Practical Science: Working Scientifically 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 686 8

Contents

Teachers’ Notes Presentation Ideas Curriculum Links

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

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Lesson 1: Investigating Light (1) Teachers’ Notes Activity

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Working Scientifically

........ page 8 ........ page 9 ...... page 10 ...... page 11

Lesson 3: Making Colours Teachers’ Notes Activity

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

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Lesson 2: Investigating Light (2) Teachers’ Notes Activity

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

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Lesson 4: Rainbows Teachers’ Notes Activity

Lesson 6: Floating and Sinking Teachers’ Notes Activity

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

Teachers’ Notes Activity

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

Answers

...... page 24

. te7: Surfaces Lesson o c Teachers’ Notes ....... page 20 c e her r Activity ...... page 21 o t s s uper Lesson 8: All About Water

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

Lesson Sheets Layout

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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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At this level the students should be able to solve simple problems and carry out investigations using familiar experiences. Their attention should be drawn to the ‘how’ and ‘why’ of the particular situations. In this book the students will develop their skills in testing, making simple written observations, gathering data, illustrating, labelling and naking simple graphs. Specific activities focus on light, colour, fingerprints and water. Also included are some investigations into surface friction and floating and sinking.

Working Scientifically

STUDENT LESSON SHEET Lesson title Student learning activities

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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:

• • • •

Energy and Change Life and Living Natural and Processed Materials Earth and Beyond

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

Working Scientifically

• 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. • 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.

• Cut the worksheets up into parts and display, together with the children’s drawings. • Use art pieces as a backdrop to a display of the children’s worksheets.

. te Internet Use

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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

Working Scientifically

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

State/Territory

Science

Planning Investigations Conducting Investigations Processing Data Evaluating Findings - Using Science

Science and Technology

· Learning Process

1.13 1.14 1.15 1.16 1.17

Outcomes: - Investigating INV S1.7 - Designing and Making DM S1.8 - Using Technology UT S1.9

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Western Australia

· Working Scientifically

- Investigating - Understanding - Communicating Science

· Developmental Learning

Outcomes - Thinking - Interdependence - Communication

At Level 1

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Queensland

Conceptual Strands: 1.1, 1.2 1.5, 1.7

o c . che e r o t r s upe·r Science s Investigating Scientifically - Planning - Conducting - Processing Data - Evaluating

Outcomes

Working Scientifically r o e t s r -B e oo p u k S -

New South Wales

Victoria (VELS)

Strands

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NT, ACT and Tas. (National Curriculum)

Subject Area

IS 1.1 IS 1.2 IS 1.3 IS 2.4

Working Scientifically •Investigating Light (1) •Investigating Light (2) •Making Colours •Rainbows! •Fingerprint Fun •Floating and Sinking •Surfaces •All About Water

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Lesson plans and activities for:

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Lesson 1

Teachers’ Notes

Working Scientifically

Investigating Light (1) Learning Outcomes: • Lists, with support, what is known about familiar situations and suggests questions for investigation. • Relates observations and interpretations to other situations. • Describes properties of light, sound, heating and movement.

Materials:

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• torch • electric lamp • magazines (for cut-outs)

Lesson Ideas:

• Demonstrate the light sources and have children discuss and try to identify the characteristics of “light”.

• Children can draw and label four things which make light. Encourage a range of ideas rather than four of the same sources, e.g. sun, torch, fire, lamp, etc. • Discuss the five senses and let children answer section B.

Integration Ideas:

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• Students complete the rest of the worksheet (Yes/No answers and sentence explanation).

o c . c e he r The Arts: Children collect pictures of light sourceso from magazines and t r s s classify them according to sourceu (e.g. erfire, sun, etc.). These can pelectric, Extension: Students make and draw shadows and then write about the activity.

be used to create a montage and can be displayed around the room.

Technology: Children research and draw the things which we use to help us see things better such as binoculars, glasses, microscope, magnifying glass, telescope and so on.

Lesson 1

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Investigating Light (1)

Draw and label four different things which create light.

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Working Scientifically

Answer Yes or No

Does the moon make its own light?

r o e t s Does light make B r e o shadows? o p u k Is there some light S around at night?

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Does light make heat?

Can light shine around corners? Can light be measured?

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Use the picture to help © ReadyEdP l i c at i ons Dub you explain how light •f orr evi ew pur po ses onl y• makes a shadow. 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901

. te o c How do we know there is . e B light? c her r o t s s r u e p Can you hear light?

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Can you smell light? Can you see light? Can you taste light? Can you feel light? 9

Teachers’ Notes

Lesson 2

Working Scientifically

Investigating Light (2) Learning Outcomes: • Lists, with support, what is known about familiar situations and suggests questions for investigation. • Carries out instructions and procedures involving a small number of steps. • Describes properties of light, sound, heating and movement.

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

• enough torches for students to work in pairs (one torch per pair) • flash cards labelled “opaque”, “transparent” and “translucent”

Lesson Ideas: • Students will need access to objects around the classroom.

© ReadyEdPubl i cat i ons • Select students toe place the label p cards onp objects around the room that • f o r r v i e w u r o s e s o n l y • fit into that category. • Demonstrate, using a torch and a selection of objects, to help explain the meaning of the words: opaque, transparent, translucent.

• Children match the words to the objects in section A.

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• For section B the children have to move around the room with their torches (so discuss some rules on behaviour!). As students test an object (e.g. a book, or a piece of cloth) they write it down and tick the appropriate box. Encourage students to choose a variety of items for varied results. You may need to list some names of some objects on the board.

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• Students fill in the graph on completion of the testing.

• Make a large chart of all the things tested (using drawings and labels) and allow the children to write up under each object whether they are opaque, transparent or translucent.

Integration Ideas: English (Writing): Students write a recount of the activity. English (Spelling): Include the items and the new words learnt in a spelling activity. 10

Lesson 2

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Investigating Light (2)

Working Scientifically

Opaque, transparent or translucent. Match the word to its meaning then match the meaning to the correct object.

Opaque

Only a little light shines through

glass

Transparent

Light shines through easily

wood

r o e t s Bo r e Select six objects torch to see p in your classroom. Useoyour u k if light will pass through them. Tick below to show whether S each object is opaque, transparent or translucent.

Translucent

cloth

No light shines through

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Opaque Transparent Translucent

Object

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Totals

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•Opaque •Transparent •Translucent

Teachers’ Notes

Lesson 3

Working Scientifically

Making Colours Learning Outcomes: • Lists, with support, what is known about familiar situations and suggests questions for investigation. • Carries out instructions and procedures involving a small number of steps. • Talks about observations and suggests possible interpretations.

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

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Each group will need:

Lesson Ideas:

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• red, blue, yellow and green food colouring (you may need an eyedropper) • a glass • teaspoon (for stirring) • clean water • empty bucket to use for discarding water • coloured pencils

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• Children add drops of food colouring to water, observing how the colouring dissipates and mixes. This can be done in groups or with the whole class. • Children do the first activity by adding only one drop of red to the water and observing how it dissipates. • Show children the three primary colours. Children draw and label the colours. • Children make guesses (by colouring in the shape balloon) about what they think the new colour will be when the drops are mixed. At the end of each test keep a sample in a collection of jars and use for a display. • Conduct the tests one at a time, with the children using prior knowledge to make new guesses. The children should use coloured pencils to try to get the final colour as accurate as possible. • Children can do their own tests for the last two trials.

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Integration Ideas: The Arts: Children use the primary colours in tempera liquid paint and do paintings of the activity using only these primary colours. English (Writing): Children can write a report on the lesson describing what happened. 12

Making Colours

Lesson 3

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Put one drop of red in half a glass of water and draw what you see:

after 30 seconds

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after 5 seconds

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Working Scientifically

Colour and name the three primary colours.

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Make new colours by mixing. Use half a glass of clean water each time.

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Guess New Colour . t2 yellow o 1 red +e c . che e r o 3 red + 1 blue t r s super Drops of Colour

3 yellow + 1 green ________ + _________ ________ + _________ 13

Teachers' Notes

Lesson 4

Working Scientifically

Rainbows Learning Outcome: • Talks about observations and suggests possible interpretations.

Materials:

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• compact disc (CD) for each pair of students

Lesson Ideas:

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• Background notes: Light from the sun and stars is known as natural light. This light is said to be white in colour. In fact it is a mixture of seven different colours. These colours are the same as the colours we see in a rainbow. The seven colours are red, orange, yellow, green, blue, indigo and violet and are always in that order. • Make a list of the seven colours on the board (using the correct colours) and then cover them over. • In pairs, children go outside with paper, pencil and a CD. Children can pivot the CD in the sunlight and write down as many colours as they can see. • Make a class list of the colours seen. Explain how white light is made up of the seven colours. Explain how the light is broken into seven parts on the surface of the CD. Uncover the list on the board and see who matched the colours. • Talk about rainbows and how they are made. Explain how the water (rain) in the air breaks the white light into seven parts. Discuss the “ROY G. BIV” order of the colours. • Children can copy the seven colours’ names onto the worksheet and colour in the rainbow using the correct colours. • Children can draw the sun and the rain in the picture. They can also colour in the colours on the rainbow in the picture.

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The Arts: Children create a handprint rainbow using the seven colours. Cut out the coloured rainbows section of the worksheet and use on a piece of art with a rainbow in it. English (Writing): Children list and draw places where they have seen the colour spectrum in action (e.g. aquariums, in angled glass, on the surface of water with oil on it, in a spray from a hose, in soap bubbles). Visit the I Love Colours website: www.enchantedlearning.com/colors/red.shtml English (Word Study): The children make labels of the seven colours and label any colours in the classroom with the rainbow colours. 14

Rainbows

Lesson 4

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Name all seven colours of the rainbow. o_______

red

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indigo

y_______

gr______

v_______

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Colour the main colours of the rainbow in the correct order.

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When you see a rainbow the sun is always behind you and there is rain in the direction of the rainbow. Draw in the sun and the rain in this picture.

Lesson 5

Teachers' Notes

Working Scientifically

Fingerprint Fun Learning Outcomes: • Carries out instructions and procedures involving a small number of steps. • Talks about observations and suggests possible interpretations. • Conducts simple tests and describes observations.

Materials:

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Lesson Ideas:

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Each group/pair wil need: • ink pads or soft lead pencils (~ 6B) • magnifying glasses (optional) • sticky tape (optional) • scrap paper • Children study their fingerprints with magnifying glasses first (optional). • Identify each finger using one of the labels from the worksheet. • Ask students to describe their fingerprints. Write some key words on the board to help children with their descriptions. • Descriptors: ARCH = Lines enter from one side, rise in the centre and exit on the opposite side. LOOP = Lines enter from all sides, curve around the centre and exit the same side they entered. WHORL = Lines are circular. • Children can discuss their descriptions in groups before writing them. • Methods of taking prints: a) Using an ink stamp pad, roll the inked finger onto the paper. b) Colour a small square with a lead pencil, roll fingertip on lead, remove print from finger with sticky tape and stick onto paper. • Children can do their best to identify which type of print they have (e.g. arch, loop or whorl). Each student’s print will be different to everyone else’s so the pattern is a generalised classification. • Children can also bring in a photo of themselves and place their fingerprint card under their photo. • Some useful websites include: www.thesolutionsite.com/lesson/25051/fingerprintnotes.html www.fbi.gov/hq/cjisd/takingfps.html

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Integration Ideas:

The Arts: Children use fingers to make a picture leaving prints in appropriate places, e.g. a tree with fingerprints for leaves/fruits. Maths: Construct a whole class graph to see the most popular fingerprint pattern. English: Use the new words from this activity in word study/spelling exercises.

Fingerprint Fun

Lesson 5

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Working Scientifically

Most fingerprints come in three basic patterns. Describe each type of fingerprint.

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Loop:

Whorl:

Collect a good print from each of your ten fingers. © ReadyEdPubl i cat i ons You might like to practise on scrap paper first.

•f or r ev i ew parch ur p ses onl y•print. Label the prints with loop, oro whorl under each

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My Right Hand

thumb

first finger

second finger

third finger

fourth finger

thumb

first finger

second finger

third finger

fourth finger

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Make a graph of your print tally on the back of this sheet. 17

Lesson 6

Teachers' Notes

Working Scientifically

Floating and Sinking Learning Outcomes: • Talks about observations and suggests possible interpretations. • Conducts simple tests and describes observations.

r o e t s B r e oo Materials: p u k S • collection of four pieces of fruit and vegetables (e.g. carrot, apple, mandarin, potato, onion) • bucket half full of water • towel

Lesson Ideas:

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Each group should have:

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• Students work through each piece of fruit one at a time.

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• Children predict whether the first piece of fruit will float or sink. They then test it in the bucket of water and record.

• Discuss the results before the children write the observations. List some of the key words and phrases on the board for the students.

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English (Word Study): Students study the words introduced during this lesson.

Lesson 6

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Floating and Sinking

Working Scientifically

The Float Test

DRAW and LABEL your fruit and vegetables in the table below. PREDICT what each of the fruits will do. Tick one box. RESULT: Drop in the fruit to see if you were right. Tick one box.

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

Draw

GUESS

Sink to the bottom Sink halfway Float

Sunk to the bottom Sunk halfway Floated

Draw

GUESS

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GUESS

Sink to the bottom Sink halfway Float

Sunk to the bottom Sunk halfway Floated

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Draw

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Draw

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Test Results

Why do you think some of the fruit pieces sank? ___________________________________________________ Describe the test. What happened? Did it go well? ___________________________________________________ ___________________________________________________ 19

Lesson 7

Teachers' Notes

Working Scientifically

Surfaces Learning Outcomes: • Conducts simple tests and describes observations. • Cooperatively suggests possible improvements to investigations in the light of findings.

Materials:

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Each test will require:

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Lesson Ideas:

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• 3 pieces of chipboard/plywood (approx. 50cm²). Cover two of them in different surfaces (e.g. cloth, newspaper) and leave one piece as wood. • small block of wood (approx. 10cm x 10cm x 5cm) • small bucket with a handle • variety of objects to be used as weights (small wooden blocks, washers, metal bolts or books will do) • metre length of string • stapler • table

• This activity can be done with the whole class or in groups. It is recommended that you test the activity first before conducting the lesson. • Staple or nail one end of the string to the block of wood and tie the other end to the bucket handle. Mark a “Start” and “Finish” line at the same place on each board. • Demonstrate how the test is going to work. Set up the block of wood on the first piece of chipboard with the bucket hanging over the end of the table. Place some weights in the bucket and explain how the weight of the bucket will make the block of wood slide to the finish line. Children circle the surface that they think will take the less number of weights to make the block move to the finish line. • Conduct the first test using the wooden surface. Children make an estimate of the number of weights it will take to move the block of wood to the finish line before the test. Repeat the test with the other covered boards (i.e. cloth-covered board and newspaper-covered board). Students make estimates each time. • Discuss the answers with the class before students write up their results. Explain how the number of weights varies because of the amount of “friction” on the board. Where there is the least friction, the least number of weights is needed. • Students list the surfaces in order, starting with the one that took the most weights (most friction). Check to see if students’ predictions were accurate. Discuss any results before students write them up. Children could try to explain why they achieved a particular result (e.g. surface friction).

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o c . c e r Integration Ideas:h er o t s super

Society and Environment / SOSE / HSIE: Take the class on a walk around the school and identify surfaces which have been made to prevent slipping. You might like to photograph and present them in class. Science: Children could re-do the activity to test: - other surfaces. - to see how to make the surfaces more slippery. Use different additives (oil, detergent, etc.). Introduce the concept of “friction” and ask students why we would need to make things slippery. Maths: Students graph the test results using graph paper. Writing: Take photos of the activity and use them in a recount where children write captions for each step of the test.

Surfaces

Lesson 7

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Working Scientifically

Tick the surface you think will be best for moving the block of wood.

cloth newspaper

r o e t s Bo r e p ok u Ssee how many weights it takes to move the Test to

wood

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block to the finish line. Write your predictions in first. Surfaces

Predictions

Results

How many weights do you think will be needed?

How many weights were needed?

wood surface

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paper surface

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surface

o c . chgoewell? _____________________________ e Did the test r o t r s super _______________________________________________

Results: Write about your test.

Which “surface” took the least number of weights? Why? ________________________________________ Which “surface” took the most number of weights? Why? ________________________________________ 21

Lesson 8

Teachers' Notes

Working Scientifically

All About Water Learning Outcome: • Talks about observations and suggests possible interpretations.

Materials:

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Lesson Ideas:

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• electric kettle • ice cubes • container of water for each group (children will need to touch it) • towels • two different shaped jars for each pair or group

• Pour water into a variety of containers. Children describe what the water is like.

© ReadyEdPubl i cat i ons • Children pour water into the jarsp and observe what it does. Answers • f o r r e v i e w u r p o s e s o n l y• should mention that the water takes the shape of the particular • Children write “liquid” and draw the two jars.

container.

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• Children use their water sample to decide on its properties. • Boil the water and ask students to describe what happens.

. t e o • Show the containers with water and have children createc some . labels to make ac display of the properties of water. e her r o t s super Integration Ideas:

• Show the ice cubes. Children discuss what has happened to the water (noting the change in its properties).

Society and Environment / SOSE / HSIE: Discuss the importance of water in our lives. The Arts: Children can paint or draw a scene showing one or more uses of water. Science: Children plan and design a water saving poster. 22

All About Water

Lesson 8

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Water is a Draw your two jars:

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Working Scientifically

Draw water in the jars and explain how the water filled the jars. __________________________________________________

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Water is hard Water takes the shape of the jar when you pour it in Water is solid Water is soft Water has no colour Water has no taste Water feels dry Water smells Water is wet

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o c . che e r o t r s s r u e p What happens if:

... you boil water? _______________________________ _______________________________________________ ... you make water very cold?_____________________ _______________________________________________ 23

Answers

Working Scientifically

Lesson 1 – Investigating Light (1) A) Torches, electric lights, sun, moon, candle, fire, etc. B)

No,

no,

yes,

no,

C) No, yes, yes, D) Answers will vary.

no;

yes,

no,

yes;

r o e t s Bo r e p ok Lesson 2 – Investigating Light (2) u S

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Lesson 3 – Making Colours A) Answers will vary; B) Red, blue, yellow (any order); C) Answers will vary.

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A) 1. Transparent – light shines through, e.g. glass; 2. Opaque – no light shines through, e.g. wood; 3. Translucent – only a little light shines through, e.g. cloth. B) & C) Answers will vary.

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A) 2. Orange; 3.Yellow; 4. Green; 5. Blue; 7. Violet. B) Teacher to check. C) Teacher to check.

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Lesson 4 – Rainbows

o c . B) and C) Answers will vary. ch e r e(Pure o D) Tick 1, 3, 5, 6, 7, 10. water shoulds have no smell.) t r super E) 1. It evaporates; 2. It freezes and turns solid. Lesson 8 – All About Water