OUTCOMES:

EQUIPMENT REQUIRED:

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Children will be able to: Demonstrate an understanding of the materials magnets attract and repel.

Magnet for each child / pair. Worksheet. Items tested on worksheet - most will be available in the classroom.

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1. Allow the children plenty of opportunity to familiarise themselves with the magnets i.e. testing various objects for ‘magnetism’. 2. Follow the free play with a discussion - teacher as scribe: What does ‘magnetic’ mean? What does ‘non magnetic’ mean?

o c . che e r o t r s s r u e p Post-Use of Activity Page Set up a display table with sets of magnetic and non magnetic items. Display your ‘What Does Magnetic Mean?’ chart alongside. This will enable the children to consolidate their experience.

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Magnets 1 r o e t s Bo r e p ok u S

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Magnets attract some materials, but repel others. Put a tick next to the materials you think a magnet is attracted to and a cross next to those you think it will repel.

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Using a magnet, check your predictions and record your findings in the table below.

. non magnetic temagnetic o c . che e r o t r s super

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Teachers’ Notes TOPIC:

Electricity and Magnetism - ‘Magnets 2’.

SKILL/S: Interpretation; drawing conclusions.

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LEARNING OUTCOMES:

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EQUIPMENT REQUIRED:

Magnets. Worksheet. Toy catalogues (if available).

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Children will be able to: 1. Demonstrate the poles of magnets. 2. Apply their understanding of the concept of magnetism to design a magnetic game.

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1. The purpose of the activity is for children to design a game that is based on magnetism. It would be useful to have one or two examples of similar games available. 2. Encourage children to look at toy catalogues for magnetic games and to use these designs in devising their own games. 3. Conduct general discussions with children on games they have known that use magnetism. Blackboard these for later reference.

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1. Set aside some time for the children to play with each others models. 2. Set up a display of their models alongside the previous activities, together with a reference book which will provide further knowledge.

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Magnets 2

r o e t s Bo r e p ok u S What will happen if magnet 2 N

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is turned around?

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Magnets have two poles. These are the ends of the magnets that attract or repel each other. One is called the north pole, the other is called the south pole.

We can use magnetic power to make things move.

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Can you design your own game or model that uses a magnet? Draw it below.

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Light r o e t s Bo r e p and ok u S Sound

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Teachers’ Notes TOPIC:

Light and Sound - ‘Light up time’.

SKILL/S: Recognition; classification.

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LEARNING OUTCOMES:

EQUIPMENT REQUIRED:

Torch. Worksheet. Scissors. Glue.

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Children will be able to: Categorise given objects according to whether or not they give us light.

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1. Show the torch to the class and ask what it is. Direct discussion along the lines of ... What can it be used for? When have you or your family used a torch? When is it most effective? What does it do that allows us to see better? 2. What else can be used to give us light? What are some of the light sources in nature, in the home, elsewhere? 3. Which light is better for reading or lighting a room?

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1. Make a display of light sources. Give some examples, on labels, of what light can do for us. 2. How do we use light to help our lives? e.g. traffic lights, railway lights, light indicators in and outside lifts.

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Light up time Cut out the pictures. Sort them into two sets.

r o e t s B r Things which do not give us light. e o p ok u S

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Things which give us light.

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Teachers’ Notes TOPIC:

Light and Sound - ‘See-through’.

SKILL/S: Prediction; classification.

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LEARNING OUTCOMES:

EQUIPMENT REQUIRED:

Torch (If possible one for each group / pair). Access to materials listed. Worksheet.

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Children will be able to: 1. Determine that light will travel through some materials but not others. 2. Define the terms opaque and transparent.

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1. Use the torch, holding your hand over the end. Ask if the children can still see the light. Why can it be seen? 2. Discuss the meanings of the words ‘opaque’ and ‘transparent’. 3. What do the children consider to be good opaque materials - colour, thickness etc. 4. What do they consider to be good transparent materials?

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Display a variety of opaque and transparent materials, together with a torch. Allow opportunities for the children to handle, sort and experiment for themselves.

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See-thr ough Light can travel through some materials but not others. See-through materials are called transparent. Non see-through materials are called opaque.

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Material

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Prediction ( ) ..........

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r o e t s Bo r e pcolumn tick the materials o In the ‘Prediction’ you think light will u k travel through, then test the materials with a torch. Write the S words ‘opaque’ or ‘transparent’ in the ‘Result’ column. Result

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ReadyEd Publ i c at i ons glass© window .......... ............................... •f o rr evi ew p ur pose sonl y• tissue paper .......... ............................... ...............................

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Test your materials Ready-Ed Publications

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Teachers’ Notes TOPIC:

Light and Sound - ‘Shadows’.

SKILL/S: Investigation; observation; recording.

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Worksheet.

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Children will be able to: 1. Identify their shadow in an outdoor situation. 2. Recognise that a shadow is caused when a solid object comes between a light source and a light reflector.

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1. Make the most of a free play session by making shadows in the playground. Whilst in the playground discuss with the children how they think the shadow is being made. 2. What do they notice about the size, colour, shape of the shadow? 3. Where does the shadow start from - their head or their toes?

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1. Take a large sheet of paper/card into the playground and perform role playing or drama situations in shadows. Alternatively use a strong indoors light source (i.e. projector) to conduct drama activities using hands against a white background. 2. Make shadow puppets for a story e.g. fairy tale. Act out the story using a sheet and light source. Page 26

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Shadows r o e t s Bo r e p ok u S

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Go out into the playground on a bright sunny day. Stand in front of the sun. What do you see on the ground in front of you?

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Look at your picture again. Draw your shadow.

What colour is your shadow? ..................................................................... How is a shadow made? ................................................................................ ......................................................................................................................................... ......................................................................................................................................... Ready-Ed Publications

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Teachers’ Notes TOPIC:

Light and Sound - ‘Bending light’.

SKILL/S: Investigation; observation; recording.

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LEARNING OUTCOMES:

EQUIPMENT REQUIRED:

Torch. Mirror. Worksheet.

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Children will be able to: Demonstrate by illustration that light can be made to turn corners.

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Discuss the concept that light can be made to turn corners through reflection. In real terms we can’t ‘bend’ light around a corner. Light can be ‘refracted’ through an object such as a prism or water, or ‘reflected’ from a mirror. The term ‘bend’ as used on the activity sheet refers to ways of changing the direction of light rays.

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Provide a glass of water containing a coin so that children can observe from above and note the illusion that the coin appears closer to the surface than it is.

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Bending light You will need: a torch a mirror Light travels in straight lines. However, we can make it turn corners. Can you make the light bend? Use your torch and mirror.

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r o e t s Bo r e p ok u Draw whatS you did. Show the light as rays. e.g.

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Investigate different ways of making light bend. Can you make it bend to make a rectangle? Draw what you did.

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Place a mirror in a bowl of water on a sunny window sill. What do you notice? ......................................................................................... ......................................................................................................................................... Ready-Ed Publications

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Teachers’ Notes TOPIC:

Light and Sound - ‘Kaleidoscope’.

SKILL/S: Observation.

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LEARNING OUTCOMES:

EQUIPMENT REQUIRED: Two small mirrors. Tape. Worksheet.

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Children will be able to: Demonstrate, through the use of their kaleidoscope, that light can be reflected off mirrors in different directions.

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1. Introduce the concept of a ‘kaleidoscope’ as a way of using mirrors to show how symmetrical patterns can be changed as the mirrors (or the patterns) are moved. 2. Discuss kaleidoscopes the children may have used. 3. Explain to the children that in using the kaleidoscope they construct they are reflecting light rays in different ways.

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1. Encourage personal research e.g. Who invented the light bulb? What did Newton discover about light? 2. By introducing prisms and white paper, you will be able to reinforce the idea of a spectrum of colour.

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Kaleidoscope Tape two small mirrors together. 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456 123456

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r o e t s Bo r e p ok u S Colour a pattern on these squares.

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Place your two mirrors on the squares and move them slowly. What do you notice? ...................................................................... ......................................................................................................................................... Ready-Ed Publications

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Teachers’ Notes TOPIC:

Light and Sound - ‘Sounds around’.

SKILL/S: Observation; recording.

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LEARNING OUTCOMES:

EQUIPMENT REQUIRED: Worksheet.

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Children will be able to: Identify sounds they hear in different environments and categorise them according to those environments.

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1. Have children sit quietly for sixty seconds, listening to the sounds they hear going on around them in the class, the school, outside the school. 2. Make up a blackboard list of ‘Sounds We Can Hear Today’. 3. Have children suggest sounds they might be able to hear in other environments i.e. the swimming pool, the park, a football game.

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Have a ‘Sound Quiz’. Record a variety of sounds on a cassette recorder and play these to the children. Can they guess what each is? Ask children to make up tapes of their own if they have a cassette recorder.

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Sounds ar ound Make a list of the sounds you hear all around you.

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r o e t s Bo r e p ok In your home In school u S ....................................... ....................................... ....................................... ....................................... ....................................... ....................................... ....................................... ....................................... ....................................... ....................................... ....................................... ....................................... © ReadyEdPu....................................... bl i cat i ons .......................................

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In the town ....................................... ....................................... ....................................... ....................................... ....................................... ....................................... .......................................

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In the country ....................................... ....................................... ....................................... ....................................... ....................................... ....................................... .......................................

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Teachers’ Notes TOPIC:

Light and Sound - ‘How do sounds help us?’.

SKILL/S: Observation; interpretation; recording.

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LEARNING OUTCOMES:

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EQUIPMENT REQUIRED:

Worksheet.

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Children will be able to: 1. Categorise sounds according to the information they give us. 2. Recognise that some sounds are deliberately designed to catch our attention e.g. sirens.

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1. Have a blackboarded list of possible times children might hear various sounds during the course of the day. e.g. Waking up - alarm clock. Coming to school by bus - bus bell/stop request. Starting school - school bell/siren, etc. 2. Conduct discussion on the purpose of each sound. What does each alert us to?

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Assign home task whereby children are required to collect examples of sounds according to what the sound tells. Categories could be: Information sounds Warning sounds Relaxing sounds e.g. Microwave buzzer Ambulance siren Music on radio

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How do sounds help us ? How do the sounds made by these objects help us?

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This tells us to ...............................

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................................................................. © ReadyEdPu b l i c a t i o n s ................................................................. •f orr evi ew pur posesonl y•

This tells us to ...............................

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This tells us to ............................... ................................................................. ................................................................. .................................................................

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Teachers’ Notes TOPIC:

Light and Sound - ‘Echoes’.

SKILL/S: Observation; interpretation.

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LEARNING OUTCOMES:

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Children will be able to: 1. Recognise that sound can be reflected. 2. Show in a diagram how sound reflection works in a confined space such as a cave.

Various simple musical instruments e.g. tapping sticks, xylophones, shakers, small drums etc. Worksheet.

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Children work in pairs, perhaps within a group if there is a lack of instruments. Voices could also be used. 1. Ask child 1 of each pair to create a sound with the instrument. Give direction as to its nature i.e. loud, soft, gentle etc. Child 2 repeats the example. 2. Explain that this is called an ‘echo’ - that the sound the first player creates travels to the ear of the second player who reflects it just like a mirror (by playing/copying it) back to the first. 3. Explain that when standing in a cave or tunnel the sound waves you make reflect back off the walls of the cave into your ears.

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Read the story of ‘Echo and Narcissus’ - a story from Greek mythology.

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Echoes r o e t s Bo r e p ok u S

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Look at the man standing in a tunnel. Imagine he shouted ‘hello’. Draw arrows to show how the sound waves travel.

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. t e you heard echoes? o When have c . che e r o t r s super

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How do you think you could make an echo? .................................. ......................................................................................................................................... ......................................................................................................................................... ......................................................................................................................................... Ready-Ed Publications

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The W eather r o e t s Bo r e p and its ok u S Effects

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Teachers’ Notes TOPIC:

The Weather and its Effects - ‘The weather’.

SKILL/S: Observation; interpretation.

r o e t s Bo r e p ok u S

LEARNING OUTCOMES:

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Teac he r

Children will be able to: Record the weather according to visual clues.

EQUIPMENT REQUIRED: Worksheet. Coloured pencils.

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1. Read ‘Mr. Wolf’s Week’ by C. & J. Hawkes. Discuss with class. 2. Record the weather daily with the class as a shared writing activity. Use the teacher as scribe in order to familiarise the children with the necessary vocabulary. 3. Discuss how the things we wear and use can be clues to what the weather is like - i.e. raincoats, umbrellas - rain; hats, swimming trunks sun.

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1. What would you wear on a rainy/sunny day? 2. Which would be the best material for making a raincoat?

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Name ..........................................................

The weather Choose the correct word to describe the weather in each picture.

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r o e t s r e raining Boo sunnyp snowing u k cloudy foggy windy S

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. t o Today ite is......................... Today it is......................... c . che e r o t r s super

Today it is......................... Ready-Ed Publications

Today it is......................... Page 41

Teachers’ Notes TOPIC:

The Weather and its Effects - ‘Weather watching’.

SKILL/S: Observation; compiling a chart.

r o e t s Bo r e p ok u S

LEARNING OUTCOMES:

EQUIPMENT REQUIRED: Worksheet. Coloured pencils.

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Teac he r

Children will be able to: 1. Record the weather according to external evidence. 2. Design and make use of symbols depicting different types of weather.

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1. Ask the children to watch the weather on T.V. Collect and photocopy weather maps from the newspaper. Discuss why symbols are used. 2. Determine what appropriate symbols might be for each weather type. These need to be clean and unambiguous.

o c . che e r o t r s s r u e p Post-Use of Activity Page

1. Role play forecasting the weather, using a cardboard box as a T.V. 2. Can the children predict the weather in relation to the seasons? 3. Use a globe to discuss weather patterns around the world. Ask children whose families come from other countries about the weather in those countries.

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Name ..........................................................

Weather watching Weather forecasters use symbols to show us what the weather is going to be like. Keep a record of the weather for a week.

Teac he r sunny

cloudy

Day

rain Morning

snow

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r o e t s Bo r e p each type of weather?ok How will youu record Design some S symbols for each weather type. hot

fog

Afternoon

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How many sunny days were there? ...................................................... How many wet days were there? ............................................................. Do you think the seasons make a difference to the weather? .................................................................................................................... ......................................................................................................................................... Ready-Ed Publications

Page 43

Teachers’ Notes TOPIC:

The Weather and its Effects - ‘Weathering’.

SKILL/S: Observation; interpretation; recording.

r o e t s Bo r e p ok u S

LEARNING OUTCOMES:

Teac he r

EQUIPMENT REQUIRED: Worksheet/table. Pencils.

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Children will be able to: 1. State what effects the weather can have on natural and man-made objects. 2. Observe damage and identify it as caused by weathering.

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1. Make an observation related to a weathered window/door etc. incidentally as you enter the classroom. Can the children suggest why the paint has cracked or worn away? Can they spot any other places where this has happened? 2. How do children consider such objects become ‘weathered’? What effects do rain, sun, wind etc. have on different surfaces - painted wood, unpainted wood, metals etc.? 3. What is the evidence of weathering? How is it shown? e.g. flaking paint; in nature - worn roots.

o c . che e r o t r s s r u e p Post-Use of Activity Page

1. Use newspaper cuttings or information books to support discussion on how the weather affects people’s lives e.g. famine, floods, extreme cold. 2. Encourage the children to research for themselves e.g. an illustration, a report, a weather forecast for the region.

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Name ..........................................................

Weathering Go for a walk around the school and playground. Look for signs of wear and tear.

Teac he r

Place/object

Damage

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r o e t s Bo r e Complete the table. p ok u S Wear and tear in our school.

Cause

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Name ..........................................................

Make a model Colour the picture. Colour the circle yellow.

r o e t s Bo r e ponto the handle. ok Stick the yellow u circle Using a paperS fastener fix the handle to the picture. Now you have a model of the sun’s movement.

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Teac he r

Cut out all the pieces.

At what times will you see the sun in the three places shown below.

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Time............

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cut out

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F orces r o e t s Bo r e pand theirok u S Effects

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Teachers’ Notes TOPIC:

Forces and their Effects - ‘Push or pull’.

SKILL/S: Investigation; observation; recording.

r o e t s Bo r e p ok u S

LEARNING OUTCOMES:

Teac he r

EQUIPMENT REQUIRED:

Worksheet. Toy car. Cardboard ramp and book as support.

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Children will be able to: 1. Express the understanding that things can be moved by pushing and pulling. 2. Express the understanding that pushes and pulls can also be used to slow down, speed up or stop things moving.

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1. Tell the children your car has broken down. Do they have any suggestions as to how you can move it from the road. Record the suggestions. 2. Ask the children what they will do to stop the car once they have been able to start it moving. 3. What will happen if you push it down a hill? 4. How do they think they would feel after pushing your car? Discuss loss of energy. Where did the energy go? (Transferred from children to the car.)

o c . che e r o t r s s r u e p Post-Use of Activity Page

Display, demonstrate and discuss clockwork toys, elastic powered toys, transfer of energy. Introduce the word ‘force’ as a push or pull.

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Name ..........................................................

Push or pull r o e t s Bo r e p ok u S

Draw yourself making this car move. How did you make the car move?

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Teac he r

Using building bricks make a model car. Make your car move.

How did you make your car go faster?

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o c . c e he r How can you stop it? o t r s super

How can you slow it down? ......................................................................................................................................... ......................................................................................................................................... ......................................................................................................................................... Ready-Ed Publications

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Teachers’ Notes TOPIC:

Forces and their Effects - ‘Get it going’.

SKILL/S: Investigation; observation; recording.

r o e t s Bo r e p ok u S

LEARNING OUTCOMES:

Teac he r

EQUIPMENT REQUIRED:

Worksheet. Ramp (cardboard or large book). Toy car. Various surfaces - desk top, carpet, bitumen, grass.

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Children will be able to: 1. State, in simple terms, what ‘friction’ is. 2. Express the understanding that a smooth surface will provide a faster surface than a rough surface.

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1. During P.E. time ask the children to examine the soles of their shoes. Are they smooth? Why not? 2. Introduce the term ‘friction’ and discuss. 3. Slide a bean bag along a polished floor area. Why does it slide? Bring up these topics when introducing the investigation activity. (See worksheet.) The children should be encouraged to use this knowledge when predicting the outcome of the activity.

o c . che e r o t r s s r u e p Post-Use of Activity Page

1. Discuss shapes of racing cars and jets in relation to friction. Why do people wax their skis, skates or surfboards? 2. Encourage children to discuss their own investigations i.e. does the size of the wheel of a toy car affect the distance it travels? 3. Use a variety of methods for recording data e.g. graphs, tables, pictures. A superb diagram of a lego car can be achieved by shading graph paper. Page 50

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Name ..........................................................

Get it going

r o e t s Bo r e p ok u S

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Teac he r

- What you are trying to find out. To investigate the type of surface on which it is best for a toy car to travel. - What you will need. A toy car, a ramp (large book or stiff piece of card), various surfaces, worksheet, a ruler, a partner. - What you will do. Your teacher will help you select four different types of surface for your trials. You could try carpet, bitumen, grass, tiles, desktop etc. Set up your ramp. It must be the same for all trials. Have some practice using your ramp and measuring the distance from the base of the ramp to where your car stops. Make sure you simply release the car, not push it. When you are ready start your investigation. Write your © Re athe dy Ed Publ i cat i ons observations in chart below. - Make a prediction - what do you think will happen?

•f orr evi ew pur posesonl y•

Surface Trial 1 Trial 2 Trial 3 Trial 4

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Distance

Draw the way you set up your materials

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- What did you find? List the surfaces from best to worst. ................................................................................................................................................. .................................................................................................................................................

- How do you show your information on a graph? Your teacher will help you with this. Ready-Ed Publications

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Teachers’ Notes TOPIC:

Forces and their Effects -‘Make it float’. ‘Floating and sinking’. SKILL/S: ‘Forces’. Observation; interpretation.

r o e t s Bo r e p ok u S

LEARNING OUTCOMES:

Teac he r

EQUIPMENT REQUIRED:

1. Balloon. Bowl of water. Worksheet.

2. Objects as listed. Bowl of water. Worksheet.

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Children will be able to: 1. State that the force of air pressure will keep a balloon inflated. 2. Describe what causes an inflated balloon to float on water. 3. Conclude why some objects float and some don’t. 4. Demonstrate the direction of force.

3. Worksheet.

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1. Carry out the investigation associated with ‘Make It Float’ as a small group activity. Encourage children to observe all the changes in the balloon. N.B. When the balloon is full of air there is an increased surface area and the push of air pressure within the balloon has been spread out. Therefore there is more surface area for the water to push up against the balloon. 2. Encourage the children to use the knowledge gained from ‘Make it float’ to attempt ‘Floating and sinking’, i.e. items containing lots of air will float. 3. The ‘Forces’ worksheet is a consolidation of the ideas in the previous two activities, but it will need plenty of discussion.

o c . che e r o t r s s r u e p Post-Use of Activity Page

1. Give the children a small ball of Plasticine and ask them to test it. Will it float or sink? How can they change it to make it float? If children have really understood the concept of increasing the surface area they should manage this easily. 2. Read ‘Mr. Gumpy’s Outing’ by John Burningham. Page 52

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Name ..........................................................

Make it float r o e t s Bo r e p ok u S

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Place a deflated balloon in the bowl of water. Draw what happens to your balloon on the picture below.

Which has the stronger push, the balloon or the water? .......

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on top of the water? The force that keeps the balloon inflated is called ‘air pressure’. It pushes out against the sides of the balloon. Which is the strongest force, the forces pushing the balloon or the forces of the water? ......................................................... ......................................................................................................................................... Ready-Ed Publications

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Floating and sinking

r o e t s Bo r e p ok u S

cork

twig

leaf

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Teac he r

Look at the objects below. Put a tick next to the objects you think will float and a cross next to the objects you think will not float. chalk scissors pencil stone

crayon

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Why did some of the objects float?................................................................ ...................................................................................................................................................

Why did some of the objects sink?................................................................. ...................................................................................................................................................

For ces r o e t s Bo r e p ok u S

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Teac he r

Another word for a push or pull is a force. Draw arrows to show the direction of the forces in the pictures below.

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Human Effects r o e t s Bo r e p on the ok u S Environment

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Teachers’ Notes TOPIC:

Human Effects on the Environment - ‘Make it better’.

SKILL/S: Observation.

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LEARNING OUTCOMES:

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EQUIPMENT REQUIRED: Worksheet.

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Children will be able to: 1. State what the effects of not caring for their immediate environment might be. 2. Determine how they can play their part in improving their environments.

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1. Have the children look around the classroom. Is everything in its place? What happens when we let things get untidy? 2. Have children think about their homes and the consequences of not cleaning or tidying up. Relate to health and disease issues. 3. What are some ways we could improve our... a) Home environment? b) Classroom environment? c) School environment?

o c . che e r o t r s s r u e p Post-Use of Activity Page

Design posters encouraging people to care about their environment.

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Name ..........................................................

Make it better r o e t s Bo r e p ok u S

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Teac he r

Here is a picture of a park.

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Look closely at the picture. Can you think of five ways to improve the park and make it a better place to play? 1. .............................................................................................................................................

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2. .............................................................................................................................................

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3. ............................................................................................................................................. ...................................................................................................................................................

4. ............................................................................................................................................. ...................................................................................................................................................

5. ............................................................................................................................................. ................................................................................................................................................... Ready-Ed Publications

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Teachers’ Notes TOPIC:

Human effects on the environment - ‘Our Fault’.

SKILL/S: Observation - Investigation.

r o e t s Bo r e p ok u S

LEARNING OUTCOMES:

EQUIPMENT REQUIRED: Worksheet.

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Teac he r

Children will be able to: 1. State environmental hazards from picture clues. 2. Suggest possible solutions to environmental hazards.

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1. Look around the playground. Discuss the problems there that may be polluting/damaging the environment. Consider the animals that live there too. What effects are the environmental hazards having on them? 2. What other well-known examples of environmental hazards can children suggest? Categorise with ‘Litter related’; ‘Industrial related’ etc.

o c . che e r o t r s s r u e p Post-Use of Activity Page

Carry out individual research on rare endangered species, rainforests, the polar ice caps. More able pupils could make their own informative displays e.g. Illustrations Report Make into a large class Prevention wall book. Ideas Page 60

Ready-Ed Publications

Name ..........................................................

Our fault r o e t s Bo r e p ok u S

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Teac he r

Look at the pictures. They are all scenes where pollution is taking place. Write a rule to match each picture which will help people stop polluting their environment.

© ReadyEd............................................................................... Publ i cat i ons ............................................................................... •f orr evi ew pu r posesonl y• ...............................................................................

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Teachers’ Notes TOPIC:

Human Effects on the Environment - ‘Bury it’.

SKILL/S: Drawing conclusions

r o e t s Bo r e p ok u S

LEARNING OUTCOMES:

EQUIPMENT REQUIRED: Worksheet.

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Teac he r

Children will be able to: 1. List occasions when pollution can be caused. 2. Describe materials that can be naturally recycled.

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Talk about what happens to children’s household refuse. Do any of the class households recycle? What does ‘recycle’ mean? Discuss. Why do we recycle some materials and not others?

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o c . che e r o t r s s r u e p Post-Use of Activity Page 1. Make flow charts to illustrate the journey taken by the items on the activity page. 2. Design advertisements and logos to promote recycling.

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Name ..........................................................

Bury it r o e t s Bo r e p ok u S Y

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Teac he r

Some things decay naturally but some things don’t. Look at the pictures. Tick ‘yes’ or ‘no’ if you think the object will decay naturally or not. Colour the pictures and explain what you think will happen to each item.

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Teachers’ Notes TOPIC:

Human Effects on the Environment - ‘Houses and homes’.

SKILL/S: Classification; observation.

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LEARNING OUTCOMES:

Teac he r

EQUIPMENT REQUIRED:

Hoops. Different environments found on worksheet. Worksheet.

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Children will be able to: 1. Suggest possible reasons why living things choose different environments. 2. Identify living things that are likely to be found in different environments.

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Talk with the children about the different types of home they live in. i.e. How are they suited to the environment in which we live? Discuss. 1. What do they think a home must provide its occupants? 2. Why do different plants and animals live in different places? 3. What happens if we make big changes to our home i.e. remove its roof? What happens if we make changes to the homes of plants and animals?

o c . che e r o t r s s r u e p Post-Use of Activity Page

1. Discuss the effect that cutting down rainforests has on its inhabitants. 2. Look at old maps or pictures of your local area/town/city and discuss the changes that have been made. Were they for better or worse? Why? 3. Walk around the community and look at work going on which will supposedly improve the environment. What will happen to the plants and animals that currently live there? Page 64

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Name ..........................................................

Houses and homes Not all things live in the same places. Where would you prefer to live? ...............................................................

r o e t s Bo r e p live in a variety of places. ok Plants and animals u Investigate! S You will need two hoops.

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Teac he r

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Choose two very different places to put your hoops, for example: on the school field in some long overgrown grass near a pond under a tree Identify by drawing and listing all the living things you find in d each hoop. © ReadyE Pu bl i cat i ons

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Have you found the same living things in each hoop? ............ Why? ............................................................................................................................ ......................................................................................................................................... Ready-Ed Publications

Page 65

Teachers’ Notes TOPIC:

Human Effects on the Environment - ‘Plants and animals’.

SKILL/S: Interpreting; predicting; drawing conclusions.

r o e t s Bo r e p ok u S

LEARNING OUTCOMES:

Teac he r

EQUIPMENT REQUIRED:

Worksheet.

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Children will be able to: 1. Display an understanding that the lives of plants and animals are linked. 2. Display an understanding that plants and animals are dependent upon each other for survival.

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1. Discuss the types of food that we eat. Where do those foods come from, or of what are they by-products? 2. Discuss the suggestion that a food chain exists - that what we eat feeds or is reliant on something else and so on. 3. Do we need meat to stay alive? What do animals eat?

o c . che e r o t r s s r u e p Post-Use of Activity Page

1. Design menus for specific animals. 2. Research what is happening in various countries where, due to extreme conditions, crops are failing. 3. Invite a speaker from a charity organisation to talk to the class about famine/destruction of rainforests etc.

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Name ..........................................................

Plants and animals

r o e t s Bo r e p ok u S eats

eats

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Teac he r

Could plants or animals live without each other? Let’s find out. Cut out the pictures at the bottom of the page and place them in the correct spaces.

Could human beings live? ..............................................................................

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What if we took away the plants? Could animals live? .............................................................................................

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o c . c e r What if we took h away the sunshine? t er o s super What do you think would happen?

Could human beings live? .............................................................................. .........................................................................................................................................

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