Practical Science: Earth & Beyond Series: Book 1 - Ages 6-8 by Teacher Superstore

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Written by Kevin Rigg. Illustrated by Elizabeth Buckley. Design & Typesetting by Shay Howard. Published by Ready-Ed Publications (2007) © Ready-Ed Publications - 2007. 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 674 4

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Contents

Teachers’ Notes Presentation Ideas Curriculum Links

Earth and Beyond

........ page 4 ........ page 5 ........ page 6

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Lesson 2: Favourite Seasons Teachers’ Notes Activity

...... page 10 ...... page 11

Lesson 3: Environments Teachers’ Notes Activity

...... page 12 ...... page 13

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........ page 8 ........ page 9

Lesson 4: Natural and Built Teachers’ Notes Activity

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Lesson 1: Season Match Teachers’ Notes Activity

...... page 18 ...... page 19

Lesson 7: Weather Watch (2) Teachers’ Notes Activity

...... page 20 ...... page 21

Teachers’ Notes Activity

...... page 22 ...... page 23

Answers

...... page 24

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...... page 16 ...... page 17

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Teachers’ Notes Activity

o c . che e r o t r s uper Lesson 8: Water and s Home

Teachers’ Notes This book contains a package of photocopiable worksheets designed to be used to cover the Science learning area of “Earth and Beyond” with 6-8 year old students.

Lesson Sheets Layout

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At this level the students’ focus is on the local environment and how it affects them. Tasks involve drawing, discussing and writing about the things that students observe in their daily life. Opportunities are provided for students to develop skills such as labelling, data gathering, graphing, matching and carrying out simple surveys. Specific activities include identifying seasonal changes, understanding the concepts of natural and built, studying the features of nocturnal animals, watching the weather, and examining water use at home.

Earth and Beyond

STUDENT LESSON SHEET Lesson title Student learning activities

Each lesson has the potential to: • extend into more than one lesson by having separate parts to the lesson sheet. Some sections of a lesson may need planning on other paper before final copies are transferred to the lesson sheet. Some lessons may be too long for one lesson and could be completed at another time. • expand into other curriculum areas using a similar theme. There are ideas for crosscurricular integration with other learning areas. Sometimes a whole day’s work could be planned around one lesson sheet.

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Science Materials and Equipment

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The equipment needed has been kept to a minimum to facilitate ease of planning. It is readily available in schools or is easily acquired.

All lesson sheets are outcome linked to the various curriculum documents (see page 6). Answers are provided where necessary (see page 24). Other books in the Practical Science series:

• • • • 4

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Energy and Change Life and Living Natural and Processed Materials Working Scientifically

TEACHERS’ NOTES INCLUDE: (FOR EACH LESSON) Outcome links;

Required materials; Lesson plan ideas including extension ideas and teaching tips; Cross-curricular/integration ideas.

Presentation Ideas

Earth and Beyond

• Create a display using items used in the lesson and worksheets. Children could make labels for the items. • Make a frieze of drawings, magazine cut-outs and worksheets used in the lesson. Students can label the pictures.

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• Take digital photos of the activity and download/print them for a language activity. Children can create labels to put under the photos.

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• Children could produce labels or text for the photos which can be used to create a class book or display in the library. • Display record pages alongside the data collection pages in a class display.

• Collect photos from the children of activities, pets, homes, etc.

© ReadyEdPubl i cat i ons or r e vai e w ptouar pos schildren’s onl y• •• Usef art pieces as backdrop display ofe the • Cut the worksheets up into parts and display, together with the children’s drawings. worksheets.

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• Children could prepare and present talks to another class using the worksheets as a guide.

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All websites listed in the Practical Science books are linked from the Ready-Ed website listed below. This saves the teacher and/or student from typing in the addresses each time. External websites referred to in this book will be updated through the Ready-Ed site below should they disappear or modify their address after publication. Bookmark this site for ease of use:

www.readyed.com.au/urls/science 5

Curriculum Links

Earth and Beyond

The activities in Practical Science: Earth and Beyond can be linked to the following Science strands and learning outcomes for each state/territory.

State/Territory

Outcomes

Earth and Beyond r o e t s r -B Earth, Sky and People e ooEarth - The Changing p u k S Science

1.1, 2.1 1.2, 2.2

New South Wales

Science and Technology

· Built Environments · Earth and its Surroundings

BE S1.1 ES S1.6, 2.6

Victoria (VELS)

Science

· Science, Knowledge

CSF 1.1

and Understanding · Science at Work Earth and Space Sciences: Our Place in Space

South Australia

Science

· Earth and Space

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1.1, 1.2, 1.3 D 2.4

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Science

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Queensland

Western Australia

Strands

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NT, ACT and Tas. (National Curriculum)

Subject Area

1.1, 1.2

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· Earth and Beyond

EB 1, EB 2

Earth and Beyond Lesson plans and activities for: •Season Match

r o e t s Bo r •Environments e p •Natural and Built ok u S •Nocturnal Animals •Weather Watch (1) •Weather Watch (2) •Water and Home

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•Favourite Seasons

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Lesson 1

Teachers' Notes

Earth and Beyond

Season Match Learning Outcome: • Lists ways that the local environment influences daily life.

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• clothing items from both seasons, e.g. jumper, singlet • sporting equipment from both seasons, e.g. football, tennis racquet • Discuss the clothing items. Children decide which season each item would be worn. Discuss other clothing worn in summer and winter. • Children can complete the top section of the worksheet. Children should justify their answers with explanations. • Children can answer the question orally before they write their answers. • Show the sporting equipment and discuss sports the children like and what season sports are played in. Using the sports equipment, create a “Summer” pile and “Winter” pile. Select children to place the equipment in the correct pile. • Children can write “Summer”, “Winter” or “Both” under the sports pictures on the activity sheet. Children should be able to justify their answers. • Make large “Summer” and “Winter” label cards and have children place them near the clothing and sports gear.

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. The Arts: t Children draw a summer/winter scene showing weather e o c features and clothes. . c e her r English (Writing): Children write sentences about their favourite o t s s per activities during summer/winter. u Integration Ideas:

Society and Environment (SOSE / HSIE): Show posters or display weather in other countries (e.g. snow, beach scenes) and discuss how winter and summer weather differs.

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Season Match

Earth and Beyond

Match the season to the clothes. Summer

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Winter

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Lesson 1

Summer and Winter

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Write Summer, Winter or Both under each sport below.

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Basketball

Football

Skiing

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Snooker

o c . che e r o t r s s r u e p Tennis Cricket Rugby Surfing

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Why do people ski in winter? ______________________________________________________ 9

Teachers' Notes

Lesson 2

Earth and Beyond

Favourite Season Learning Outcome: • Lists ways that the local environment influences daily life.

r o e t s Bo r e p ok u Lesson Ideas: S Materials:

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• labels of the seasons and associated months • magazines for cut-outs

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• As a class, match up months with the correct seasons using labels. • Children colour the seasons using the correct colours. • Discuss the main features of the four seasons including the weather expected, what people wear and the actvities (e.g. sport and recreation) associated with each season. • Discuss things that people do in the different seasons. List and chart. • Children predict the season they think is most popular and write it down in the box on their worksheet. • Class Survey: Children can only vote once. Write the tallies on the board and allow children to copy the totals into the icons on the worksheet. • Children can fill in the bar graph of the class result and list the most popular seasons in order at the bottom. • Glue the seasonal activities collected onto a freize of the seasons. Collect other information about seasons (e.g. clothes, sport, holidays, food and so on) and post them in a “Summer”, “Winter”, “Spring” and “Autumn” section of the room.

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. teIdeas: Integration o c Focus more questions about the graph result (e.g. gender. preference, c e her r pooling reasons for choice). o t s super Society and Environment (SOSE / HSIE): Collect magazine cut-outs of events or activities and classify according to the seasons. English (Writing): Students write about seasons, favourites, sporting activities, seasonal hobbies, etc.

Favourite Seasons

Lesson 2

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Colour the months in the correct colour for the season:

Summer Red Autumn Yellow Winter

Blue

Spring

Green

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March

April

May

June

July

August

September

Winter

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February

Autumn

Summer

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January

October November December r o e t s B r e oo p Find out u your classmates’ favourite seasons. k S the class tally in these shapes. Write

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Earth and Beyond

Spring

©the Re ady E dgraph. Publ i cat i ons Show tallies onthis •f orr evi ew pur p osesonl y• Favourite Seasons 7 6

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Number of Children

10 9

Autumn

Winter

Seasons of the Year

Spring

List the seasons in order from most popular to least popular.

1st ______________________

2nd ______________________

3rd ______________________

4th ______________________ 11

Teachers' Notes

Lesson 3

Earth and Beyond

Environments Learning Outcomes: • Distinguishes major features of the physical environment. • Describes changes that occur in the local environment.

r o e t s B r e oo Materials: p u k S

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Lesson Ideas:

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• posters/pictures showing these four different environments: swamp, sea shore, desert, bushland • variety of plastic animals to sort • magazines (for cut-outs) • glue, scissors, coloured pencils

• Show the class a picture of one of the environments. Discuss plants and animals found in this type of environment and ask children to describe places they know of with this type of environment. Work through each of the four environments. • Conduct a sorting activity with the plastic animals. Some animals will be able to fit into more than one environment and some may not fit at all. Discuss these choices with class and ask for explanations. • Children draw the environments using coloured pencils. They could copy features from the posters/pictures provided. • Children cut and place the animal and plant pictures (don’t paste yet!). Check that they are correct by quizzing the whole class. Children can then paste the pictures onto the worksheets.

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. teIdeas: Integration o c . che(SOSE / HSIE): Using fourr Society and Environment large pieces of e o art paper (one for each environment), children can cut out and paste t r s s r u e p pictures from magazines that suit the environments shown in the four posters. Other images can be cut out to show different environments (e.g. mountains, polar regions, grasslands, marine, etc.). English (Spelling): Make a list of “environment” words for word study.

Environments

Lesson 3

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Earth and Beyond

Draw pictures to show what these environments would look like. seashore

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swamp

bushland

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Cut out and glue these animals and plants into the right box above.

Teachers' Notes

Lesson 4

Earth and Beyond

Natural and Built Learning Outcome: • Distinguishes major features of the physical environment.

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

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Lesson Ideas:

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• collection of items both natural (e.g. gumnuts, rocks, seeding, water, etc.) and manufactured (toy, bread, brick, radio, clothes, etc.) • digital camera and printer

• Show the collection of items to the class. Children try to group them into two groups and then offer reason/s for the grouping. • Ask students to think of definitions for ‘natural’ and ‘built’ (manmade). List students’ responses on the board. • Children complete sections A, B and C on the worksheet. • Walk around the school grounds and point out natural and built items. Children can suggest some they see. Take photos of some of the features in the school ground. • Print the photos and have children group/sort the photos. Students can draw the features on their worksheet and label them. • Display the photos on a pin-up board and have “Made by People” and “Natural” labels made for the children to place under the photos.

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. te o The Arts: Each student divides a piece of art paper into two by c . c folding. Children draw or paint a “natural scene” on one half and a e her r “built scene” on the other. o t s super Integration Ideas:

Lesson 4

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A tree and a lake are natural. Name two more natural things:

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A road and a house are built or made by people. Name two more things made by people.

r o e t s Bo r e p ok u S Circle the natural things in green.

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Earth and Beyond

Circle the built things in red.

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Natural and Built

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Draw something in the school grounds which has been made by people.

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Draw something in the school grounds which is natural.

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Lesson 5

Teachers' Notes

Earth and Beyond

Nocturnal Animals Learning Outcome: • Identifies features of the day and night sky and relates them to patterns of behaviour in everyday life.

Materials:

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Lesson Ideas:

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•posters •pictures •animal magazines showing both nocturnal and diurnal animals.

• Discuss nocturnal animals and have children relate stories about their experiences at seeing them at zoos or in the wild. • Darken the classroom and have children look at a partner’s pupils. Turn on the light and let children observe how pupils contract. Discuss how pupils expand at night and how nocturnal animals have large pupils. Suggest reasons for this. • Children write about nocturnal animals. • Discuss the four pairs of eyes on the worksheet. Children choose the two pairs of nocturnal eyes and explain why they chose them. Repeat with the ears. • For part F, pictures can be printed from the Internet, can be cut out from magazines or drawn. Students can either paste these images on the back of the worksheet or on another sheet of paper. • Children label the special features of the animal that enable it to hunt and move around at night, e.g. features of eyes, ears, feet and so on. • View some interactive websites about nocturnal animals: www.enchantedlearning.com/painting/nocturnal.shtml courses.lib.odu.edu/eci/cfleener/eci361fall2001/kerritania/

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o c . che e r o t Integration Ideas: r s super

Technology: Children design and build a model of a nocturnal animal using basic construction materials (e.g. wool, cotton wool, pop-sticks, pipe cleaners). The Arts: Students draw or paint a night scene with a nocturnal animal hunting. English (Writing): Write the word “NOCTURNAL” on the board and demonstrate how to write an acrostic poem. Children write the name of a nocturnal animal for each letter or a descriptive word for a nocturnal animal. Excursion: Combine the features of nocturnal animals with other animal adaptations and pay a visit to the zoo. 16

Lesson 5

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Nocturnal Animals

Earth and Beyond

Write two sentences about nocturnal animals: 1. _______________________________________________ 2. _______________________________________________

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r o e t s Bo animals. r e Circle the eyes that belong to nocturnal p ok u S

Why did you choose those eyes? ________________________________________________

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Circle the ears that belong to nocturnal animals.

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o c . Why did you choose those ears? ch e r er o ________________________________________________ t s super ________________________________________________

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On another sheet of paper, draw or cut out pictures of two nocturnal animals. Use labels to show their features. 17

Lesson 6

Teachers' Notes

Earth and Beyond

Weather Watch (1) Learning Outcomes: • Lists ways that the local environment influences daily life. • Records ways we monitor and use information about changes to the earth. • Describes changes that occur in the local environment.

r o e t s Bo r e p ok u Lesson Ideas: S Materials:

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• large thermometer that measures in Celsius ( ºC) • coloured card

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The children will be collecting data over five days (Monday to Friday):

• Mark a thermometer with coloured card to show a range of temperatures: 8° – 15°

blue

16° – 25° green 26° – 35° orange 36°+

red

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• Check the “colour” of the day’s temperature. Children record on their record sheet. Arrange for different students to check the temperature each day. • Observe clouds and colour the rectangle for the amount of cloud cover. Children should be able to make their own observations • Give the wind a rating of 0 (none) to 4 (strong). Each child can do their own rating. More able children should try to include the wind direction. • Discuss and list words which describe the day’s weather. Children can either choose appropriate words from this list or come up with their own words. • Take photos of the day’s weather and keep a photo record of each day on a class chart.

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English (Speaking and Listening): Write some “weather” poems. Discuss favourite weather and activities for that type of weather. English (Writing): Make up sentences to include the weather words. Society and Environment (SOSE / HSIE): Study some other environments where the weather is extreme (e.g. hot and cold deserts, tropical forests, rainforests, Antarctica).

Lesson 6

Weather Watch (1)

Earth and Beyond

Collect the weather each day for a week. 1234567 1234567 1234567 1234567 1234567 1234567 1234567 1234567 1234567 1234567 1234567 1234567 1234567

Date:___________ The season is:__________

A Colour in the A square to show today’s temperature. B Colour in the B square to show how much of the sky

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was cloudy. C Colour in the number to show how strong the wind is. 0 = no wind and 4 = the strongest wind. 1234567 1234567 1234567 1234567 1234567 D Write some words to describe the day’s weather. 1234567

Monday

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Wednesday

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0 1 2 3 4

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o c . 0 1 2 3 Thursday c e her r o t s s r u e p D 1234567 1234567 1234567 1234567 1234567 1234567

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Friday

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Lesson 7

Teachers' Notes

Earth and Beyond

Weather Watch (2) Learning Outcomes: • Lists ways that the local environment influences daily life. • Records ways we monitor and use information about changes to the earth.

r o e t s Bo r e p ok u Materials: S • data from Weather Watch (1) • coloured pencils

Lesson Ideas:

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• Describes changes that occur in the local environment.

• The children complete the record page using the data collected.

© ReadyEdPubl i cat i ons colour ine the wind strength graph and answer the questions • Students • f o r r v i e w p u r p o s e s o n l y• about the graphs. • Colour the correct colours in the temperature graph. Discuss the temperatures recorded and give them the correct numerical amount.

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• Write words or phrases to describe the week’s weather. Students could look on the data sheet for what they have already recorded during the week.

. te paint a scene of an outdoor activity that depicts o The Arts: Students c . the weather recorded for the week. ch e r e o t r Health: Discuss the clothing s people wear fors the weather recorded. up er Integration Ideas:

Also discuss the sports that are played and leisure activities that people might take part in.

Physical Education: Include a display of sports gear used in this kind of weather.

Weather Watch (2)

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Use the data collected on Weather Watch (1) Graph the temperature zones. 5

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Earth and Beyond

4 3 2

r o e t s Bo r e p ok u S Green (16°–25°) Orange (26°–35°)

Red (36°+)

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Blue (8°–15°)

Temperature Zones What colour was used the most? ______________________ What colour/s were not used at all? ____________________

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What day had the most cloud cover? ______________ What had the least cover? ______________ ©day Re ad yEdcloud Pub l i cat i ons 5

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Number of days

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Why? ______________________________________________ 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901

Describe the week’s weather. ________________________________________________ ________________________________________________ 21

Lesson 8

Teachers' Notes

Earth and Beyond

Water and Home Learning Outcomes: • Describes changes that occur in the local environment. • Explains ways that applications of science protect people.

Materials:

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• a water tap • poster or images of rainwater tanks ( www.ecoliving.cat.org.au/photos/greywater/)

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• bottle of “grey water” collected from home and a bottle of rainwater

Lesson Ideas:

• Discuss how many taps the children have at home and list the various uses they have in each room. Children can carry out the home survey at school or complete it as a homework activity. • Discuss how “grey water” is used in the home. Grey water is made up of the wastewater from our showers, baths, spas, hand basins, laundry tubs, washing machines, dishwashers and kitchen sinks. (It doesn’t include water from toilets!) Grey water can be used to water your garden and can help to save around 400 litres of fresh water each day.

© ReadyEdPubl i cat i ons • Show students the sample of the grey water and allow them to compare the difference ino colour toe rainwater (if available). Emphasise that grey water must• be •f rr vi ew pur pose s o nl y used safely. • Discuss the different types of rainwater tanks available and how they can be used safely to collect water for drinking and other uses.

• Use the taps and water samples to make a display.

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• Listen to stories about rainwater tanks from the children. Some students may even have a rainwater tank, particularly if they live in a rural area. Survey can be done in class with a class total also completed.

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Integration Ideas:

Society and Environment (SOSE / HSIE): View websites and discuss the points made about rainwater collection. Children could complete mini-research projects on grey water. Follow the links in these sites to the grey water articles: www.waterlines.com.au www.sydneywater.com.au EXCURSION: Visit the local water supply depot. Science: • Collect different taps. Children may be able to bring some old ones in from home. Discuss how they work (relate to “machines”). • Bring samples of rainwater and grey water from home and try to grow plants in them. Compare the two. • Make a display of water-saving devices in class. 22

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Lesson 8

Water and Home

Earth and Beyond

How many taps do you have at home? ______________ (Include all hot and cold taps, inside and outside.)

Whole class total:_________________________________

Draw and label the three main uses of water in your home.

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____________ ____________ ____________

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•f o rr evi ew ur posesonl y• two uses for greyp water: D Give

• _______________________________________________

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Do you have a rainwater tank at your house? _______

. te o Circle the four best uses for rainwater. . c che e r o r st super

Whole class total:_________________________________

having a bath

drinking

feeding pets

washing clothes

watering the garden

using in aquariums cooking 23

Answers

Earth and Beyond

Lesson 1 – Season Match A) Teacher to check match-ups: Summer: Board shorts, bathers, summer dress; Winter: Jacket, snow outfit, winter coat, snow boots; Both: Man’s trousers and shirt, dress. B) Answers will vary. C) Basketball - both; Football - Winter; Skiing - Winter; Snooker - Both; Surfing - Summer; Tennis - Summer; Cricket - Summer; Rugby - Winter. D) Answers will vary.

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A) Red: January, February, December; Yellow: March, April, May; Blue: June, July, August; Green: September, October, November; B), C) & D) Answers will vary.

Lesson 3 – Environments

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r o e t s Bo r e p ok u Lesson 2 –S Favourite Season

B) Swamp - water lillies, frog; seashore - starfish, crab; desert - cactus, camel; bushland - kangaroo, gum tree.

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Lesson 5 – Nocturnal Animals A) B) C) D) E) F)

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C) Green: Cobweb, log, shell, duck and leg; Red: Car, aeroplane, fence. D) & E) Answers will vary.

Nocturnal animals sleep during the day and hunt, eat and play at night. 1 and 4. Size of eye and pupil. 1 and 3. Size and shape. Answers will vary.

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o c . che e r o t r s super Lesson 8 – Water and Home A) & B) Answers will vary. C) Water which has already been used in a washing machine or dishwasher. D) Watering, washing paths. E) Answers will vary. F) Watering the garden, feeding pets, drinking, using in aquariums.