Practical Science: Life & Living Series - Book 1 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 680 9

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Contents

Teachers’ Notes Presentation Ideas Curriculum Links

Life and Living

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

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Lesson 2: My Basic Needs Teachers’ Notes Activity

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

Lesson 3: Growing Up Teachers’ Notes Activity

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

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

Lesson 4: Our Class Pet Teachers’ Notes Activity

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Lesson 1: Our Body Parts Teachers’ Notes Activity

...... page 14 © ReadyEdPubl i cat i ons ...... page 15 • f or evi e w pur posesonl y• Lesson 5:r Animal Close-Up

Lesson 6: My Plant Teachers’ Notes Activity

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

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

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Teachers’ Notes Activity

o c . che e r o Lesson 8: Food Chains t r s ...... page 22 super Teachers’ Notes Lesson 7: Plants and Animals Teachers’ Notes Activity

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

Activity

...... page 23

Answers

...... page 24

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

Lesson Sheets Layout

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Each lesson has the potential to:

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At this level the students are aware of themselves as living things with personal needs. This concept is carried forward to include other living things. Lessons involve the development of skills such as word/ picture matching, classifying, drawing, labelling and describing observations. The worksheets include tasks exploring body parts and both the needs of themselves and a class pet. Other activities focus on an insect study, labelling plant parts and the examining the interrelationship between animals and plants.

Life and Living

STUDENT LESSON SHEET Lesson title Student learning activities

• 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.

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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

Earth and Beyond Energy and Change 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

Life and Living

• 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 •f orr evi ew pur posesonl y• • Use art pieces as a backdrop to a display of the children’s • 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

Life and Living

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

State/Territory

Strands

Life and Living r o e t s r -B Livingo Together e p oFunction - Structure and u k - Biodiversity, Change S and Continuity Science

Outcomes

1.7, 2.7 1.8, 2.8 1.9, 2.9

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NT, ACT and Tas. (National Curriculum)

Subject Area

LT S1.3 LT S2.3

New South Wales

Science and Technology

· Living Things

Victoria (VELS)

Science

· Science, Knowledge

CSF 1.1

and Understanding © ReadyEdPu l i c at i ons ·b Science at Work Biological Science: •f orr evi ew pur po se sonl y• Living Together Structure and Function Science

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South Australia

Western Australia

· Life and Living

1.1, 1.2, 1.3, D1.4, 2.1, 2.3

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Queensland

o c . ch e r Science · Life ando Living LL 1, LL 2 er t s super Science

· Life Systems

1.5, 1.6 2.5

Life and Living •Our Body Parts •My Basic Needs •Growing Up •Our Class Pet •Animal Close-Up •My Plant •Plants and Animals •Food Chains

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Lesson plans and activities for:

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Lesson 1

Teachers’ Notes

Life and Living

Our Body Parts Learning Outcomes: • Identifies observable personal features and those of other familiar living things. • Links observable features to their functions in living things.

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• label cards of the listed body parts (or use the board) • magazines for cut-outs

Lesson Ideas:

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• Children should know the names of the basic body parts before starting the labelling activity. • Enlarge the worksheet to A3 size for class discussion. Students can pin the labels onto the sheet in front of the class. • The children then complete the sheet on their own. • Children can draw clothing on the body.

Integration Ideas:

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The Arts: • Using several large pieces of art paper (one for each body part), children collect cut-outs of the body parts from magazines and glue them onto the appropriate sheet. • Children draw or paint an animal and create their own body part labels for this animal.

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o c . che e r o t r s sup er English (Speaking and Listening): Children use the labelled man as a

guide to explaining to the class or group what each of the body parts do and how to care for them.

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Our Body Parts

Lesson 1

Life and Living

•Colour the hands blue.

r o e t s Bo r e p ok u •Colour theS

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•Colour the hair black.

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toes red.

•Draw a BAND AID on the knee.

ReadyEdPubl i cat i ons •Draw © a watch on the wrist.

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hair

mouth

eye

nose

hand

knee

foot

Cut and paste the labels in the right place.

ear

arm

leg

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Teachers’ Notes

Lesson 2

Life and Living

My Basic Needs Learning Outcome: • Identifies personal needs and the needs of other familiar living things.

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Materials:

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Lesson Ideas:

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• cards/labels of the “needs” and Blu-tack® • an enlarged A3 copy of the main sheet with the “Draw” section missing • magazines for cut-outs • Discuss each need and differentiate between a “need” and a “want”.

• Talk about what is happening in each picture on the worksheet and orally match the picture to the label.

© ReadyEdPubl i cat i ons • Children write in the labels for each picture on their own sheet (or •could f or r ev i ew pur posesonl y• they cut and glue). • Select children to stick the labels onto the large class copy.

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Integration Ideas:

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• Share the ideas shown in the children’s drawings with the whole class.

The Arts: Children draw or paint their own beds, homes, foods, drinks, fun activities.

. teEnvironment / SOSE / HSIE: Children bring photos o Society and of c . their own homesc to make a “shelter” collection or do a similar e r display with beds, h lunches, and so on. er o t s s r u e p Discuss and show shelters from countries around the world. Explore international food and clothes. This website is a good starting point for information on different countries:

www.cp-pc.ca/english/index.html Science: Relate the basic needs of animals to the Energy and Change unit.

My Basic Needs

Lesson 2

Life and Living

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Our most important needs are:

•sleep

•food

•shelter

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•clothes

•fun

•water

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Write the need shown in each picture below.

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•warmth

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Read and draw.

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•Show how you keep warm

•Draw your favourite clothes 11

Lesson 3

Teachers’ Notes

Life and Living

Growing Up Learning Outcomes: • Identifies observable personal features and those of other familiar living things. • Identifies personal features and those of animals and plants that change over time.

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• magazines for cut outs • glue • scissors

Lesson Ideas:

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If possible arrange to have a mother and her baby visit the classroom for the lesson. It would also be handy to have a kitten/cat or chick/ hen. If these are not available then posters will do.

© ReadyEdPubl i cat i ons • Discuss the differences between a baby and an elderly person. •posters f orand r e vi ewphysical pur posewith so nl y• Show talk about differences eyes, hair, body shape and skin. Write up the students’ descriptors on the board.

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• Children complete a cut and glue activity looking in magazines for pictures of babies and elderly people to glue onto the worksheet. They can then write words describing the differences. • Children draw the young and adult animals at the bottom of the sheet and write a sentence explaining how they are different.

o c . Integration Ideas: che e r o t r sanimals. su r English (Reading): Read stories about the baby pe

English (Writing): Children write a story about a baby animal they may have looked after/or kept as a pet. The story should include what happened to this baby animal. English (Word Study): Create a word list of “adult” and “baby” animal words.

Growing Up

Lesson 3

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Life and Living

Paste or draw a picture of a baby and an elderly person in the box. Write how their features are different.

Elderly Person

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Baby

Eyes: ___________________

Body Shape:_____________

Skin: ____________________

Hair: © ReadyEdP ub____________________ l i cat i ons •f o rr ev i e wboxes. pur pos es on l ydifferent. • pictures in the Write how they are B Draw

Hair: ____________________

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Teachers' Notes

Lesson 4

Life and Living

Our Class Pet Learning Outcomes: • Identifies personal needs and the needs of other familiar living things. • Collaborates with others in the care of living things.

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

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• class pet of some sort (fish, bird, mouse, etc.)

If your class does not have a pet, children could bring in their own pet for the day.

• Write up the basic needs of pets on the board. • Discuss these basic needs in relation to the class pet.

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Integration Ideas:

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home.

English (Speaking and Listening): Children complete a class report on their pet using their answers to the worksheet as a guide.

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Lesson 4

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Our Class Pet

Life and Living

Draw and label three main foods that the pet eats.

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sleeps.

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r o e t s Bo r e p ok u S Draw where the pet Draw how the pet keeps warm.

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Draw two things that the pet likes to play with.

Lesson 5

Teachers' Notes

Life and Living

Animal Close-Up Learning Outcomes: • Identifies observable personal features and those of other familiar living things. • Links observable features to their functions in familiar living things.

Materials:

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• jars or containers for animal collection • small insect or creature from the garden (e.g. snail, slater) • magnifying glass for each group/pair

Lesson Ideas:

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• Children collect a small animal to study (in groups or individually). An insect is preferred for this type of activity. The animal is to be kept for the lesson only and released afterwards unharmed. If the child has a very common animal they could recapture another one the next day to continue the study. • Ensure no dangerous creatures are collected (e.g. red-back spiders) and avoid small mammals or reptiles as they need special care. • List the various common names of the collected animals on the board. These words can be used later in a word study activity. • Explain that the insect diagram should be drawn slowly and carefully. Children should draw what they can actually see on the animal – not what they think is there. • List the animal parts on the board for the children to copy if needed. • Children select two body parts to study in further detail and draw. Write the descriptors for the body parts for the children to use. • Conduct a whole class discussion regarding the words to choose. These can be listed as a class brainstorm or done in groups.

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o c . che e Integration Ideas: r o t r English (Speaking and Listening): Children prepare and present oral s s r u e p reports on their animal as a conclusion to their study. English (Writing): Children use the words they chose for descriptors to write sentences about the animals (or short stories). The Arts: Children can paint or draw a picture of their animal in its natural habitat. Add the sentences (from the writing lesson activity above) onto the bottom of the artwork.

Animal Close-Up

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Be careful not to hurt your animal in any way!

Use the magnifying glass to draw your creature.

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Life and Living

Add labels showing your animal’s main parts.

How does your animal move?

Select two body parts. Draw them in the boxes and describe.

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Write four words that describe your animal.

Lesson 6

Teachers' Notes

Life and Living

My Plant Learning Outcome: • Identifies observable personal features and those of other familiar living things.

Materials:

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Lesson Ideas:

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• each child will need a small weed that fits in the space on the worksheet • sticky tape • magnifying glass for each student/pair

• Children will need to carefully pull up a small weed from the garden. Make sure their weed is a good example with leaves and roots. Flowers and seeds are not necessary but would add interest to the lesson. A dandelion or thistle would be ideal. • Shake off the dirt from the plant and allow children to carefully tape it to their sheet. • Children study the main parts using magnifying glasses and draw four selected close-ups. They then draw a line to show where the selected close-up came from. • If possible, students can attempt to label the plant. They should also count the leaves and measure its height in fingers. • Follow up by comparing plants around the room. Study different root systems, leaf shapes, stem thickness, seeds and so on. • Ask the children to group/sort the plants into similar groups (e.g. grasses, crabgrass, flowers, etc.) and display in groups.

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o c . Integration Ideas: c e he r The Arts: Using a large, thin sheet of paper (e.g. litho paper) children o t r s s u er palso create some plant rubbings. They can cut out leaf samples for a collage. English (Speaking and Listening): Children prepare and present talks about their plants using the worksheet as a guide.

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Life and Living

Carefully tape your plant in the box below.

Draw four close-ups of parts of the plant in the spaces. Draw a line to the plant to show what the close-up is of.

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My Plant

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How many leaves on your plant? How many stalks on your plant? How many fingers tall is your plant? 19

Lesson 7

Teachers' Notes

Life and Living

Plants and Animals Learning Outcome: • Describes the types of relationships between living things.

Materials:

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Lesson Ideas:

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• Collection of posters and pictures of animals and plants. Try to represent all animal groups (e.g. fish, insects, mammals, birds, reptiles, amphibians) and also try to have a variety of fruit and vegetable images. • Label cards showing “herbivore”, “carnivore”, and “omnivore”.

• Discuss how plants help us by relating to our basic needs (e.g. providing oxygen and providing food sources). • Brainstorm ideas as a whole class and then students illustrate two of these ideas and write about them. • Repeat with animals. Try to direct the discussion to include mammals and other animals (spiders, ants, etc.). • Discuss and list the new words “carnivore”, “herbivore” and “omnivore”. Children can try to match the words to the animal pictures through a classifying activity. Children may find that some animals will fit into more than one group. Try to keep to the animal’s main diet. • Children can list two animals for the “herbivore” and “carnivore” category and write in the missing category words. • Have all of the animal posters and pictures (or small plastic animals) grouped into herbivore and carnivore groups.

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o c . c e her r Integration Ideas: o t s and s up er The Arts: Divide the class into two groups (herbivores

carnivores). Children then fill up a sheet with drawings or cut-outs of the animals for their group. English (Spelling): Use the new words and animal words in a word study/spelling activity. Health: Students discuss and draw a healthy meal which includes both animal and plant products. 20

Plants and Animals

Lesson 7

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Draw and list two ways that plants help us.

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Life and Living

Draw and list two ways that animals help us.

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o c . che e r o t r s super Name two animals which eat only meat.

Name two animals which eat only plants. • _______________________ • ______________________ These plant eaters are called_______________________

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Animals that eat both plants and animals are called: ________________________________________________ 21

Lesson 8

Teachers' Notes

Life and Living

Food Chains Learning Outcome: • Describes types of relationships between living things.

Materials:

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• large collection of animal and plant pictures (children could have a magazine cut-out activity to collect them) • range of small plastic animal and plants • Internet access for the interactive activities:

www.ecokidsonline.com/pub/ www.bbc.co.uk/schools/revisewise/science/living/03b_act.shtml

Lesson Ideas:

• Children can suggest arrangements for the animal and plant pictures depending on their diet habits. • Interactive Internet activities could be worked through at this point. • The top part of the worksheet can be cut off from the sentence activities and used at another time or as assessment. • Children cut out and place the animals in the appropriate place, however, they should not be pasted at this stage. When the animals are checked they can be glued. Capable students could write sentences explaining each food chain in their books. They could also suggest the next step in the food chain (if there is one), and how the animals help the plants to live. • Children can complete the sentence activities. • Create a food chain display using the plastic animals/and/or cut-out pictures (e.g. place them in the correct order of the food chain).

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o c . Integration Ideas: che e r o t r Extension: Make a food chain using egg cartons. s s r u e p See the website below for ideas:

www.sd5.k12.mt.us/glaciereft/foodchk2.htm

The Arts: Children draw scenes from the jungle, backyard, grasslands and so on, with pictures of animals and plants to depict how the food chains work. Students draw lines and arrows to show the direction of the food chain. 22

Food Chains

Lesson 8

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Cut out and glue in the missing animals and plants on the food chains below.

grass

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Eaten by

antelope

_________

Eaten by

caterpillar

_________

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Life and Living

_________

Fill in the missing words. Use the words below.

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•prey

•green plant

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Eaten by

•predators

. te o Animals which eat other animals are called. ___________ c che e r o are called t Animals which are r eaten by e other sanimals sup r

Food chains almost always start with a _______________

__________________________________________________

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If the grass dies, why will a lion find it hard to find food? ________________________________________________ ________________________________________________ 23

Answers

Life and Living

Lesson 1 – Our Body Parts A) & B) Teacher to check.

Lesson 2 – My Basic Needs

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food, fun, warmth, sleep. B) Answers will vary.

clothes,

Lesson 7 – Plants and Animals A) Food, oxygen, shelter, fun; B) Food, fun, warmth, clothing; C) Cows, snails, herbivores; D) Lions, snakes, carnivores; E) Omnivores.

water,

shelter,

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Grass antelope lion; Leaves caterpillar bird; Wheat mouse cat. B) green plant, predators, C) Answers will vary.

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