Science Solutions Series: Book 2

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Book 2

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* Earth-Friendly © ReadyEdPubl i cat i ons Energies •f orr evi ew pur posesonl y• * Human Body Systems . o c . che e r o t r s super

Written by Sandy Tasker. Illustrated by Terry Allen. © Ready-Ed Publications - 2004.

Published by Ready-Ed Publications (2004) P.O. Box 276 Greenwood Perth 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 598 5

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1. Earth-Friendly Energies 2. Human Body Systems Multiple Intelligence (MI) areas are used to provide a means by which students can explore the topics in a variety of contexts. MI enables students to draw on their strengths and focus on learning styles that they can easily master. Each activity is designed to enrich students’ understanding of the topic, allowing them to express their knowledge in a range of ways.

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Based on science outcomes with integrated links, activity sheets have been developed for each area of intelligence. These pages can be photocopied and given to students as one sheet, or pasted on cards and placed in a learning centre set-up, where students can select their own cards. Another advantage of having activities organised under various intelligences is that a cross-curricular program has been developed where students can explore science themes through activities that incorporate other learning areas such as Technology, Maths, English, S & E/HSIE, Health and the Arts.

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ers’ h c a Te s Note

This book is intended for classroom use to complement the teaching of two commonly used science themes:

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“Extra” activities included on each card enable independent or advanced workers to further explore and deepen their understanding of the main task. “Get Involved” is a section provided on each card that encourages students to apply their understanding in a real-life setting. The aim here is to promote community awareness and environmental action. These “Get Involved” tasks often require students to work together and consider the actions of themselves and others in school, home and community settings.

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Background notes for each topic provide a knowledge base and can be used by students as a springboard for further research.

A checklist is provided as a guide for teacher assessment and a student self-assessment sheet is included so that students can progress through the activity cards independently.

Student outcomes are included on each activity card. Links to state outcomes are shown on pages 8 and 9 for each learning area.

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Please note that this is a theme-based book using a cross-curricular approach. It is not intended as a science manual. The book includes some investigations but these would need to be supplemented with additional lessons to be carried out with the whole class in order to fully meet the investigation component of Australian Science outcomes.

IMPORTANT: The activity sheets are designed as a set of instructions or springboard ideas for students. Although, in some cases, working space is provided on the sheet, it is envisaged that the majority of the work will be done by creating additional notes, charts, models, design sketches and class presentations. The focus should be hands-on, student-centred learning.

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

2

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Contents TEACHERS’ NOTES................................................................................................ 2 ABOUT MULTIPLE INTELLIGENCES .......................................................................... 4 STUDENT NOTES: Multiple Intelligences ................................................................... 6 CURRICULUM LINKS ............................................................................................. 8 STUDENT SELF-ASSESSMENT CHECKLIST .............................................................. 10 TEACHER ASSESSMENT CHECKLIST ...................................................................... 11

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Earth-Friendly Energies

EARTH-FRIENDLY ENERGIES: Background Information ............................................. 12 Activity 1: A Graph for the Class .......................................................................... 14

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Activity 2: School Survey ..................................................................................... 15

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Activity 3: Newsflash! ......................................................................................... 16

Activity 4: Polluted Planet .................................................................................... 17 Activity 5: Aussie Energy ..................................................................................... 18

Activity 6: Energy-Cool School............................................................................... 19

Activity 7: Catch the Wind - Part 1 ........................................................................ 20 Activity 8: Catch the Wind - Part 2 ........................................................................ 21 Activity 9: Songwriter Station ............................................................................... 22 Activity 10: Renewable Tunes............................................................................... 23

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Activity 11: Clever Compost ................................................................................ 24 Activity 12: Super Sun ......................................................................................... 25

Activity 13: Energy Whispers ............................................................................... 26

Activity 14: Talk of the Town ................................................................................ 27 Activity 15: Future World .................................................................................... 28

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Activity 16: Save the Day .................................................................................... 29

HUMAN BODY SYSTEMS: Background Information ................................................. 30 Activity 1: All Systems in Order! ........................................................................... 32

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Activity 2: An Air-full Idea .................................................................................... 33

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Activity 3: A New Brand of Bran ........................................................................... 34 Activity 4: Brain Power ........................................................................................ 35

Activity 5: Are You Game For This One? ................................................................ 36 Activity 6: It Pays to Display............................................................................... 37 Activity 7: Hangin’ Around ................................................................................... 38 Activity 8: Move That Body! ................................................................................. 39 Activity 9: It’s a Rap ........................................................................................... 40 Activity 10: Crunch, Squelch, Gurgle... ................................................................. 41 Activity 11: All About Animals .............................................................................. 42 Activity 12: Will YOU Survive? ............................................................................. 43 Activity 13: X-Ray Friend ..................................................................................... 44 Activity 14: Systems Down .................................................................................. 45 Activity 15: Listen To Your Body ........................................................................... 46 Want More? ....................................................................................................... 47

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About Multiple Intelligences Dr Howard Gardner, a professor of education at Harvard University in the United States, developed the theory of Multiple Intelligences in 1983, suggesting that the scope of human intelligence moved beyond the traditional IQ scoring system. Dr Gardner proposed that there are several different “kinds” of intelligence in humans that account for the many skills that we possess.

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The Eight Types of Intelligence

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Linguistic Intelligence (“Reading and Writing Smart”)

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People can demonstrate strengths in more than one type of intelligence, as outlined below. Words written in brackets are used as the headings for student reference: Logical-mathematical Intelligence Students prefer working with numbers, maths and logic; seeks patterns (“Logic and Maths Smart”) and relationships. Like to conduct experiments, solve puzzles, work with formulas, predict outcomes, categorise objects and analyse observations.

Classroom Activities: Mathematical puzzles, prediction in scientific experiments, surveys, graphing activities, tables and charts, sequencing events, measurement tasks, data analysis, classification, similarities / differences comparison.

Students show an interest in language, reading, writing and speaking. Look at the meaning of words and explores their understanding of hidden meanings and word play. Like to work with books and enjoy poetry, discussions, formal speaking, creative writing and joke telling. Have a strong level of comprehension in reading and listening tasks.

Classroom Activities: Reading, creative writing, poetry, letter writing, preparing and conducting speeches, script writing, research, diary entries, word games, word puzzles, slogans, word meanings, written instructions, discussions, debates, jokes and puns, foreign languages.

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Students use shapes, images, designs and pictures to develop and express their understanding. Are highly aware of physical surroundings and can often describe or reproduce an image from memory. Work well with mapping skills and have a good sense of direction. Enjoy drawing pictures and designs. Good at visual puzzles. Like to create visual artwork.

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Classroom Activities: Mapping tasks, graphing, art work, timelines, models and dioramas, signs, flow charts, posters, logos and symbols, displays, decoration, mobiles, board games, mind-maps or brainstorms, brochures, collage, diagrams, measurement estimations, picture games, code languages, perspective drawings.

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Students use physical movement and practice to learn a new skill.

Have a good sense of body awareness. Enjoy sport, dance, making and fixing things with the hands, role-play and mime. Use body language and facial expression to aid understanding. Best at learning/ teaching by physical demonstration.

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(“Movement and Body Smart”)

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Bodily-Kinaesthetic Intelligence

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(“Visual and Space Smart”)

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Spatial Intelligence

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Classroom Activities: Mime and charades, sporting activities, role-play, model making, dance, construction, demonstration, treasure hunt, using puppets, re-enactments, “hands-on” experiments, body language study.

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Musical Intelligence (“Music Smart”)

Classroom Activities: Song writing, composition, making instruments, singing, creating sound effects, analysing music and mood, writing a “rap”, recording sounds from nature, interpreting lyrics, playing rhythm games, studying to classical music

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Classroom Activities: Collecting natural objects, going on a nature walk, considering environmental impacts and developing authentic actions for existing issues (e.g. recycling classroom paper), looking at needs of pets, bush survival, creating and caring for a garden.

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Interpersonal Intelligence (“People Smart”)

Students have a strong affinity with nature and are able to recognise, appreciate and understand features of the natural environment. Like to classify plants and animals and work within nature. Interested in aspects of nature such as the weather, environmental issues and protection of animals. May have collected bugs, shells or rocks as children. Generally have a respect for all things living.

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Naturalist Intelligence (“Nature Smart”)

Students are good at working with others, often as part of a team. Have highly developed social skills and are able to empathise with others and appreciate a range of perspectives. Skilled at involving others in discussion and able to avoid or resolve conflict. Confident in a range of social settings and usually have many friends.

Classroom Activities: Role-play, interviews, surveys, demonstrations, class discussions, group games, group presentations or performances, working as a team, teaching a skill to others, developing an advertisement to appeal to others, creating a peer profile.

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Students show a strong ability to look at themselves and think about their own life. Able to be introspective and think about the meaning and purpose of the things that we encounter. Consider emotions, values and beliefs when making choices about their lives. Often very insightful and creative and may prefer to work alone. Have well-thought-out opinions on issues. Can often understand others by thinking about their own experiences.

Classroom Activities: Self-reflection, personal strengths analysis, self portrait, journal, values list, “Who would I be and why?”, autobiography, personal goal setting, feelings diary, self-scoring on a particular topic or activity.

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Intrapersonal Intelligence (“Self Smart”)

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Historically, much of traditional classroom education has focused on linguistic and logical-mathematical intelligences, however, many highly skilled professionals in the workforce actually rely on other types of intelligence, such as elite sports stars with strong bodily-kinaesthetic intelligence or counsellors with excellent interpersonal skills.

It is suggested that teachers who present their lessons in a variety of ways that cater for a range of intelligence types, are nurturing the natural skills of more of their students and running their classroom in a more inclusive fashion.

Students who may present as having learning difficulties in some areas may in fact be able to express their knowledge with confidence and experience success in other areas.

There are many websites and books written about Gardner’s theory of Multiple Intelligences. Below are some examples (Search for Howard Gardner or Multiple Intelligences): www.multi-intell.com,

www.thomasarmstrong.com,

www.education-world.com

Gardner, H. (2000) Intelligence Reframed: Multiple Intelligences for the 21st Century. Basic Books, New York, USA. Gardner, H. (1993) Frames of Mind: The Theory of Multiple Intelligences. Basic Books, New York, USA. Gardner, Howard E. (1993) Multiple Intelligences: The Theory in Practice. Basic Books, New York, USA. Gardner, H. (1993) The Unschooled Mind: How Children Think and How Schools Should Teach. Basic Books, New York, USA. Gardner, H. (1994) Creating Minds: An Anatomy of Creativity Seen Through the Lives of Freud, Einstein, Picasso, Stravinsky, Eliot, Graham, and Gandhi. Basic Books, New York, USA.

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Student Notes: Multiple Intelligences Everyone has a unique set of strengths and skills. What are yours? Are you a maths whiz? Do you shine on the sports field? Perhaps you are a musical maestro or a budding artist, or is creative writing your thing? Do you get along well in group situations, being a natural leader?

Maybe you prefer to be outdoors and at one with nature. Maybe you are even someone who knows yourself very well.

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“Multiple Intelligences” or “MI” is an idea of university professor, Dr Howard Gardner, who believed that there are many different types of “smart”, both inside and outside the classroom.

This book is designed to enable you to explore science topics by enjoying the types of activities that you are best at. It’s also an easy way to practise the types of learning that are usually a bit trickier for you, as all activities are open ended, which means that you can “have a go”.

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Most people are skilled in more than one area of “smart”. Read the descriptions below and tick the boxes to find out what your strengths are. Compare them to your classmates so you can see how different everyone is! ○

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Logic and Maths Smart: Do you like working with numbers and measurement tools? Can you see patterns and connections between ideas? Do you enjoy scientific experiments, puzzles, predicting outcomes, doing surveys, making tables and graphs? Are you good at putting things into a logical order? Do you like to classify things into categories or look at similarities and differences between things? If these things are appealing, then you have logical-mathematical intelligence.

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Reading and Writing Smart: Do you have a love for language, reading, writing and speaking? Do you like to explore hidden meanings and experiment with words? Do you like to read and work with books? Are you good at poetry, class discussions, formal speeches, creative writing and joke telling? Do you achieve good results in comprehension tasks? Maybe you are good at foreign languages, too! If you love words, then you have linguistic intelligence.

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Visual and Space Smart: Are you a star at drawing and art? Do you like to use shapes, images, designs and pictures to show your ideas? Can you describe or draw something from memory? Are you good with maps and finding your way around a new place? Do you like to work with visual puzzles? Are you best at showing your ideas through sketching a design, making a poster or a chart? If the answer is YES, then you have visual-spatial intelligence. ○

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Movement and Body Smart: Are you at your best when you are not at your desk? Do you use movement and practice to learn a new skill? Do you enjoy sport or dance? Maybe you like making and fixing things with your hands. Perhaps you are good at role-play and mime. People like you often use body language and facial expression to help others understand you. If you are best at learning and teaching by “hands-on” or “movement” activities, then you have bodilykinaesthetic intelligence.

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Music Smart: Do you have a love for music, song and sound? Are you best with a beat, a rhythm or a rap? Do you like to listen to sounds in the environment? Maybe you work better with background noise such as music.

Perhaps you can even repeat a tune after hearing it just once. People in this area like to create sound and enjoy listening to a wide variety of music. If this is you, then you have musical intelligence.

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Nature Smart: Are you “at one with nature?” Are you able to recognise, appreciate and understand features of the natural environment? Do you like to classify plants and animals and work within nature? Are you interested in the weather, environmental issues and protection of animals? Maybe you have collected bugs, shells or rocks.

Perhaps you enjoy looking after your garden or your pet. If you are a future “greenie” then you probably have naturalist intelligence.

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People Smart: Are you often described as a “natural leader” or a good “team player”? Do you feel that you are good at working with others? Are you able to see other’s points of view and feel sympathy for people in need? Can you get others involved in discussion? Are you able to avoid or resolve conflict? If you are confident in a range of social settings and have many friends, then you probably have interpersonal intelligence.

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Self Smart: Do you often think about yourself and your own life? Maybe you keep a journal or like to write stories, letters or poetry about your feelings. Do you think about how things in your life affect you and your emotions? Perhaps you have many goals or dreams about your future. Do you think about your values and beliefs when you make a choice about your life? You might have strong opinions on the things that affect you. Perhaps you can understand others by relating to your own experiences. If you feel that you know yourself well, then you may have intra-personal intelligence.

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Curriculum Links For the activities in this series, a cross-curricular approach is taken and many learning areas are covered in the activities. Although outcomes for both books are listed, areas that are specifically covered in this book are highlighted in bold. A summary of the key strands from each state is provided with the focal state outcomes listed below. Please note that learning areas and strand headings will vary from state to state and therefore not all suggested strands and outcomes will address the same activities. All activities are aimed approximately at Level 3.

Strands

State Outcomes

Science

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Vic: BS 3.1, 3.2, CS 3.1, 3.2, ES 3.1, 3.2, PS 3.1

Energy and Change - Investigate the amount of energy consumed at home and at school. Produce designs based on use of alternative energy sources.

Investigate the systems in which various forms of energy are transferred.

National: 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7, 3.8, 3.10, 3.12, 3.13, 3.14, 3.15, 3.18

Life and Living - Understand how living things depend on the features of the natural and built environment (considers and designs appropriate living requirements for animals and humans). Learn how systems within the human body work together to perform many functions that keep us alive and healthy.

NSW: BE S 3.1, LT S 3.3, PP S 3.4, PS S 3.5, ES S 3.6, INV S 3.7, DM S 3.8

Materials - Understand the special properties of some materials and use and experiment with a variety of materials to create new products. Understand the value of making conscientious use of natural and recycled materials.

Working Scientifically - Work methodically through a scientific experiment to formulate and investigate predictions, gather data and record outcomes. Use scientific understandings to develop responsible behaviours such as recycling materials or being “water-wise”, “energy-wise”.

WA: EB 3, EC 3; LL 3; NPM 3, IS 3.1, 3.2, 3.3

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Earth Sciences - Look at the effects of weather patterns on the way that humans live. Record observations of weather patterns in the local environment. Develop an understanding of how the earth’s position in space influences seasonal changes.

Examine the various sources of energy used by humans and the impact of mining and burning of fossil fuels versus use of renewable energy sources.

QLD: SS 3.2, 3.3, EB 3.1, 3.2, 3.3, EC 3.2, 3.3, LL 3.1, 3.3, NPM 3.1, 3.2, 3.3 SA: 3.1, 3.2 3.3, 3.4, 3.5, 3.7, 3.8

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Society and Environment / SOSE / HSIE

Resources - Understand that alternative resources such as wind, solar and hydro-power are being sought as solutions to the threat of environmental destruction and depletion of fossil fuels.

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WA: PS 3.2, 3.2, 3.3, R 3.1; NSS 3.1 National: 3.4, 3.5, 3.6, 3.10, 3.13 NSW: ENS 3.5, 3.6

QLD: PS 3.1, 3.2, 3.3, 3.4, 3.5, PS D 3.5, PS D 3.8, SRP 3.1, SRP D 3.7

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Natural Systems - Describe the components of a natural system such as the water system, and considers how humans are influenced by, and can influence this system.

English

Vic: Place and Space 3 (3.1, 3.3) Resources 3 (3.1, 3.3) Natural and Social Systems 3 (3.1)

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Place and Space - Describe how people and the environment are influenced by natural phenomena such as the weather. Consider how humans care for the environment by using “friendly” alternatives. Investigate how local environments such as the home and school can participate in responsible practices. Locate and plot specific built features such as power plants on a map of Australia.

Speaking and Listening - Students participate in a range of speaking and listening activities such as debates, peer interviews, memory games and role-play.

Reading - Engage in research to locate additional information and word meanings to enhance topic understandings.

Writing - Express understanding of topics in a variety of creative and formal written formats, including stories, poetry, myths, newspaper articles, reports and letters.

SA: 3.4, 3.5, 3.6

Vic: SL 3.1, 3.2, 3.4; RE 3.5a & b, 3.8 a & b; WR 3.9, 3.10 WA: SL 3.1a & b, 3.2; R 3.1, 3.4; W 3.1, 3.4 National: 3.1, 3.2, 3.3, 3.4, 3.8a & b, 3.9 NSW: TS 3.1, 3.2; RS 3.6, WS 3.9 QLD: Cu 3.1, 3.2, 3.3; Cr 3.2, 3.3 SA: 3.1, 3.2, 3.3, 3.4, 3.9, 3.10, 3.11

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State Outcomes

Health and Physical Education Human Movement - Use a variety of movement in activities and games to express understanding of scientific concepts.

Vic: IP 3.1, 3.2, SR 3.3

Healthy Populations - Examine how communities can promote the health of people.

National: 3.4, 3.9, 3.12, 3.13, 3.14 NSW: COS 3.1; DMS 3.2; INS 3.3; PSS 3.5; GSS 3.8; IRS 3.11; PHS 3.12; SLS 3.13

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Safety - Demonstrate an awareness of safety when considering local environments, such as the school’s ability to cope with severe weather conditions.

Technology / D & T Design / Built Environments / Technology Process - Engage in the process of drafting ideas, exploring available materials, experimenting with, building and evaluating their own designs such as measuring equipment, models, board games, dioramas and so on.

Materials - Students explore the use of different materials and their own designs and understand the value of using natural and recycled materials in a responsible manner.

QLD: PHIC 3.1, 3.3, 3.5, D 3.6, DCSPA 3.1, EPD 3.2, 3.4 SA: 3.2, 3.5, 3.6, 3.7

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Human Relations - Work with others to achieve a range of objectives, such as to act out a human body system or participating in group games, class discussions or debates. Work in pairs or small groups to develop more specific objectives such as peer portraits. Discuss their own feelings and attitudes based on selfanalysis of feelings or behaviours.

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WA: CHL 3; SPA 3.2; SMS 3; IS 3

Vic: MM 3.1, 3.2

WA: TP 3.1, 3.2, 3.3, 3.4; M 3.1, 3.2.

National: Band B: DMA, Materials NSW: See science outcomes.

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Chance and Data - Collect and analyse data (e.g. rainfall, energy consumption), from classmates and from the local community.

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Measurement - Students collect measurements such as rainfall, lung capacity, time, etc., using a range of self-made and existing measuring devices.

Space - Students practise mapping skills by transferring information onto a map of Australia, or by sketching maps of local areas such as their own school.

The Arts

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SA: 3.1, 3.2, 3.3, 3.4, 3.5, 3.6

Vic: SPL 3.1, 3.3, 3.4; CDP 3.2; CDI 3.2 WA:, M 3.1, 3.2, 3.3; C&D 3.2, 3.3, 3.4 S 3.1

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Mathematics

QLD: TP 3.1, 3.2, 3.3, 3.4; MAT 3.1, 3.2

National: 3.8, 3.18, 3.19, 3.20, 3.21, 3.25, 3.26, 3.27 NSW: S 3.4

QLD: CD 3.2; S 3.2

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SA: 3.1, 3.2, 3.3, 3.14

Visual Art - Use a variety of visual art forms including mobiles, models, logos, illustrations, portraits, puzzles and visual displays to express understandings in the science areas studied.

Vic: PA 3.2, VA 3.2 (music and dance outcomes not available)

Dance - Use dance, mime and movement to demonstrate science understandings.

National: Band B: Dance, Drama, Music, Visual Arts

Music - Convey science understandings in a variety of musical contexts including composing songs, raps and advertising jingles, making and using musical instruments, creating sound effects and so on.

Drama - Use drama to mime and role-play situations in which science themes can be explored.

Ready-Ed Publications

WA: CAI 3 (Dance, Drama, music, Visual Arts)

NSW: VAS 3.1; DAS 3.2; MUS 3.2; DRAS 3.2 QLD: DDA 3.5; DR 3.1, 3.2; DDR 3.4; DMU 3.5; DME, MU & VA3; VA 3.1 SA: 3.1, 3.3

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Student Self-Assessment Checklist 1)

Tick the boxes to show which activity you have completed: THEME: Earth-friendly Energies

Human Body Systems

INTELLIGENCE AREA:

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Logic and Maths Visual and Space Music People

Reading and Writing Movement and Body Nature Self

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2)

Activity Title: ______________________________

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Activity Number: ____

What were you asked to do for this activity?

____________________________________________________________________________ ____________________________________________________________________________

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Colour in the face that shows how you feel about your work:

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Tick the boxes for any extension tasks that you completed: “Extra”

Rate your performance on these extension tasks:

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“Get Involved”

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Needed further work

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Developing Well

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Excellent

Draw a picture to show what you enjoyed most about this activity.

What was most challenging about this activity? ____________________________________________________________________________ ____________________________________________________________________________

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Teacher Assessment Checklist For _______________ 1)

Tick the boxes to show which activity the student has completed: THEME: Earth-friendly Energies

Human Body Systems

INTELLIGENCE AREA:

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Activity Number: ____

Reading and Writing Movement and Body Nature Self

Activity Title: _______________________________

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Logic and Maths Visual and Space Music People

Rate the student’s performance on the following:

Has worked independently / worked collaboratively with others on this task: Needs further attention

3)

Well-Developed

Developing

Excellent

Well-Developed

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Has applied creativity and original ideas to the task:

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Developing

Well-Developed

Excellent

Excellent

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Final product is clear and well-presented: Needs further attention

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Developing

Displays evidence of developing ideas (e.g. drafts, notes, tabulated data, sketches):

Needs further attention

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Excellent

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Needs further attention 5)

Well-Developed

Has accessed resources and materials appropriate for this activity: Needs further attention

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Developing

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Has developed ideas in extension tasks: Needs further attention

Developing

Please comment on the student’s overall performance on this activity: ________________________________________________________________________________ ________________________________________________________________________________

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BACKGROUND INFORMATION

Earth-Friendly Energies

During the last twenty years, there has been an increase in concern over the future of our planet.

Environmental damage is being done every day by the enormous amount of industrial pollutants poured into the land, air and waterways.

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One of the main concerns arises from the use of non-renewable energy. Fossil fuel sources, for fuels such as oil, natural gas and coal, have been created under the earth’s surface over millions of years. These fossil fuels are burned to operate vehicles, provide heating and run power stations to produce electricity. An element called uranium is used to create nuclear power by splitting the atoms. These sources cannot be easily replaced, so once they have been used, alternative energy sources need to be found.

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The following gases, produced by the use of non-renewable energy sources, are believed to have a negative impact on our environment.

Carbon dioxide: released to the atmosphere when solid waste, fossil fuels (oil, natural gas and coal), and wood and wood products are burned.

Methane: emitted during the production and transport of coal, natural gas and oil. Methane emissions also result from the decomposition of organic wastes and the raising of livestock.

Nitrous oxide: emitted during agricultural and industrial activities, as well as during combustion (burning) of solid waste and fossil fuels.

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The Greenhouse Effect

Surrounding the earth is a natural blanket of gases such as water vapour and carbon dioxide that keep it warm. The gases in our atmosphere trap energy (warmth) from the sun, so that it can’t escape back into space. This process is called the greenhouse effect because it works in a way similar to the way that the glass panels of a greenhouse stop heat from escaping.

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The greenhouse effect is important in keeping the earth warm enough for plants and animals. The natural balance of the greenhouse effect has been at risk over the last century as the by-products of fossil fuels increase the amount of greenhouse gases in our atmosphere.

This means that more heat is trapped than necessary – this is known as global warming.

A warmer earth can lead to changes in rainfall patterns, drought, melting ice caps, rising sea levels, heatwaves and other extreme weather conditions that can affect plant, animal and human life.

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Renewable energy seems to be the option for the future. It doesn’t run the risk of “running out” and it does not produce gases that are potentially harmful to our atmosphere by upsetting the delicate balance of the greenhouse effect.

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BACKGROUND INFORMATION

Wind Power: Windmills are one example of how wind can be used as an energy source. As the wind turns the “sails” of the windmill, connected wheels turn machines that grind grains or pump water. The same concept is applied to larger windmills that drive turbines to create electricity. The energy from turning windmills can also be used to drive turbines which generate electricity. Wind farms are becoming more popular in Australia as wind is a renewable source that does not produce harmful gases. Some disadvantages include the fact that wind can sometimes be too weak to generate enough power, the windmills can be a hazard to flying birds, and people think they are too noisy and ugly to have near to their homes.

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Hydropower: Although the sun and the wind are great sources of renewable energy, they are not constant and cannot be stored. Water, however, can be collected in huge dams from rain or melting snow. Then, by opening and closing gates or pipes, a pressured flow of water from one area to another is created. This water pushes against a turbine, forcing the blades to rotate and powering a generator which creates electricity. When hydroelectric stations are built, natural plant life and animals that live in or near the water may need to be moved to safety.

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Earth-Friendly Energies

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Geothermal Energy: This source uses heat from under the earth to create steam to power generators. This source of energy is popular in New Zealand and parts of Europe.

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Solar Energy

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Biomass Energy: The rubbish we throw away can actually be used as a source of energy. As landfill (buried rubbish) begins to decompose, it creates a gas that could potentially be harmful if it was simply released into the atmosphere. However, if this gas is collected, it can be processed and burned to power an electricity plant. So using biomass is not only a good source of renewable source of energy, it solves the problem of excess gases from rubbish dumps.

In the 1950s, scientists developed special panels that use sunlight to charge electrons in between two layers of silicon. The charge moves through a wire to make an electrical current. Solar energy is great because once the equipment has been installed, it doesn’t cost much, and the sun’s energy is not likely to disappear. For isolated places, it replaces the need to be linked up by underground cables to distant power sources. Unfortunately, the initial equipment can be quite expensive and takes up a lot of room. Also it will not work at night or when the sky is cloudy.

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Are you a keen environmentalist? Check out these websites for the low-down on saving energy: www.greenhouse.gov.au/renewable/ www.energy.com.au (Energy Kidz)

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Activity

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A Graph for the Class

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Task:

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What energy sources does your class use? Investigate how students’ homes are heated or cooled.

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Here is an example for setting up the table and graph:

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1) Make up two tables — one for heating and one for cooling.

Tally what each student has in their home. Some students may have more than one source, e.g. electric heaters and fire heaters in the same home.

Source

Tally

Electric heater

75

Fireplace

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Gas Heater

30

Insulation

15

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HEATING

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o c . che e r o t r s super 2) Turn the tallies into bar graphs for the class.

3) Is your class environmentally friendly? Conduct some research to find out which types of heating and cooling are best for the environment.

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Discuss ways that families can save energy during hot and cold times of the year.

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On a particularly cold or hot week, take a sample of class members and make a tally and graph of the approximate number of hours that the home appliance is being used for. How much longer are the appliances being used for when the temperature drops or rises?

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A website such as www.greenhouse.gov.au/gwci/heat.html will give some ideas on what are energy-efficient ways to heat or cool a house.

Related Outcome: Students will analyse data collected from their peers, on usage of appliances that consume energy.

Subject Area: Science - Energy and Change; Maths - Chance and Data.

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Activity

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School Survey

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1) Make up a table showing each room in the school, including the library and office. If you have a lot of classrooms, just take a sample of 3-4 rooms.

Library

Toilets

Music Room

Art Room

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Staff Room Room 1

Room 2

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You will need room for about seven lines here.

Room 3

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2) With a partner, take a tour around the school and write down ALL the uses of energy in each room. For example:

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What is using all the energy in your school?

3 computers 1 printer 1 photocopier 11 lights 4 fans 1 heater

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3) Which room in the school do you think uses:

the most energy? ______________________________________

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the least energy? _______________________________________

4) Construct a graph for each room in the school. It is up to you how you make this graph, such as colour-coding the various appliances, etc. Perhaps your graph can show which rooms use the most and least energy. e.g. Library

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uses most energy 1234 1234 1234 1234 uses least energy

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If you spot any classes or areas that seem to be using energy wisely, make a special certificate and present it to them on behalf of your class.

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Conduct some research.

See if you can find out which appliances use the most and least energy.

Does a computer use more power than a telephone? Try www.westernpower.com.au (Search: Your Home; Smart Ways To Save; Consumption Calculator) for some guidelines.

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Extra:

Related Outcome: Students will analyse the energy consumption of rooms in their school.

Subject Area: Science - Energy and Change; S&E/SOSE/HSIE - Place and Space, Maths - Chance and Data.

Ready-Ed Publications

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INTELLIGENCE AREA: READING AND WRITING 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 Name: _________________ 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567

Activity

3

Newsflash!

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Include: • A headline which sums up your story;

• Information about the World Solar Car Challenge; • Background of the winner;

• Some information about their car;

• A description of the excitement of the win;

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Solar Star Wins Again 29 October, 2004

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For the second year running, Sam Stokes has taken out the title of World Solar Car Champion. His amazing solar vehicle, the Sunspeeder, has been designed with the latest in solar technology. _____________________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________

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• A photo with a caption.

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Some high schools have entered solar power races, but perhaps your class could organise another kind of race for model vehicles that run on an environmentally friendly energy source, such as wind-powered model boats, rubber band racers or water rockets . Make and test these under adult supervision. (http://pbskids.org/ zoom/sci/cancar.html) (www.kidscanmakeit.com/ SC0002.htm)

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• Some quotes from the winning team about how they felt when they won;

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Use the computer to create a professional finish to your article.

Don’t forget to add a space for a picture.

Choose a suitable font for the headline.

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Imagine that you are writing a story about the winner of this year’s race. Use a newspaper to get an idea of how an article should be structured (the sports pages may be good to look at).

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The World Solar Car Challenge brings competitors from all over the world to race across Australia in the latest solar-powered cars. Visit www.wsc.org.au/ to find out more about this race, or research in books and on the Internet about solar car advances.

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You are a roving reporter covering the World Solar Car Challenge!

Related Outcome: Students will investigate the current applications of solar-powered cars by writing a factual piece.

Subject Area: Science - Energy and Change; English - Reading, Writing.

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Ready-Ed Publications

123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 INTELLIGENCE AREA: READING AND WRITING 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 Name: _________________ 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567

Activity

4

Polluted Planet

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If the world had a mind of its own, what would it think about how we were treating it?

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Give our planet a human personality. Imagine that every time we took away precious resources such as fossil fuels or beautiful forests, it was like taking away the planet’s food and drink.

Imagine that the pollution that we fill our air with was making it hard for the Earth to breathe and putting a blinding screen of smoke between the Earth and the rest of the solar system.

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Write a story about how the world feels as it is slowly being damaged and what happens next. Write your story from the Earth’s point of view. Does it seek revenge by creating devastating weather or does it try and teach the people how to save it before it is too late?

Here is a starting point to help you, or you can use your creativity and come up with your own beginning.

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Promote the message that our planet has feelings too. Make posters with slogans such as “Treat our planet like a person” or “Earth gives us energy in the wind and the sun.

It’s a gift that can make life better for everyone!”

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Read your story out to the class or send it in to an environmental magazine or kids club.

This morning I woke again to a new day, choking on the haze that surrounded my face. A huge oil spill dripped down my left cheek like a massive pimple as I felt the bulldozers shave off my beautiful forest beard that I was growing — not a gentle shave, mind you. They took off half my skin underneath and left my face exposed to the burning sun ...

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

Related Outcome: Students will give the earth human attributes and write a myth about world pollution.

Subject Area: Science - Energy and Change, Life and Living; S&E/SOSE/HSIE - Place and Space; English - Writing.

Ready-Ed Publications

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INTELLIGENCE AREA: VISUAL AND SPACE 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 Name: _________________ 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567

Activity

5

Aussie Energy

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1) Where does our energy come from? Use an atlas or a website ( www.agso.gov.au) to find maps on “renewable energy power stations” and “fossil fuel power stations”.

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2) For each type of power station, make up a special symbol that is clear and easy to draw, e.g. a sun for solar energy.

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3) Using a photocopied map of Australia, (you can use the one below) plot the positions of all the existing power stations in Australia.

4) Decide what the most common and least common energy sources are at the moment.

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Go to www.energy.com.au (EnergyKidz) to find some useful information about energy and the environment.

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Create another map showing Australia fifty years from now, with an increase in renewable energy sources and a decrease in fossil fuel stations. Make sure that you position the stations in areas where you think there might be plenty of that resource, e.g. wind farms are usually on coastal areas.

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Extra:

Related Outcome: Students will locate power stations in Australia and identify common energy sources.

Subject Area: Science - Energy and Change; S&E/SOSE/HSIE - Place and Space; Maths - Space.

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Ready-Ed Publications

INTELLIGENCE AREA: VISUAL AND SPACE 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 Name: _________________ 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567

Activity

6

Energy-Cool School

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Draft the logo here:

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How does your school save energy? Design a logo with a slogan for schools that are energy-wise. The logo might include a special symbol, a mascot character or some images of renewable energy sources.

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Make little reminder cards to place near light switches, fans, photocopiers and so on to encourage people to switch off or use the “energy saver” option when not in use. Include your special “energy-wise” logo on the card. Ask your teacher if the cards can be laminated and placed throughout the school.

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Design a range of school products that can display the logo, such as pencil cases, t-shirts and pencils.

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

Now create a final copy on a poster, with loads of colour to attract attention. If your school is saving energy, you can display the poster on the canteen window or front office.

Related Outcome: Students will promote energy-wise practices at school with visual displays.

Subject Area: Science - Energy and Change; S&E/SOSE/HSIE - Place and Space; The Arts - Visual Art.

Ready-Ed Publications

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INTELLIGENCE AREA: MOVEMENT AND BODY 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 Name: _________________ 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567

Activity

7

Catch the Wind - Part 1

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Your mission is to find the best place in your school for a mini wind farm.

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1) One way to do this is to make a frame out of card (about the size of a postcard) and attach a square of clear Contact® to the edges of the frame so that it creates a large sticky surface.

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The first step is to find the windiest place in the school.

3) Collect the cards in the afternoon, making sure to label where each one is from. Look closely at the amount of dust and particles that have collected on the sticky surface.

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2) Blu tack® these cards on various walls around the school grounds on the morning of a windy day.

4) The card that has the most dust and particles stuck to it is likely to show where it was most windy as the wind would have stirred up the dust and blown it onto the card.

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o c . che e r o t r s super

Another way to test is to blow bubbles using detergent in various places throughout the school. Observe where the bubbles seem to fly the most. Repeat this several times in a day to make sure of the results.

Find a place near the windy area and mark it off as your “windfarm plot”.

You are now ready for Part 2 of this activity

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

Related Outcome: Students will identify the windiest place in the school by conducting a scientific experiment.

Subject Area: Science - Energy and Change; Working Scientifically.

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Ready-Ed Publications

INTELLIGENCE AREA: MOVEMENT AND BODY 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 Name: _________________ 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567

Activity

8

Catch the Wind - Part 2

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r o e t s Bo r e p ok u S Now it’s time to build the wind farm.

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• masking tape or clear Contact®

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www.squiglysplayhouse.com/ArtsAndCrafts/Crafts/Windmills.html www.fau.gov/education/resource/windmill.htm

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• Your school librarian may be able to help you find a book that shows you how to make a toy/model windmill. Otherwise, find a website with instructions, such as:

STIFF CARD

PIN, WITH BEAD BEHIND IT

DOWEL, PENCIL OR STRAW

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

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• Make one model first to test (good scientists make prototypes first).

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• Take your windmill model outside and see if it moves freely in the wind. Make any adjustments and then make as many other windmills as you can.

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• When you have all your models ready, take them to the selected area and make sure they are placed firmly in the ground. It might be a good idea to face the windmills in a variety of directions so that your wind farm can collect wind from all different directions.

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Take photos and see if your new wind farm can get a story of your “airy” achievement in the next school newsletter.

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When you are ready, you might like to invite the rest of your class or another class group, to come and learn about wind farming. Use your knowledge to explain why wind farms are a beneficial energy source.

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Extra:

Related Outcome: Students will create a working model of a wind farm by creating a prototype windmill and testing it.

Subject Area: Science - Energy and Change; Materials.

Ready-Ed Publications

21

INTELLIGENCE AREA: MUSIC 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 Name: _________________ 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567

Activity

9

Songwriter Station

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Materials:

Task:

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Compose a song with a message about saving energy to the tune of a song that you know well. This activity can either be done as a class or in a small group.

1) Choose a well-known song.

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It may help to have a copy of the lyrics so that phrases can be used in the new song.

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Write the title and artist here:

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• copy of words for that song (optional)

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• CD of a familiar song

2) Write down a range of ideas on how people can save energy, such as: * Walking or riding to work or school;

* Turning appliances off when not in use;

* Planting trees or using blinds to create shade/protection for a house; * Wearing appropriate clothes to reduce the need for extra cooling or heating.

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o c . che e r o t r s super 3) Turn the ideas into a song with a catchy chorus!

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Ask your music teacher if he/she can plan a special week where “environmental” songs are taught to the whole school. Some websites such as www.parkweb.vic.gov.au contain links to lists of environmental songs.

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Type the song words on a computer so it is easy to print off and easy for others to read. Decorate with a colourful border.

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

Related Outcome: Students will write a song about saving energy based on their existing knowledge.

Subject Area: Science - Energy and Change; The Arts - Music; English - Writing.

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Ready-Ed Publications

INTELLIGENCE AREA: MUSIC 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 Name: _________________ 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567

Activity

10

Renewable Tunes

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This activity requires imagination and experimentation and is best carried out in a small group where ideas can be shared.

Make some musical instruments that save our own energy by using the power of water and wind.

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Wind and water are two types of renewable energy that can be used to produce electricity. However, did you know that they can also make some interesting music?

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• a variety of water containers

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Some ideas may include:

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Wind chimes made from coat hangers and metal/wood objects; Bottles filled with water that you blow across to make different sounds;

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Containers from which you can pour water from one to the next;

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Water-filled “maracas”.

Keep the environmental theme strong with a focus on reusing and recycling items.

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Use your musical instruments to accompany your song (from Activity 9) at a school assembly.

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As a class, combine all your instruments to create a windy, watery orchestra. Demonstrate and group each instrument into “sections” of similar-sounds, like a real orchestra would do.

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Related Outcome: Students will use natural and recycled materials to design musical instruments reflecting an environmental theme.

Subject Area: Science - Energy and Change, Materials; The Arts - Music.

Ready-Ed Publications

23

INTELLIGENCE AREA: NATURE 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 Name: _________________ 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567

Activity

11

Clever Compost

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Composting is a way of giving energy to growing plants without ruining the environment. It is also a great way to grow “organic” vegetables.

If the school has not already got a veggie patch, you may like to approach your school gardener and ask for help in setting one up.

It is important to learn which items can be composted. As a rough guide, leftover fruit and vegetables are the best items to compost. Meat, dairy and cooked foods are not as appropriate.

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• a school garden, such as a vegetable garden

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• a small bin to collect food scraps

Visit a website such as www.howstuffworks.com to learn more about how composting works and to decide what the best system for your school is.

Each day, one or two students can walk around the school at the end of lunch and recess times to collect fruit and vegetable scraps in small, hand-held compost bins (slightly larger than an ice cream container would be perfect). These can be delivered to the compost site at the end of each day. Make sure hands are washed afterwards, or wear disposable rubber gloves.

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Work with the school gardener to allocate other jobs to class members to keep the veggie patch thriving. Veggies could even be used by the canteen staff in special salads.

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Take photos of the veggie patch every 2 weeks to track the progress of the vegetable growth. Read a report each term at assembly about the progress of the veggie patch.

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Related Outcome: Students will learn about composting and collect scraps for composting a school vegetable patch.

Subject Area: Science - Energy and Change; Life and Living.

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Ready-Ed Publications

INTELLIGENCE AREA: NATURE 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 Name: _________________ 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567

Activity

12

Super Sun

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• a sunny day

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• something to lean on

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• some shade

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As you sit relaxing in the sunshine, write a list of all the ways that the sun can be used as a source of energy for the earth.

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After conducting some initial research on how the sun is used for energy, spend a lesson outdoors soaking up the sun’s rays and gathering inspiration.

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Why is the sun so important to us?

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Collect natural objects (that have already fallen to the ground) and make a collage to show how the sun is a vital source of life for our planet.

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Related Outcome: Students will compile a list of ways the sun can be used as a source of energy.

Subject Area: Science - Energy and Change; Life and Living.

Ready-Ed Publications

25

INTELLIGENCE AREA: PEOPLE 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 Name: _________________ 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567

Activity

13

Energy Whispers

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• palm-sized cards to write on

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Make up a fact card containing four facts on each of the following alternative energy sources: Hydro Wind P Power 1. ____ ower ______ 1. ____ _____ 2. ___ ____ ______ 2. ____ ____ __ 3. ____ __________ __ ______ __ 4. ____ ______ ______ ______ __

___ ___ 3. ____ __________ __ ______ __ 4. ____ ______ ______ ______ __

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Ask your teacher if you can be the “game leader”.

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Remember the old game of Chinese Whispers? Well this is a game that you can make for your whole class to help them learn about alternative energy sources and test their memory at the same time.

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s Pow 1. ____ er __ 2. ____ __________ __ ______ __ 3. ____ ______ ______ __ 4. ____ ______ ______ ______ __

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Power 1. ____ __ 2. ____ __________ __ __ 3. ____ __________ __ ______ __ 4. ____ ______ ______ ______ __

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Make up an “Energy Games Book” for other classes and store it in your school’s science resource area.

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See if you can make up other memory or word games about energy.

Present your ideas to your teacher. They can be adaptations of existing games that you know.

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You may also like to add fact cards about Fossil Fuels if you want to make the game harder.

As game leader: 1) Sit the class in a circle and send four students out of the room.

Give each student a number (1-4).

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2) Give a fact card to one of the other students. Ask them to read out the name of the energy source and then the four facts.

o c . che e r o t r s super 3) Invite Student 1 back inside.

4) The card-holder repeats the four FACTS but does NOT tell Student 1 what the energy source is or give them the card.

Student 1 must listen closely and remember the facts.

5) Invite Student 2 in. Student 1 must tell Student 2 the facts that they remember.

6) Repeat the process for Students 3 and 4.

7) Student 4 then repeats the facts that they remember to the class and guesses which type of energy source they are talking about.

8) The card-holder then reads out the original facts and tells Student 4 if they were correct in their guess.

Related Outcome: Students will play a memory game to develop their understanding of earth-friendly energies.

Subject Area: Science - Energy and Change; English - Speaking and Listening.

26

Ready-Ed Publications

INTELLIGENCE AREA: PEOPLE 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 Name: _________________ 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567

Activity

14

Talk of the Town

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If you were town mayor, what would you choose as a new energy source? This activity can be done as a whole class or performed by a small group in front of the rest of the class.

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Based on your research, role-play a town meeting to decide what kind of energy source should replace it.

E.g. Wind power, hydro-power, biomass energy and solar power.

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Imagine that your small town is very polluted by an old coal factory and you are thinking of changing to a new energy source.

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Make sure you use your best negotiation skills to let everyone have their say. How will you reach a final decision?

Jot your initial ideas below:

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

You might need to make up some facts about the location of the town to help the townsfolk decide which energy source will be the best to use.

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You could make this really interesting and dramatic by dressing up as characters such as “the oil billionaire”, “the greenie”, “the town architect”, “the concerned parent”, etc.

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Related Outcome: Students will role-play a town meeting to decide the best alternative energy source.

Subject Area: Science - Energy and Change; S&E/SOSE/HSIE - Place and Space; English - Speaking & Listening.

Ready-Ed Publications

27

INTELLIGENCE AREA: SELF 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 Name: _________________ 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567

Activity

15

Future World

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Materials:

Task:

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Write a story, draw a picture or make up a cartoon showing how you would like the world to be for your grandchildren.

Be sure to include lots of pictures or descriptions of how environmentally-friendly forms of energy are used.

Jot some ideas down in the box below:

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Imagine that Australians became very good at using alternative forms of energy.

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What kind of world do you see your grandchildren living in?

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Interview an older relative (a grandparent would be very interesting) and find out how energy was used differently when they were a child.

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Write down TEN things that YOU can do TODAY to help create this world for the future.

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

Related Outcome: Students will produce a story or image based on an energy-efficient future world.

Subject Area: Science - Energy and Change; S&E/SOSE/HSIE - Place and Space; English - Writing.

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Ready-Ed Publications

INTELLIGENCE AREA: SELF 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 Name: _________________ 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567

Activity

16

Save the Day

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Time

Energy Used

8.00 am

Listened to morning radio (20 mins)

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Give yourself five points for every ten minutes of energy that you use (approximately). Add the points up to get your score.

Use this table or make a larger one if needed.

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Extra:

How much energy do you use in a day? Keep a diary for a whole day. Write down ALL the energy that you use. This includes noting down every time that you turn on a light, watch TV, use the computer, ride in a car or bus, use electrical appliances, have a long shower and so on.

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Task:

Points

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TOTAL

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Instead of just learning about what can be done, why don’t you see if YOU can change your ways to make a real difference to the world? Check out all the energy-saving tips on the websites listed below.

Discuss with your parents how you and your family can make some changes.

Your grandchildren will thank you! www.infotek3000.com/ oz/saveenergy.htm, www.energy.com.au/ea/ earetail.nsf/Content/ ConservingEnergy_ EnergyKidz

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

Find out which appliances use more energy and give these things higher points. For example, you would use more energy using the computer than you would reading a book by a bedside lamp.

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www.energyandwatersolutions. com.au/pages/ enviro_facts.htm

Set yourself a goal for a lower score. Work out how you might achieve this. Ask your parents or teacher for help. Keep score for your energy-saving day and add up along the way so you know how much you have left in your “energy bank” before you go over your goal score. Congratulate yourself if you are under your target score at the end of the day.

Related Outcome: Students will rate themselves on the amount of energy they use in a day by keeping a diary.

Subject Area: Science - Energy and Change.

Ready-Ed Publications

29

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BACKGROUND INFORMATION

Human Body Systems

Our body is one marvellous machine! It functions by a number of highly developed systems working together to keep us alive. The musculoskeletal system, the digestive system and the cardiovascular system are described here, but there are more body systems that you can research yourself.

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The musculoskeletal system is made up of our bones and muscles. The main function of this system is to help us move, however this system performs many other functions as well. We have 206 bones in our body. Although bones may look hard and solid, the larger bones actually contain a soft, jelly-like substance inside called bone marrow. This bone marrow actually produces blood cells that keep us alive. Certain bones are also responsible for protecting our major organs, for example, the skull cranium protects the brain.

Bones are attached to muscles. The bones act like levers for the muscles to contract and expand or relax on, allowing us to move some parts of our body whilst other parts are stabilised. There are a number of different ways that bones fit together. They may form a hinge, like your knee or elbow, enabling an opening and closing type movement, or they may be a “ball and socket” joint that allows movement in many directions, such as your shoulder. Synovial fluid in the joints is like oil that keeps your joints moving smoothly.

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

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Muscles in the body are made up of fibres and work like elastic bands. Although many of the muscles in the body are voluntary, meaning that you can control when they relax and contact, there are also smooth muscles in the body that move automatically to control things like your digestion. Your heart is a special kind of muscle that also moves without your control. Your face is made up of small muscles under the skin that enable to you make many facial expressions, whilst your tongue is made up of a group of muscles that give you the power to eat and talk, hopefully not at the same time!

Your digestive system can be imagined as a series of passages that food travels through once you begin to eat. Starting from the saliva that helps your teeth and your tongue to break food down, the food moves into the oesophagus, which squeezes it down into the stomach like you would squeeze a tube of toothpaste. In the stomach, the food is mixed up and broken down further by gastric juices so that it is like a soup of all the things you have just eaten.

o c . che e r o t r s super

After leaving the stomach, the food is moved into the small intestine which is a long tube where food is broken down by special juices from organs called the pancreas, liver and gallbladder. Here, the nutrients from the food can be absorbed into the blood and used by the body (after passing through the liver, which acts as a sorting system for the nutrients), whereas the waste is moved into the large intestine. Most of the liquid is absorbed back into the body, so that the waste that leaves your body via the rectum and anus when you go to the toilet is mostly solid.

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Ready-Ed Publications

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BACKGROUND INFORMATION

When you breathe, there are actually two systems working side by side to get the oxygen into your body for use. The respiratory (breathing) system and cardiovascular (heart and blood) system work together to take in oxygen and distribute it to where it is needed.

When you breathe in, air passes down your trachea (windpipe) and into two branches called bronchi that lead to your lungs.

These branches get smaller and smaller until they are tiny alveoli, sitting alongside equally tiny blood vessels called capillaries.

To get an idea of just how tiny the alveoli are, there are about 600 million in your lungs!

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Teac he r

Human Body Systems

When the air reaches the end of the passages in your lungs, the oxygen passes through the walls of the alveoli into the capillaries, ready to make its way around the body attached to the red blood cells. The oxygen is like a fuel that is used by all the cells in the body to do their job. The lungs can become bigger as they fill with air because a sheet of muscle underneath, called the diaphragm, flattens, and the ribs move outwards to make more room.

So how does the heart play a role in all of this? Well, the heart is the powerhouse that pumps the oxygenrich blood through the body and moves the “old” blood back to the lungs for an oxygen refill. Without the heart, the blood would not be able to move.

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

Meanwhile, there has been a trade-off in the lungs. When the oxygen has passed into the blood, all of the wastes like carbon dioxide are passed into the alveoli and travel out of the lungs as you breathe out. The carbon dioxide is the waste gas produced when oxygen is used by the body.

A hiccup is caused by the diaphragm moving in a way that causes you to breathe in air suddenly, and when the air hits your vocal cords, it make the “hic” sound.

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Visit the websites listed below or conduct your own research to find out more about these sensational systems:

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Did you know?

The nervous system - The brain is the hub of this busy system that sends messages via the spinal cord to stimulate actions, and takes in messages from the skin, joints, eyes, ears, nose and mouth to help us decide what actions to take. Your brain enables you to think, remember and experience emotions.

o c . che e r o t r s super

The immune system - Your body has many responses ready for action when illness or injury strikes.

The lymphatic system - This drainage system helps to keep our bodies healthy.

The endocrine system - Hormones control growth and development, especially during puberty.

The reproductive system - Special organs that are different in males and females enable us to have children.

The urinary system - The kidneys are incredible organs that filter our blood to sort out the good from the bad. www.kidshealth.org/kid/body/heart_SW_p2.html www.factmonster.com/ipka/A0774536.html yucky.kids.discovery.com/flash/body/index.htm

Ready-Ed Publications

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INTELLIGENCE AREA: LOGIC AND MATHS 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 Name: _________________ 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567

Activity

1

All Systems in Order!

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2) Draw pictures or write a short sentence on each card to show part of the sequence. Six to ten cards is a good amount.

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1) Choose a body system that you are familiar with and write a list of the sequence that takes place in that system. For example, the journey of a piece of food (digestive), a message from stepping on a pin to lifting the foot (nervous/ musculoskeletal) and so on.

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• coloured pencils and markers

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Make a human jigsaw!

4) Decorate the cards or cover them in clear Contact®. Mix the cards up and time yourself to see how quickly you can arrange the cards back in order.

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You may even like to make a whole set for each of the body systems and donate the game to your science centre or library.

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Challenge your classmates, making a tally of the quickest sequencing time for each person.

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

Related Outcome: Students will design a “jigsaw” that displays the sequence of a human body system.

Subject Area: Science - Life and Living; The Arts - Visual Art.

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Ready-Ed Publications

INTELLIGENCE AREA: LOGIC AND MATHS 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 Name: _________________ 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567

Activity

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An Air-full Idea

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Draw or write down a few ideas here:

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You may wish to conduct a bit of research first, or perhaps you would rather think of an idea on your own.

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Your challenge is to invent a new way to measure lung capacity.

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How big is your lung capacity? There are many ways that you can find out how much air you can breathe in and out of your lungs.

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Some students who have asthma may not be able to do this activity. Find out what you can about asthma and talk to any classmates who experience this condition.

Perhaps you can ask your teacher if the school nurse can come and explain what you can do if a classmate ever has an asthma attack in the playground.

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

First check your instrument with your teacher for safety and hygiene. If you get the allclear, ask other classmates to try their lung capacity. You may wish to develop some theories based on your findings. Do boys and girls have the same capacities? Does lung capacity and height have any links?

Visit the art/design/technology room in your school to find some materials to make your instrument. See if you can incorporate some way of getting an actual measurement so that you can record results.

Go ahead and see if you can make your design.Test it by measuring your own lung capacity. Do a few tests to see if you get consistent (similar) results each time.

Related Outcome: Students will design a method of measuring lung capacity.

Subject Area: Science - Life and Living, Materials, Working Scientifically; Maths - Measurement.

Ready-Ed Publications

33

INTELLIGENCE AREA: READING AND WRITING 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 Name: _________________ 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567

Activity

3

A New Brand of Bran

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Bran and other wholegrain cereals have been identified as being high in fibre. Other high fibre foods include oatmeal and fruits.

Fibre is necessary to help foods move through the digestive system at the right pace and to help create the right balance in your waste.

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How are your advertising skills? Can you convince kids to eat bran?

Your task is to create a cereal containing some of these foods and make it appealing to children.

You will need to research some more about the foods high in fibre and the way that they help your digestive system.

Checkout www.woolworths.com.au/dietinfo/rsa9.asp Now to create your cereal: What ingredients will you have?

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Check out your cereals at home. They should have the amount of fibre listed in the “nutritional panel” on the box. Try eating the cereal with the highest fibre content for a week and see if it “keeps you regular!”

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Draft your cereal box below. Make a good copy using stiff card and create a 3-D box.

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Read your advertisement aloud to classmates using an expressive voice.

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Once you have all your ideas down, write the script for a radio advertisement that promotes your new cereal. Make sure you have a good balance of information and appeal. Use plenty of descriptive words.

Related Outcome: Students will develop a package and radio advertisement for a breakfast cereal high in fibre.

Subject Area: Science - Life and Living; Health - Healthy Choices/Foods; English - Speaking and Listening.

34

Ready-Ed Publications

INTELLIGENCE AREA: READING AND WRITING 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 Name: _________________ 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567

Activity

4

Brain Power

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Imagine that there are two neurons in the brain called “Ouch” and “Toe”. They are having a fairly boring day as their owner is lazing on the couch. Suddenly, the person gets up off the couch and steps on a piece of glass. The message reaches “Ouch”, who registers the pain, telling “Toe” to jerk away quickly from the glass. “Ouch” then needs to send other messages to parts of the brain that will deal with this little crisis ...

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Communication between your brain cells is the key to life. Your brain cells, otherwise known as neurons, need to work together to send messages about what is happening in the rest of the body.

Write the CONVERSATION between “Ouch” and “Toe” and other neurons in the brain, starting from when the person is sitting on the couch.

It will help if you learn more about the different sections of the brain so you can decide what parts might be involved in dealing with an injured toe. www.kidshealth.org has a great section on the brain that will help you to understand this complex and amazing organ.

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Man, he is sooo lazy. All he ever does is sit on the couch!

Toe:

I know. Maybe I should start twitching just to get his attention.

Ouch:

Oh, hang on, I think he’s about to move.

Toe:

Oops, better get ready to stand up...here we go...

Ouch:

Yeeeeeeeooooooooow! We just made contact with something sharp!

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What happens next?

Think about all the things that you might do if you stepped on glass. Finish off the neurons’ conversation.

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Invite some classmates to act this out for your class — it will not only be educational, it may also be very amusing.

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Ouch:

Related Outcome: Students will write a conversation between neurons as the nervous system reacts to a situation.

Subject Area: Science - Life and Living; English - Writing.

Ready-Ed Publications

35

INTELLIGENCE AREA: VISUAL AND SPACE 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 Name: _________________ 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567

Activity

5

Are You Game For This One?

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Exploring body systems can be a bit of an adventure. Turn the fun into a board game that is both educational and entertaining.

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l ert! You “Herk Al he sun and it t milk in up. Go u throw !” o y s e k a t m the star back to

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e Card Chanc r eave you

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• Draft a design for how you will present the system on a board.

You may wish to draw an outline of the body with squares going from the start to the end of the system you have chosen.

Draw the outline of the whole system and all its organs larger to fill the whole of the base-board. Colour in with markers and make sure all the squares are large enough to fit a few counters on.

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• You will need to collect a range of facts and pictures on one of the body systems. Try to find some interesting snippets of information that people may not normally know.

• Make some “Chance Cards” with extra information, e.g. “You drink plenty of water which helps you to digest your food.

Go ahead two spaces”.

• Make some markers out of Plasticine or recycled materials, for example “air” markers for the respiratory system or food for the digestive system.

• Cover the cards and the board with clear Contact® if possible.

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Teach some younger students how to play your game.

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Spend some time making your board game look well-presented. Try a few games with a partner to see if the rules work out.

Use one or two dice from the school’s maths store.

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Related Outcome: Students will design a board game that educates others about a human body system.

Subject Area: Science - Life and Living; Health - Human Development; Technology - Design Process.

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Ready-Ed Publications

INTELLIGENCE AREA: VISUAL AND SPACE 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 Name: _________________ 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567

Activity

6

It Pays to Display

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Help keep your class interested in the Body Systems topic. Vote yourself responsible for looking after the class display table.

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• With your teacher’s permission, go to the school library and science resource area and collect materials that will help students learn about the various body systems. Include books, posters, models, instruments and materials.

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• Set up one or two tables with a pin-up board behind it in a suitable area of your classroom.

• Contact your school nurse or local health agencies (maybe you can even phone or email a few organisations) and ask them if they have any educational brochures or other materials on this subject.

• Set up the table so all materials are easily accessible and interesting to look at.

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Get others involved in this activity. Ask other students and teachers to donate materials for the display table. Make sure all donated items have the person’s name on them.

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Take a photo of the display table for your class records.

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Related Outcome: Students will create a visual display for the classroom on the theme of human body systems.

Subject Area: Science - Life and Living; Health - Human Development.

Ready-Ed Publications

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INTELLIGENCE AREA: MOVEMENT AND BODY 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 Name: _________________ 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567

Activity

7

Hangin’ Around

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What would your teacher think if you strung body parts all over the classroom? Well, here’s your chance to make a mobile that is “inside out”.

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Choose the digestive system or the cardiovascular system as they both have many parts that are linked.

2) Using a coat hanger and/or dowelling, work out how you are going to hang your mobile.

3) Draw the organs onto stiff card.

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1) Using references and the notes from this book, draft a picture of each organ or part of a body system.

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4) Cut out each shape and decorate with markers and coloured pencils on each side.

5) Use a hole punch to make holes in each organ and tie lengths of string to each.

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If you have discovered a talent for making mobiles, you might like to make one for the school medical room. Make it out of pleasant shapes, such as stars or flowers, for young students to look at when they are lying on the bed (they probably don’t want to look at body parts if they are ill!).

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Find some scrap materials that you think might be good for making the organs, for example use flat sponges to represent lungs. Make sure you use light materials. Stick the scrap materials to the card organs to create a 3-D effect.

6) Ask a friend to hold the mobile up as you balance out all the parts so that the mobile hangs evenly.

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Related Outcome: Students will design a mobile that shows all the parts of a human body system.

Subject Area: Science - Life and Living; Health - Human Development; The Arts - Visual Art.

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Ready-Ed Publications

INTELLIGENCE AREA: MOVEMENT AND BODY 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 Name: _________________ 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567

Activity

8

Move That Body!

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• all the students in your class

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Students will make a massive model of a human body system by working together as a team and using their bodies to represent parts of the body system.

Once the class has decided on what system to demonstrate, students can break into groups, each representing a part of the system by working and moving together. See how creative you can be, and how cooperative your class is.

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This is a whole class activity requiring a LOT of teamwork.

It may help to have the system drawn onto a whiteboard to help students work out how “the parts” should all fit together. Chairs and sports equipment may be used as props. Here are some ideas to get your class started:

e.g. Digestive system:

One student is the “food”.

A group of students crowd around the “food” and jump up and down like crunching teeth.

Other students then form a tunnel with their arms to form the oesophagus ... and so on.

e.g. Respiratory system:

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One student represents “oxygen”.

They crawl through a nostril (a hula hoop) held by two students that form the nose ... and so on.

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Related Outcome: Students will interact with others to demonstrate by mime how a human body system operates.

Subject Area: Science - Life and Living; Health - Human Relations, Movement Skills.

Ready-Ed Publications

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INTELLIGENCE AREA: MUSIC 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 Name: _________________ 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567

Activity

It’s a Rap

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The Skeletal Rap:

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Without your bones you could not get out of bed.

You have 29 bones in your head called your cranium.

Protecting your eyes, nose, ears and your brain-ium!

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So let’s find out more...we’ll start for the head.

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Jot down all the parts of the system first to help give you an outline for the structure, then let your creative ideas rap into action. Here is an idea to get you started:

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Write a rap to help your classmates learn about a body system.

Now it’s your turn:

What body system have you chosen? __________________________ Write down parts of the system and what each part does.

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Make a cover for your “Body Rap” tape and donate to the school library or another class.

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Use percussion instruments to accompany your rap.

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Related Outcome: Students will demonstrate their understanding of human body systems in the form of a “rap”.

Subject Area: Science - Life and Living; Health - Human Development; The Arts - Music; English - Writing.

40

Ready-Ed Publications

INTELLIGENCE AREA: MUSIC 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 Name: _________________ 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567

Activity

10

Crunch, Squelch, Gurgle ...

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Task: Get into small groups.

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Imagine putting a mini-microphone inside your body. What would you hear?

• Choose one body system and write down ideas for the types of sounds that each action in that system would make.

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Tape your sound effects or play to the class and have then guess what the sound is representing.

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• Search your school for inspiration, collecting materials in a crate (remember where you got them from!).

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Part

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mouth crunching Squashing dry leaves Get Involved: © Read yEd Publ i cat i ons ○

in a paper bag.

gulping, swallowing

Turning a bottle of water (with the lid on) upside down.

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Use some “sound words” to make colourful posters to decorate the canteen (digestive system) or sport area (cardiovascular system).

See below.

Related Outcome: Students will produce sound effects replicating sounds of human body systems.

Subject Area: Science - Life and Living, Materials; The Arts - Music.

Ready-Ed Publications

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INTELLIGENCE AREA: NATURE 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 Name: _________________ 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567

Activity

11

All About Animals

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Task: Are our systems similar to animals?

Which animal’s insides are most like ours?

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• Raid your school library or “surf the net” to find pictures of animal’s body systems.

• Compare them to our own.

(Hint: The best way to do this is to type in your request such as “dog skeleton” or “horse respiratory system”.)

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• coloured pencils

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• Choose one animal that has a clear picture of the respiratory, nervous or digestive internal organs and trace this picture.

• Also trace a picture of the human body with one of these systems on the same page.

• Using red and blue pencils, colour the organs/parts that are similar or the same in red.

• Colour organs/parts that are different in blue.

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You might like to invite a local vet to speak with your class about how people should look after their pets so that their body systems can remain in good working order.

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Write down a list of all the animals you investigated.

Write “humans” at the top of the list. Based on how their insides look, place these animals in order from most similar (to humans) to most different. Do you notice anything interesting about this list?

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Extra:

Related Outcome: Students will investigate the body systems of animals and compare them to our own.

Subject Area: Science - Life and Living.

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INTELLIGENCE AREA: NATURE 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 Name: _________________ 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567

12

Activity

Will YOU Survive?

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Task:

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• You need to make a booklet with a page for each body system, showing how to survive in the bush.

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• Create a brainstorm or a group of lists that shows what each system needs to survive and how you will ensure this in a bush setting:

Respir

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• Do some background research (such as www.4wdworld.com.au/tipstricks/travel.htm) or talk to someone who likes to camp in the bush.

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If we look after our body systems, we should be able to survive pretty well.

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• reference materials on bush survival and human body systems

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System Conse : rve ene rgy Walk s low plan yo ly, ur jour ney.

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tem: - A wel l-funct ioni - Stay w ith a co ng brain m and pla n decis panion ions carefu lly.

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Is your class planning an excursion or camp? Make a checklist of all the things that the school will need to organise to help keep the students happy and healthy. Do this on your class computer so that the list can be updated or changed when it is needed.

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Make a colourful page with tips and diagrams for each system. Add a cover and staple together as a booklet.

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• Add some more ideas to each category above, then try listing some ideas for the urinary system (water intake) musculoskeletal system (movement), and the immune system (prevention of illness and injury).

Related Outcome: Students will use knowledge of body systems as a guide to develop ideas on bush survival.

Subject Area: Science - Life and Living; Health - Healthy Choices.

Ready-Ed Publications

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INTELLIGENCE AREA: PEOPLE 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 Name: _________________ 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567

Activity

13

X-Ray Friend

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Materials:

Task:

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Imagine doing a portrait with x-ray glasses that allow you to see all the internal organs of your friend.

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• Draw an outline of their body.

• Now draw the systems:

Go through the systems one at a time, asking your friend about what they think is going on in their body.

Draw their systems as you think they may look inside your friend.

You may like to have a picture or poster of the human body systems nearby as a guide.

• Good questions to ask your friend are:

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• Ask your model to sit in front of you.

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Nervous system:

• What are you thinking?

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Digestive system:

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• What did you eat for breakfast / lunch?

(Draw the food travelling along the digestive system.)

Musculoskeletal system:

• Are any muscles aching?

• Have you ever broken a bone?

• Try to think of some more questions so that you can work out what is going on with your friend’s body systems.

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Add facial features and hair. Give the poster as a gift to your friend.

• Does any part of your body hurt?

(Show these responses in the brain or along the nerves.)

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• Are you warm or cold?

Related Outcome: Students will interview a classmate to draw the “activity” occurring inside their body systems.

Subject Area: The Arts - Visual Art; Health - Human Relations; English - Speaking & Listening.

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INTELLIGENCE AREA: PEOPLE 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 Name: _________________ 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567

Activity

14

Systems Down

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Task:

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• Write headings for each body system up on the board.

• Underneath, the class can suggest all of the things that can go wrong with the system.

• Your teacher can create a table such as the one below, which already has a few suggestions to get the class on track: SYSTEM

What can go wrong

Respiratory

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Which system is most affected in the life of kids your age? Find out in this whole class activity.

Asthma Cold and flu

Class Tally

Cardiovascular

Heart attack

Digestive

Stomach Bug

Nervous

Epilepsy

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Immune

Chicken pox

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If you know what is wrong with them, do some extra research so you can understand what they might be going through.

Sprains

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If there is someone at your school in hospital, ask your teacher if you can raise some money to send them a card and a small gift, or donate some old books or games (with your parents permission).

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For the system that is most affected by illness or injury, create a health plan that will help keep this system healthy in your classroom.

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• After the list is complete, take a “hands-up” count for the number of students that have ever been affected by each of these conditions. Tally the number of hands alongside each condition.

• Add up the total for each system and discuss the findings.

Related Outcome: Students will work as a class to determine common childhood body system ailments.

Subject Area: Science - Life and Living; Health - Health of Individuals, Human Relations.

Ready-Ed Publications

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12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 INTELLIGENCE AREA: SELF 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 Name: _________________ 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567

Activity

15

Listen To Your Body

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Task:

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Take some time out to tune into your body systems.

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• Starting from the top of your head, try to notice what you can feel happening in your body. As you go, write notes alongside where you can feel the sensations. Think about which body system you are tuning into.

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• Find a quiet place, perhaps under a shady tree outside. Close your eyes and take a deep breath.

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• a photocopied picture of the human body systems

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© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y• Here is an example of some of the things you may notice:

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- Thinking of my favourite tune

- Seeing nice green trees with my eyes

o c . che e r o t r s super - Smelling lunches being cooked in the canteen

- Hearing the Year Five class play cricket outside - Feeling the breeze on my face

- Feeling my ribs expand as I breathe

- Hearing my stomach grumble When you have finished, take a look at all the things going on inside your body without you even trying!

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- Feeling my muscles ache after that big bike ride

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Ask your teacher if you can create a Relaxation Corner in your classroom with curtains, cushions, pictures of nature, relaxing music with headphones, relaxing scents such as lavender sachets and so on.

- Feeling an itch on my forehead (nervous system)

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Did you feel relaxed when you did this activity?

People often use similar techniques in relaxation sessions.

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Use this information to inspire a self-portrait, an abstract artwork, a sculpture, a poem, a song or a story.

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Extra:

Related Outcome: Students will observe and report on the activity occurring within their own body systems.

Subject Area: Science - Life and Living; Health - Health of Individuals.

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Help yourself to these extra ideas for whole-class activities.

Earth-Friendly Energies

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The term “Nuclear Power Plant” makes this type of energy source sound very dangerous.

But what is actually involved in producing nuclear power? Find out at people.howstuffworks.com/nuclear-power1.htm. Imagine that you are a concerned parent living in an area where a new nuclear power plant is to be built. Write a letter expressing your concerns and suggesting alternative options. Then research some information and write a response from the power plant director, providing information aimed at reassuring the family. Which argument has more “power”?

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Make a timeline of when the different forms of energy were discovered. Along the timeline, write a brief profile of significant scientists and events in the history of energy. Decorate with pictures of energy sources and place along the classroom wall. library.thinkquest.org/20331/history/ www.eia.doe.gov/kids/milestones/

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

www.learnaboutenergy.org/focus/historyofenergy.htm

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Some people don’t want wind farms near their homes because of the way they look, but wind farms can also be a tourist attraction. Visit some websites to decide what you think. Think of some ideas to promote wind farms to locals and tourists. Perhaps you could paint the windmills like giant flowers.

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Find out more about solar power, and then draw a design of a new solar-powered invention. It can be anything you like - a solar powered radio, lawn mower, etc. www.energy.com.au/ea/earetail.nsf/Content/Sun_EnergyKidz

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www.energy.com.au/ea/earetail.nsf/Content/Wind_EnergyKidz

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www.auswea.com.au/

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Give yourself a weekend challenge - “12 hours without energy”. From 8 am to 8 pm, you must not use any non-renewable energy sources at all, including cars, television, fridge, stove, microwave, electric lights, radio, alarms and warm showers. Keep a diary of your experiences and compare with your classmates.

Ready-Ed Publications

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Human Body Systems Write down a brief description and then rank these body systems in the order that you think is most important to survive: Respiratory, Urinary, Nervous, Lymphatic, Musculoskeletal, Digestive, Immune, Endocrine, Reproductive, Cardiovascular. Think of reasons for your ranking. Compare with your classmates and discuss how these systems relate to and depend on each other, working together to help us live.

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Research a disease or condition that affects a certain body system and make a health pamphlet that can be given to people who have just been diagnosed with the illness.

Check carefully to make sure your information is accurate, and include lots of positive information on treatment and prevention. Ideas include: osteoporosis, Parkinson’s Disease, stroke, flu, asthma and diabetes.

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www.kidshealth.org/kid/grownup/index.html www.kidinfo.com/Health/Human_Body.html

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Draw a large-scale picture or make a model of a neuron - a nerve cell. An example can be found at www.enchantedlearning.com/subjects/anatomy/brain/label/neuron.shtml

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Make a fun book for kids with labelled pictures of each body system. On the opposite page, list some amazing facts about that system.

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www.kidshealth.org

www.bupa.co.uk/health_information/html/organ/ www4.tpgi.com.au/users/amcgann/body/

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Make a chart or diagram comparing your brain to a computer, your lungs to a balloon, your circulatory system to a postal service or your immune system to an army.

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Find out about the appendix. This unusual part of the digestive system is something of a mystery. Write a letter from the appendix to another body part, telling what it feels like to be so useless.

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Ready-Ed Publications