Starting Science Series: Book 3

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Starting Science Book 3 w ww

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© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

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Written by Linda Powell. Illustrated by Rod Jefferson. © 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 075 4

Introduction

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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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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.

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

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© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y• To give background to each activity page sets of Teachers' Notes have been provided so that the page 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.

. te o R Myself and other living things c . cthings R Living - their needs and processese her r R Keeping warm o t s suand r pe R Structure of materials effects of chemical changes

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Contents

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Myself and other living things................................................................................ 5 I’m special ............................................................................................................. 6, 7 The same but different - 1 ...................................................................................... 8, 9 The same but different - 2 .................................................................................. 10, 11 Living or not? ..................................................................................................... 12, 13 Out and about .................................................................................................... 14, 15 Sort it out ........................................................................................................... 16, 17 Living things - Their needs and processes ......................................................... 19 Body parts ......................................................................................................... 20, 21 How does your garden grow? ............................................................................ 22, 23 All mixed up ....................................................................................................... 24, 25 Going on holiday................................................................................................ 26, 27 Superfit Sue ....................................................................................................... 28, 29 Shopping for baby ............................................................................................. 30, 31 Life cycle of an apple tree .................................................................................. 32, 33 Make a life cycle of your own ............................................................................ 34, 35 Keeping warm ........................................................................................................ 37 Hot or cold......................................................................................................... 38, 39 Dressing up ........................................................................................................ 40, 41 Keeping warm .................................................................................................... 42, 43 Insulating ............................................................................................................ 44, 45 Fuels ................................................................................................................... 46, 47 Energy ................................................................................................................ 48, 49 Alternative sources of energy ............................................................................. 50, 51 Structure of materials and effects of chemical changes ................................... 53 Touch it, feel it ................................................................................................... 54, 55 Manufactured or natural? ................................................................................... 56, 57 Materials and their uses ...................................................................................... 58, 59 Heat it up! .......................................................................................................... 60, 61 Sugar investigation ....................................................................................... 62, 63, 64

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living things

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Teachers’ Notes TOPIC:

Myself and other living things - ‘ I’m special ’.

SKILL/S: Observation; recording.

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LEARNING OUTCOMES:

EQUIPMENT REQUIRED: Mirrors.

Worksheet.

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Children will be able to: Observe and note specific similarities and differences between themselves and a classmate.

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1. Select two children from the class who look alike.

Ask the class in what ways these children look the same.

Make a list of ‘similarities’ and ‘differences’ on a chart as a whole class writing activity.

2. What is a twin?

What sorts of twins are there? What are identical twins?

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Make silhouettes of side view of faces. Ask the children to write riddles about themselves to go with the silhouette.

Can the rest of the class guess who the silhouette belongs to?

Display their work.

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I’m special

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I looked in the mirror and drew my face.

This is me.

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© ReadyEdPubl i cat i ons I looked atr my friend drew his/her face.

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This is ...........................................................................................................................

Am I exactly the same as my friend? .....................................................

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Teachers’ Notes TOPIC:

Myself and other living things - ‘ The same but different - 1 ’.

SKILL/S: Observation; interpretation.

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LEARNING OUTCOMES:

EQUIPMENT REQUIRED: Worksheet.

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Children will be able to: Display an understanding of physical and emotional similarities and differences between themselves and a classmate.

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Have children sit opposite a partner in a quiet area. (Whole class can do this in the reading area.)

Ask them to discuss with each other what makes them the same or different.

Discuss likes and dislikes as well as physical features and talents.

Allow a minimum of five minutes for discussion between pairs - perhaps brief notes could be taken to remind children of what they found.

Conduct a feedback session to the whole class.

Use notes or discussion to complete the activity sheet.

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This activity leads well into collaborative tasks and activities aimed at promoting co-operation e.g. Tasks we can do together.

What makes a good friend?

Which of your friends could you take into space?

What qualities would they need to have? etc.

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The same but different - 1

Draw

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This is me

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Teachers’ Notes TOPIC:

Myself and other living things - ‘ The same but different - 2 ’.

SKILL/S: Observation; interpretation; recording.

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LEARNING OUTCOMES:

EQUIPMENT REQUIRED: Worksheet.

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Children will be able to: Note similarities and differences between two living things of different classifications.

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1. Discuss how living things are categorised into classifications i.e. birds, mammals, reptiles etc.

Is it possible to find similarities between animals of different classifications?

Use a frog and a dog as examples to find similarities and differences e.g. both have four legs; both live on the ground; a dog has hair, a frog doesn’t etc.

2. Discuss possible similarities and differences between a cat and a bird.

Assign activity sheet.

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Develop this idea further by looking at and comparing two mammals e.g. a cat and a dolphin.

Further research might lead to the children identifying the various animal groups and listing their main attributes for display in the class.

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The same but different - 2 r o e t s Bo r e p ok u S

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Here are two living things.

A cat and are the same because ............................................... © aRbird ea dy E dP ubl i c at i ons

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Teachers’ Notes TOPIC:

Myself and other living things - ‘ Living or not? ’.

SKILL/S: Observation; interpretation; classification.

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LEARNING OUTCOMES:

EQUIPMENT REQUIRED: Plants and animals or their pictures.

Worksheet.

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Children will be able to: State reasons why objects can be classified as ‘living’ or ‘non-living’.

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1. Use the pictures of the plant and the animal as focal points for a discussion on ‘are plants and animals alive?’

How do they know?

List children’s reasons on a large sheet of paper.

Draw conclusions or indications using the terms ‘living’ and ‘non-living’.

On the sheet of paper write interpretive sentences beginning: ‘Living things can ...

‘Non-living things cannot ...

2. Complete the activity page.

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Have a selection of pictures on a small display table.

Encourage the children to sort these into ‘living’ and ‘non-living’.

Display the chart you have made, with pictures/paintings produced by the children of living/non-living things.

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Living or not?

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Look at the pictures.

Draw a ring around the living things.

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Teachers’ Notes TOPIC:

Myself and other living things - ‘ Out and about ’.

SKILL/S: Observation; classification; recording.

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LEARNING OUTCOMES:

EQUIPMENT REQUIRED: Observation sheet.

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Children will be able to: Classify objects in the school playground as ‘living’ or ‘non-living’.

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This activity follows on from the classroom based one discussed in ‘Living or not?’.

1. Children need to revise the indicators of ‘living’ or ‘non-living’ they decided on before attempting the observation exercise during the walk in the school grounds.

2. The most useful approach would be for children to have an observation sheet on which they could record examples of the two categories.

Some of these could be transferred in graphic form to the worksheet on returning to the classroom.

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Follow up discussion should emphasise the ‘living’/‘non-living’ indicators as applied to objects observed on the walk.

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Out and about Go for a walk around your school and playground. Look for living and non-living things.

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Complete the two sets by drawing some things you see on your walk.

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Non-living things

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Teachers’ Notes TOPIC:

Myself and other living things - ‘ Sort it out ’.

SKILL/S: Observation; interpretation; classification.

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LEARNING OUTCOMES:

EQUIPMENT REQUIRED:

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Children will be able to: Classify objects according to the attributes they display.

Classroom objects such as chair, table, desks, chalk, books etc.

Worksheet.

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1. Have a collection of items from around the classroom.

Sort them into broad groups.

Can the children tell you on what basis they’ve been sorted? For example can they tell you why the chair, table and a child belong in the same group but the board and the board duster don’t (legs).

Repeat this using different combinations based on colour, physical appearance and, perhaps as an extension, functions.

2. Extend idea to discussion on activity page and assign.

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1. Display a wide variety of items e.g. classroom, objects, shapes, etc. for sorting.

2. Discuss the children’s reasons for the way they sorted.

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Sort it out

(Work across each line.)

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Draw coloured rings around the things that go together.

Use a different colour for each new set.

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Their needs and processes

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Teachers’ Notes TOPIC:

Living things - ‘ Body parts ’.

SKILL/S: Identification; labelling.

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LEARNING OUTCOMES:

EQUIPMENT REQUIRED: Worksheet.

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Children will be able to: Identify and label the main parts of their bodies.

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Use action songs and physical education games to familiarise the children with the necessary vocabulary.

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1. Draw around a prone child, allow the children to paint the silhouette and make large labels for a wall display.

2. Talk about what each part of the body can do. Get the children to draw around their hands for example and write a simple sentence about what that hand can do.

3. Have children ever broken a bone? Discuss.

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Body parts

Colour the picture.

Draw lines to join the labels to the part of the body they belong to.

shoulder

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head

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nose

ears

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ankle

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foot

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Teachers’ Notes TOPIC:

Living things - ‘ How does your garden grow? ’.

SKILL/S: Identification; labelling.

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LEARNING OUTCOMES:

EQUIPMENT REQUIRED: Pot plant or flowers.

Magnifying glasses.

Worksheet.

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Children will be able to: Identify and label the main parts of a plant.

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1. Keep a bunch of flowers or potted plants in your room for a few days prior to the activity - discuss the changes that occur daily.

2. As a whole class, in a quiet corner, dissect and label a flower by sticking each part onto a chart and labelling. Can the children label each part?

Discuss the parts of the plant.

3. Provide magnifying glasses and plants around a small display table.

Allow the children to examine the plant, searching for things not immediately evident to the naked eye. Can they see, for example, veins on leaves; vessels on stems; root hairs?

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1. Children make observational drawings of their plants. Use a variety of media such as pencil, charcoal or pastels.

2. Encourage the children to look after any plants you may have in the room. What is required to ‘look after’ plants?

3. What does each part of a plant do? e.g. Why does a plant have roots?

To absorb water. Prove this using vegetable dye and a plant in a glass of coloured water.

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How does your garden grow?

Colour the picture.

Choose the correct word to finish each sentence.

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Here is the

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Teachers’ Notes TOPIC:

Living things - ‘ All mixed up ’.

SKILL/S: Observation; interpretation.

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LEARNING OUTCOMES:

EQUIPMENT REQUIRED: Pets (optional).

Coloured pencils.

Worksheet.

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Children will be able to: State the conditions necessary for plants and animals to survive.

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1. Ask some of the children to arrange for their (well behaved!) pets to be brought to the classroom. Have these children prepare a short talk on how they care for their pets.

Emphasise likes and dislikes that the pet has shown.

2. Blackboard a list of similar pet ‘needs’ which will revolve around food, shelter etc.

3. Read ‘Podarms Pets’.

4. Extend the idea of ‘caring’ to plants. What conditions do plants require to survive?

5. How do plants and animals differ in their needs? How are they alike?

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1. Encourage the children to care for any plants or pets you may have in the classroom.

2. Design the ideal pet.

3. Design the ideal home for a pet.

4. Consider a wealth of maths activities related to pets/plants. e.g. making sets, sorting or graph work.

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All mixed up

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Colour the pictures.

Draw a green line to join the things we need to care for a plant.

Draw a red line to join the things we need to care for an animal.

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o c . che e r o t r s super Write a list of the things that both a plant and animal need

to grow. ..............................................................

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Can you think of one extra? .........................................................................

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Teachers’ Notes TOPIC:

Living things - ‘ Going on holiday ’.

SKILL/S: Interpretation.

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LEARNING OUTCOMES:

EQUIPMENT REQUIRED: Worksheet.

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Children will be able to: State the requirements needed by an animal in order to maintain a healthy life.

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away on holiday without family pets.

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1. This activity extends the idea of animal needs to sustain life.

By completing the worksheet in the form of a letter, and using the clues offered pictorially around the sides of the writing area, children will consolidate their knowledge of animal needs.

2. Before commencing, share ideas or personal experiences of going

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Encourage an awareness of animal care in children by inviting a person from an animal haven or the R.S.P.C.A. to address the class. The topic could be along the lines of ‘responsible care’ with a focus on not leaving animals to care for themselves; or the post-Christmas problems associated with dumping of unwanted animals that have grown out of the ‘cuddly’ stage.

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Going on holiday Rover is going on holiday. You have packed a suitcase for Rover but his carer doesn’t know what to do with all the things you’ve packed.

Write a note for Rover’s carer explaining how to look after him.

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every day you will need to ..................................................................

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Teachers’ Notes TOPIC:

Living things - ‘ Superfit Sue ’.

SKILL/S: Observation; classification.

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LEARNING OUTCOMES:

EQUIPMENT REQUIRED: Worksheet.

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Children will be able to: State daily activities that can be classified as ‘healthy’ or ‘not healthy’.

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1. Consider how we care for ourselves.

Can the children think of the things they do daily that help them to keep healthy? These may be conscious or accidental.

Make a list on a large sheet for display, highlighting the positives.

2. What are the consequences of unhealthy/unhygienic behaviour?

o c . che e r o t r s s r u e p Post-Use of Activity Page 1. Invite the school nurse/doctor/dentist to speak to the class.

2. Ask the children to keep diaries of their daily activities.

Using sensitivity, sort their activities into ‘healthy/not healthy’ sets.

3. Design posters to promote health and well being.

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Superfit Sue

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Here are some pictures of Superfit Sue and the things she does during her day.

Some of the things are healthy but some are not.

Colour the pictures that show Superfit Sue doing healthy things.

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Is it healthy to go to bed late every night? .........................................

Why? ............................................................................................................................. ..........................................................................................................................................

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Teachers’ Notes TOPIC:

Living things - ‘ Shopping for baby ’.

SKILL/S: Classification.

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LEARNING OUTCOMES:

EQUIPMENT REQUIRED: ‘The Babies’ Catalogue’ by the Ahlbergs.

Worksheet.

Mother and baby if possible.

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Children will be able to: Recognise that some things, in this case babies, have special needs in order to sustain life.

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1. Read and discuss ‘The Babies’ Catalogue’ by the Ahlbergs.

2. If this is not available use advertisements/catalogues displaying babywear as discussion points on the special needs of a baby.

3. Invite baby brother or sister into the classroom with mum or dad. Many will be willing to demonstrate bathtime or feeding time.

4. Set up a display using the children’s baby photos, toys and clothes.

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1. Compare the needs of human babies to those of non-human babies. At a more advanced level examine amphibian, mammal and reptile young and their differing care and needs.

2. Design a toy for a young baby.

Consider: How will it entertain? Does it make sounds or have flashing lights?

What materials should be used? Plastic? Waterproof?

Relate this to safety factors in chewable children’s toys.

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Babies need special care.

They wear special clothes, eat special things and play with special toys.

What would you put in the trolley if you were shopping for a baby?

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Teachers’ Notes TOPIC:

Living things - ‘ Life cycle of an apple tree ’.

SKILL/S: Classification; recording.

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LEARNING OUTCOMES:

EQUIPMENT REQUIRED: Worksheet.

Coloured pencils.

Scissors.

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Children will be able to: State in what ways living things go through stages as they develop.

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1. Read “The Hungry Caterpillar” by Eric Carle.

Discuss the changes that take place in the caterpillar’s life.

2. Talk to the children about their families.

Who’s the youngest? Who’s the oldest?

How do we change as we age? Compare physical appearance of youngest with oldest (perhaps mum or dad).

3. Can the children suggest a life cycle for a plant?

Use an easel and a large sheet of paper to record their ideas.

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1. Make zig zag life cycle books.

2. Make large versions of the apple tree life cycle using paint or gummed paper and pink crepe paper blossoms.

3. Make a display of the children’s photos - themselves - mum/dad grandma - great grandma?

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Colour the pictures.

Cut them out and stick them in the correct order to tell the life story of an apple tree.

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Teachers’ Notes TOPIC:

Living things - ‘ Make your own life cycle ’.

SKILL/S: Recording.

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

LEARNING OUTCOMES:

EQUIPMENT REQUIRED: Worksheet.

Coloured pencils.

Paper fastener.

Scissors.

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Teac he r

Children will be able to: Relate the life cycle of a chosen animal or plant.

© ReadyEdPubl i cat i ons •points f orr evi ew pur posesonl y• Starting TEACHING POINTS:

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This activity follows on from the previous page in that it allows children to consolidate the concept and confirm their understanding by relating the ‘story’ to a classmate.

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

Make a life cycle of your own r o e t s Bo r e p ok u S

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Choose an animal or plant.

In each quarter of the circle, draw one part of its life cycle.

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Cut out the two circles and fasten them together with a paper fastener.

Use your wheel to tell your friend your story.

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

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Teac he r

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

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Teachers’ Notes TOPIC:

Keeping warm - ‘ Hot or cold ’.

SKILL/S: Classifying; interpreting.

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: Classify objects shown according to whether they are ‘hot’ or ‘cold’.

© ReadyEdPubl i cat i ons •points f orr evi ew pur posesonl y• Starting TEACHING POINTS:

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1. Introduce the concept of ‘hot’ and ‘cold’ by personal referral.

When are we hot? - weather, too much clothing etc.

When are we cold? - weather, too little clothing etc.

2. Discuss inanimate objects that may function most effectively in one condition or the other. i.e. How do these objects, in their normal states, best illustrate the concepts of ‘hot’ and ‘cold’?

3. Children classify objects shown as ‘hot’ or ‘cold’. Note that some may be either.

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

Hot or cold

Choose the correct word to describe each of the following. cold

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

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hot

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Teachers’ Notes TOPIC:

Keeping warm - ‘ Dressing up ’.

SKILL/S: Interpretation; classification.

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: Draw relationships between the climate and the clothes we wear.

© ReadyEdPubl i cat i ons •points f orr evi ew pur posesonl y• Starting TEACHING POINTS:

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1. Discuss the subject of ‘today’s weather’. What sorts of clothes are children wearing? Is the clothing appropriate for the weather?

2. What items of clothing do we tend to wear in cold weather?

3. What items of clothing do we tend to wear in hot weather?

4. What are some of the features of ‘cold weather clothes’? i.e. thick, snug fitting, cover much of the body.

5. What are some of the features of ‘hot weather clothes’? i.e. thin, loose fitting, cover little of the body.

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Dressing up

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

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Teac he r

Draw a picture of some clothes you might wear on a cold winter day.

Why do you wear these clothes? .............................................................

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y• .......................................................................................................................................... ..........................................................................................................................................

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Draw a picture of some clothes you might wear on a hot summer day.

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Why do you wear these clothes? ............................................................. .......................................................................................................................................... ..........................................................................................................................................

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Teachers’ Notes TOPIC:

Keeping warm - ‘ Keeping warm ’.

SKILL/S: Observation; interpretation.

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: State ways in which we can keep warm in winter.

© ReadyEdPubl i cat i ons •points f orr evi ew pur posesonl y• Starting TEACHING POINTS:

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1. Remind children of the features of clothing that we wear to keep us warm - thick, snug fitting, covering much of the body.

2. Discuss how this layer of clothes we wear in winter traps body heat and helps keep us warm.

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

Provide outlines of two children.

Have children draw/paint clothes on each of the outlines to suit 1. hot days; 2. cold days. Label and display.

Collect pictures from hot and cold countries. Discuss the varying lifestyles, weather etc. of those countries. What types of clothing do inhabitants mostly wear?

Locate the country on the globe/atlas. Have children consider this location in terms of distance from the equator.

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

Keeping warm This little boy is cold.

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

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Teac he r

This little girl is warm.

Why is the little girl warm? ............................................................................

© ReadyEdPubl i cat i ons •do f o rr ev ew p r pwarm? oses onl y• What you do ini winter to u keep ........................................... .......................................................................................................................................... ..........................................................................................................................................

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Look at these people. What are they doing to keep warm?

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Teachers’ Notes TOPIC:

Keeping warm - ‘ Insulating ’.

SKILL/S: Observation; recording; interpretation.

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: State how we can influence the heat/coolness of an object by providing insulation.

© ReadyEdPubl i cat i ons •points f orr evi ew pur posesonl y• Starting TEACHING POINTS:

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1. Discuss the term “insulating” and why we insulate.

Where do we find examples of insulation - double glazing, insulation in ceilings etc?

2. How do we insulate our bodies?

3. How could we insulate our cups of tea so that they would stay warm?

How do we insulate a tea pot?

Investigation Carry out the activity in small groups to ensure you find out, for example, who understood the meaning of a ‘fair test’, and to what level each child’s investigative skills are developed.

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

Collect examples of insulation from advertisements, manufacturers etc.

Display with the children’s work to reinforce the topic.

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Insulating

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

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Teac he r

Here are three beakers of hot water.

Each beaker has a jacket to keep the water warm. This is called insulation.

Each jacket is made from different materials.

Colour the beaker which you think will stay the warmest.

Investigate your prediction.

What instrument will you use to measure how hot the water inside each beaker is? ......................................................................................

Materials athe dy EdP ub l i c at i ons Make © a listR ofe all materials you will use. ......................................

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What are you going to do? ............................................................................

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How will you make your test fair? .............................................................

o c . che e r o t Results r s super On the back of this sheet draw a chart or write exactly what

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you found out. Why do you think this happened? ....................... ..........................................................................................................................................

Was your prediction correct? .......................................................................

How could you improve your test? .......................................................... ..........................................................................................................................................

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Teachers’ Notes TOPIC:

Keeping warm - ‘ Fuels ’.

SKILL/S: Interpretation.

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: State the fuel requirements of things that require energy to operate.

© ReadyEdPubl i cat i ons •points f orr evi ew pur posesonl y• Starting TEACHING POINTS:

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1. Discuss the concept of how energy is provided in the form of fuel.

Determine what sorts of fuels are needed for obvious objects such as cars, trucks etc.

2. What sort of fuel do human beings require? Relate this concept to ‘good fuels’ and ‘bad fuels’ in terms of the energy that various foods provide.

3. What are the consequences of fuel being provided?

E.g. a car when provided with fuel is able to be driven.

A windmill when provided with fuel is able to turn.

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

Discuss conservation of electricity and how this can save money and help the environment.

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

Fuels

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

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Teac he r

Fuels are what we use to give us energy to do things.

Human beings need food to provide their energy.

What fuels provide energy for the following objects?

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Teachers’ Notes TOPIC:

Keeping warm - ‘ Energy ’.

SKILL/S: Interpretation; categorisation.

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. Display an understanding of exhaustible and inexhaustible fuels.

2. State how energy can be saved with simple measures.

© ReadyEdPubl i cat i ons •points f orr evi ew pur posesonl y• Starting TEACHING POINTS:

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1. Discuss what a fuel does to remind children of the relationship between fuel and energy.

2. Discuss the concept of something being ‘exhaustible’.

How does this apply to something like fossil fuels?

3. Have children name some fuels that they know.

Are they able to determine the source of these fuels?

Are they able to determine whether the fuels or the sources are exhaustible?

4. What are some of the things we are urged to do in order to save fuels? e.g. restrict water use; turn off lights when not in use etc.

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

Assign an ‘energy saver’ task for the week i.e. turning off unused lights at home.

How successful were the children in doing this compared to others in the family? Did everyone cooperate?

What do we need to do in order to save fossil fuels on a global scale?

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

Energy

Some of the fuels we use to give us energy are exhaustible. Other sources are not.

These are called non .............................................

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Teac he r

Label each of the following ex ..................... or non ..............................

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© Re ad yEtodconserve Publ i ca t i ons It is important that we try our sources of energy for the future. Sadly not everyone does this.

•f orr evi ew pur posesonl y• Look at the following pictures.

What could each person do to save some energy? .................................................................................. ..................................................................................

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Teachers’ Notes TOPIC:

Keeping warm - ‘ Alternative sources of energy ’.

SKILL/S: Interpretation.

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

LEARNING OUTCOMES:

EQUIPMENT REQUIRED: Worksheet.

Square of heavy paper.

Split pin.

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Teac he r

Children will be able to: 1. Make a windmill as an example of an alternative energy source.

2. Determine how alternative energy sources can be made to work for us.

© ReadyEdPubl i cat i ons •points f orr evi ew pur posesonl y• Starting TEACHING POINTS:

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1. Discuss why we need to conserve our resources and how we can utilize alternative sources such as the sun, water and the rain.

2. The windmill is a traditional source of energy.

What were windmills once used for?

How were water wheels used in similar ways?

What windmills still exist in the children’s local area?

What country is famous for its windmills?

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

Encourage the children to design and make their own models which use alternative energy sources.

Some examples may be water wheels, windmills, anemometers, weathercocks etc.

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Alternative sources of energy r o e t s Bo r e p ok u S

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Teac he r

There are three main alternative sources of energy. They are: the sun water the rain.

We can use these sources of energy to work for us.

Have a go! Follow these diagrams to make a windmill.

How can make your for you? ©you Re ady Ewindmill dPuwork bl i c at i ons Here is an idea.

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Can you think of any ideas of your own? Draw one in the box.

How would you make water work for you?

Draw some designs on the back of this sheet.

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Teac he r

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

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r o e t s Bo r e p ok u Structure of materials S

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and effects of chemical changes

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Teachers’ Notes TOPIC:

Structure of materials - ‘ Touch it, feel it ’.

SKILL/S: Observation; categorization; recording.

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

LEARNING OUTCOMES:

EQUIPMENT REQUIRED: Variety of objects with different textures.

Worksheet.

Pencils.

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Teac he r

Children will be able to: Describe objects as smooth, rough, shiny or dull.

© ReadyEdPubl i cat i ons •points f orr evi ew pur posesonl y• Starting TEACHING POINTS:

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1. Review the concept of the five senses and how we can use our senses to make observations on the properties of objects.

2. Focus on the sense of touch; what do we use to touch with - where are the most sensitive ‘touching areas’ of our bodies?

The activity Have a selection of materials/items available for observation and discussion and carry out the exercise as a small group activity. Encourage discussion and language development focusing on the words around the perimeter of the page.

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1. To follow up the activity make a ‘feely’ book e.g. for counting have 1 sandpaper castle, 2 furry teddy bears etc.

2. In an older class make the book for younger pupils.

3. Make a ‘feely box’.

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Touch it, feel it r o e t s Bo r e p ok u S

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furry

rough

lumpy

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smooth

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soft

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Teprickly ach er

Look around your classroom or in the playground.

Touch and feel the things you see.

Are they rough, smooth, shiny or dull?

Draw and describe the things you see.

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Teachers’ Notes TOPIC:

Structure of materials - ‘ Manufactured or natural? ’

SKILL/S: Observation; interpretation; recording.

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

LEARNING OUTCOMES:

EQUIPMENT REQUIRED: Worksheet.

Observation area (playground).

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Children will be able to: State whether objects occur in a natural state or are the result of a manufacturing process.

© ReadyEdPubl i cat i ons •points f orr evi ew pur posesonl y• Starting TEACHING POINTS:

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Discuss the terms ‘manufactured’ and ‘natural’, particularly from the aspect of how some things are manufactured using natural products i.e. a glass bottle is a manufactured object. Categorize such objects as ‘natural’.

Allow comparisons by having examples of a glass bottle and a plastic bottle to demonstrate the concept.

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

Follow up with a recycling project.

Discuss exhaustible resources and the importance of such resources and fuels.

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

Manufactured or natural? r o e t s Bo r e p ok u S

Manufactured

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Take a walk around your school and playground. Look at the materials that have been used in the playground and school.

Some of the materials are naturally made and some are manufactured.

Sort the materials you see into two sets.

Natural

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Teachers’ Notes TOPIC:

Structure of materials - ‘ Materials and their uses ’.

SKILL/S: Observation; categorization; recording.

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

LEARNING OUTCOMES:

EQUIPMENT REQUIRED: Items suitable for observation (see below).

Worksheet.

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Teac he r

Children will be able to: Describe and sort materials according to their observable properties and uses.

© ReadyEdPubl i cat i ons •points f orr evi ew pur posesonl y• Starting TEACHING POINTS:

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1. Have a few items ready to use as observation models.

Try and provide a range of materials e.g. plastic ruler, china mug, wooden building block etc.

2. Discuss each item determining why the material each is made from suits its purpose. i.e. what would happen if we put boiling water in a soft plastic beaker?

Why do we make cups from china and not wood?

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

Start some art projects using materials discussed.

For example, using clay make a cup or bowl.

Display the children’s work.

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Object

Shape

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Material

Manufactured or natural

Other uses

Teac Materials and their uses he Look closely at the items you can find in your classroom. Complete r the table. w ww

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

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Teachers’ Notes TOPIC:

Structure of materials - ‘ Heat it up ’.

SKILL/S: Prediction; recording.

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

LEARNING OUTCOMES:

EQUIPMENT REQUIRED: Worksheet.

Ice cubes.

Pot. Burner. or kettle.

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Teac he r

Children will be able to: State what effects occur when heat is applied to materials.

© ReadyEdPubl i cat i ons •points f orr evi ew pur posesonl y• Starting TEACHING POINTS:

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1. It would be useful to have a candle and an ice cube to demonstrate the effect of applying heat to ice.

2. Discuss the content of the worksheet.

Have the children ever helped mum or dad do the cooking? Talk about the changes they have seen. e.g. What changes do eggs undergo when fried, scrambled?

How does bread change when heat is applied?

What happens to cake mixture or biscuits when heat is applied?

3. What are some of the agencies of this change?

Can this process be reversed?

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

Use more ice cubes to introduce the terms solid, liquid and gas.

Collect water vapour from hot water to show that the reverse process can also occur.

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

Heat it up!

Heating or cooling some materials can change their shape, colour and texture.

What happens to ice cream on a hot sunny day?

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

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Predict what will happen in these cases.

Chocolate & heat

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© ReadyEdP....................................................................... ubl i cat i ons .......................................................................

Ice & heat •f or r evi ew pur posesonl y• .......................................................................

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o c . che e r o t r s super Sugar & hot water

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Teachers’ Notes TOPIC:

Structure of materials - ‘ Sugar investigation ’.

SKILL/S: Investigation; observation; prediction; recording.

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LEARNING OUTCOMES:

EQUIPMENT REQUIRED: Four different sugar forms as on worksheet.

Glasses of hot water.

Worksheet.

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Teac he r

Children will be able to: State what form of sugar dissolves most readily in hot water.

© ReadyEdPubl i cat i ons •points f orr evi ew pur posesonl y• Starting TEACHING POINTS:

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1. Remind children of the previous activity involving the application of heat.

What effectively causes the structure of objects to change?

2. Prepare the children for the activity by discussing in general terms “What happens to sugar when you put it in your Milo or hot drink?” i.e. Does the sugar simply disappear or does it take another form?

(Other form.)

How do you know it is still present? (Taste.)

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

The final activity, as the worksheet asks the children to describe another investigation which could show how materials or substances could change.

They will need assistance to complete this section. Perhaps the most viable suggestion could be the basis for the next lesson, or for a demonstration by a chosen pupil.

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

Sugar investigation

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Teac he r

Do you like sugar in your Milo or hot drink?

Which sugar do you use?

Look at this list.

Brown sugar Lump white sugar White sugar Icing sugar Prediction What if you put some of each type in hot water?

Write down which sugar you think will dissolve the quickest and why. ............................................................................................................................. .................................................................................................................................................... ....................................................................................................................................................

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y• Materials

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List all the materials you will need to investigate which sugar will dissolve the quickest.

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texture

granule size

colour

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Sugar investigation page 2 Write a sentence to describe what happened in your

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investigation. ............................................................................................................ ..........................................................................................................................................

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Why do you think this happened? ........................................................... ..........................................................................................................................................

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Was your prediction correct? .......................................................................

Think of another investigation you could carry out to find

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Describe it here. .................................................................................................... .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... ..........................................................................................................................................

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