Junior Scientists Series: Year 2 by Teacher Superstore

Teac he r

ew i ev Pr

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

w ww

. te

m . u

o c . che e r o t r s super

Acknowledgements i. Clip art images have been obtained from Microsoft Design Gallery Live and are used under the terms of the End User License Agreement for Microsoft Word 2000. Please refer to www.microsoft.com/permission.

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

ew i ev Pr

Teac he r

The purchasing educational institution and its staff have the right to make copies of the whole or part of this book, beyond their rights under the Australian Copyright Act 1968 (the Act), provided that: The number of copies does not exceed the number reasonably required by the educational institution to satisfy its teaching purposes;

For details of the CAL licence for educational institutions contact: Copyright Agency Limited Level 19, 157 Liverpool Street Sydney NSW 2000 Telephone: (02) 9394 7600 Facsimile: (02) 9394 7601 E-mail: info@copyright.com.au

Copies are made only by reprographic means (photocopying), not by electronic/digital means, and not stored or transmitted;

Copies are not sold or lent;

Every copy made clearly shows the footnote, ‘Ready-Ed Publications’.

w ww

Any copying of this book by an educational institution or its staff outside of this blackline master licence may fall within the educational statutory licence under the Act. The Act allows a maximum of one chapter or 10% of the pages of this book, whichever is the greater, to be reproduced and/or communicated by any educational institution for its educational purposes provided that

. te

www.

ready e

d.net

Reproduction and Communication by others Except as otherwise permitted by this blackline master licence or under the Act (for example, any fair dealing for the purposes of study, research, criticism or review) no part of this book may be reproduced, stored in a retrieval system, communicated or transmitted in any form or by any means without prior written permission. All inquiries should be made to the publisher at the address below.

o c . che e r o t r s super Published by: Ready-Ed Publications PO Box 276 Greenwood WA 6024 www.readyed.net info@readyed.com.au

ISBN: 978 186 397 832 3 2

m . u

educational institution (or the body that administers it) has given a remuneration notice to Copyright Agency Limited (CAL) under Act.

Contents Section One: Biological Science Living and Non-Living

r o e t s Bo r e p ok u Section Four: Earth and Space S Science 7 8 9

Teachers' Notes Student Activity 1 Student Activity 2

Stages of Growth

Lifecycles

Remaking and Recycling Products

35 36 37

Teachers' Notes Student Activity 1 Student Activity 2

10 11

12 13

Teachers' Notes Student Activity 1 Student Activity 2

Growth and Change 15 16

Teachers' Notes Student Activity

ew i ev Pr

Teac he r

Teachers' Notes Student Activity

32 34

Student Activity 2 Student Activity 3

Teachers' Notes Student Activity

45 46

The Earth's Resources Teachers' Notes Student Activity

How Water Reaches Our Taps Teachers' Notes Student Activity

The Water Cycle

Section Two: Physical Science

39 40 41 42 43 44

Making Objects Move 22 23 24

w ww

Teachers' Notes Student Activity 1 Student Activity 2

. te

Section Three: Chemical Science

Mixing Materials Teachers' Notes Student Activity 1

The Nature and Development of Science Everyday Science Teachers' Notes Student Activity 1 Student Activity 2 Student Activity 3 Student Activity 4 Student Activity 5

o c . che e r o t r s super

Uses of Local Materials Teachers' Notes Student Activity 1 Student Activity 2 Student Activity 3 Student Activity 4

Section Five: Human Endeavour:

m . u

The Pull of Gravity

26 27 28 29 30 31 32

48 49 50 51 52 53

Water Sources

Teachers' Notes Student Activity

Other Suggested Activities Answers

54 55 56 57-58

Teachers’ Notes Junior Science Book 2 is the first book in a three part Science Series which helps teachers of Year 2 meet the requirements of the Australian Curriculum in their science classes.

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

ew i ev Pr

Teac he r

When teaching science it is important to recognise that science is interconnected. To answer one question in biology, we can use chemistry. To understand why in physics, we can draw on earth and space science and so forth. This book helps students to make links between the four sciences by examining all four areas within one book. Young children are naturally curious about the world around them. This book provides them with opportunities to explore the world around them by: experimenting with materials, asking questions, recording observations, investigating and reflecting, and devising new ideas/theories about how the world works. Each activity page is paired with a page of notes for the teacher. These notes include: ideas for introducing each activity, background information, answers and possible student responses and extension activities.

w ww

• • • • • • • • • • • • •

be prepared encourage students to develop a deeper understanding of core concepts assess and observe learning encourage students’ curiosity encourage students to question engage students through hands-on activities encourage reflection and documentation of experiences share and discuss ideas make boundaries, rules and expectations clear ensure student safety be flexible use the outdoors instill wonder foster inquiry encourage students to be focused and systematic in their observations and investigations integrate science into other areas of the curriculum

•

. te

m . u

• •

o c . che e r o t r s super

Australian Curriculum Links Biological Sciences Living things grow, change and have offspring similar to themselves (ACSSU030).

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

ew i ev Pr

Teac he r

Chemical Sciences Different materials can be combined, including by mixing, for particular purposes (ACSSU031). Earth and Space Sciences Earth’s resources, including water, are used in a variety of ways (ACSSU032).

Physical Sciences A push or a pull affects how an object moves or changes shape (ACSSU033).

w ww

. te

m . u

Human Endeavour: The Nature and Development of Science Science involves asking questions about, and describing changes in, objects and events (ACSHE034).

o c . che e r o t r s super

Teac he r

Biological Science

ew i ev Pr

r o e t s Bo r e pSection One: ok u S

w ww

. te

m . u

Living things grow, change and have offspring similar to themselves (ACSSU030).

o c . che e r o t r s super

 Teachers' Notes

Living and Non-Living

Curriculum link: recognising that living things have predictable characteristics at different stages of development.

Important Words:

r o e t s Bo r e p ok u Teaching Ideas S– Sheet 1:

record, living, non-living, change, produce, alive, dead, move, grow, react.

Concept:

To differentiate between living and non-living things.

ew i ev Pr

Teac he r

•

1. As a class come up with a definition of living things. Brainstorm all ideas on the board. (All living things use energy from their environment to breathe, move, grow, react to their environment, eliminate waste, eat and reproduce. Anything that is or has ever been alive.) Discuss exceptions, e.g. woolly mammoths and dinosaurs are non-living as they no longer exist. 2. As a class settle on a definition for non-living. Brainstorm all ideas on the board. (Anything that is not now, nor has ever been alive.) 3. Students should indicate whether the pictures show living or non-living things. As they are completing the task they should ask the following questions about each picture: Do I need air? Do I need water? Do I need food? Do I produce young?

Teaching Ideas – Sheet 2:

. te

m . u

w ww

1. As a class walk around the school environment and observe living and non-living things. 2. Students can record their findings on the activity sheet as they walk. 3. Back in class make a list on the board of the living and non-living things that students found in their environment. 4. Students can add to their list. 5. Discuss what they have learnt by the exercise.

o c . che e r o t r s super

Extension Activities: • •

Ask the class to draw and name five living and non-living things at home. Start a class word board which displays scientific terms that the students learn as they complete the activities in this book. 7

Living and Non-Living 1  Write two sentences. Living things __________________________________________ _____________________________________________________

r o e t s Bo r e p o u k  Colour the living things green. Colour the non-living things red. S Non-Living things _____________________________________

ew i ev Pr

Teac he r

_____________________________________________________

w ww Book

Pot

. te

m . u

Computer Plant Log © Re adyEdPu bl i cat i ons •f orr evi ew pur posesonl y•

Bird

o c . che e r o t r s super Boy

Tree

Frog

Chicken

Ruler

Dinosaur

 Point to each picture and explain to a partner how you made your decision. 8

Living and Non-Living 2  As you walk around the school grounds, note down living and nonliving things that you discover. Non-Living

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

ew i ev Pr

Teac he r

Living

w ww

. te

m . u

o c . che e r o t r s super

 What I have learned today:

_____________________________________________________ _____________________________________________________ _____________________________________________________ 9

 Teachers' Notes

Stages of Growth

Curriculum link: recognising that living things have predictable characteristics at different stages of development.

r o e t s Bo r e p ok u S Concept: Important Words:

•

ew i ev Pr

Teac he r

lifecycles, characteristics, stages, development, predictable.

Recognising that living things have predictable characteristics at different stages of development.

Teaching Ideas:

1. Discuss with your class how we all grow and change. As a class map predictable stages of growth, e.g. as babies we crawl, we then walk, we grow taller, we lose our baby teeth, etc. This will help them to understand how as we live we grow and change.

w ww

m . u

humans, animals go through certain stages of growth. Tell them that a chicken for example, begins as an egg, hatches into a baby chick with yellow feathers and as it grows into a chicken, its feathers turn brown. 3. Ask them to fill in the chart which maps the stages of growth of four animals.

. te

o c . che e r o t r s super

Extension Activities:

•

Compare how different species begin life in different ways and develop. This could be done on a visit to your local vet/ zoo to see different animals.

Stages of Growth  Use the words to show the growth stages of a frog. tadpoles

spawn

frog

legs

1. Frogs begin life as frog ________________.

r o e t s Bo r e 3. At 6 to 9 weeks they grow ____________________. p ok u 4. At 12-16 weeks, S they turn into fully grown _________________.  Number the pictures to show the correct order.

ew i ev Pr

Teac he r

2. They then hatch into __________________.

. te

m . u

w ww

 Look at the stages of growth that humans go through. Cut out and glue them in order on a separate piece of paper.

o c . che e r o t r s super

 Teachers' Notes

Lifecycles

Curriculum links: exploring different characteristics of life stages in animals such as egg, caterpillar and butterfly. Observing that all animals have offspring, usually with two parents.

Important Words:

r o e t s Bo r e p ok u Teaching IdeasS – Sheets 1 and 2:

characteristics, life stages, lifecycle, metamorphosis, birth, young, adult, hatched, grow, parents, changes.

Concept:

Understanding that different animals have different lifecycles.

ew i ev Pr

Teac he r

•

1. Ask your class for a definition and example of a lifecycle. (The different stages of growth in a living thing’s life. Example: a butterfly begins as an egg, grows into a caterpillar and turns into a butterfly.) 2. Tell the students that most animals, including reptiles, fish, mammals and birds have simple lifecycles which include three stages: - Birth: they are born either alive from their mother or hatched from eggs. - Young: they are similar to their parents just smaller. - Adult: they grow up to resemble their parents. Make a list on the board of animals which have this lifecycle.

4. Explain that the lifecycle of most insects has four stages: -

. te

m . u

w ww

- Birth: they are born alive from their mother or hatched from eggs. - Young: they spend their childhood underwater, breathing with gills. - Adult: they grow into adults and move to the land, breathing with lungs.

Birth: they hatch from an egg. Young (larva): they usually look like worms and feed mostly from their parents. Pupa: they are inactive, no feeding is done and are usually well-camouflaged. Adult: the final breeding stage. They usually grow wings.

o c . che e r o t r s super

5. Explain that around 10% of insects go through an incomplete metamorphosis that has three stages in their lifecycle. They do not have a pupa stage. These include: dragonflies, cockroaches and grasshoppers: - Birth: they hatch from an egg. - Young (larva): they feed most of the time. - Adult: the final breeding stage. They grow wings. 6. As a class complete the lifecycle charts on both activity sheets. For Sheet 2, students are to study an insect, fish, reptile or mammal as a project and create a lifecycle for that animal.

Lifecycles 1 pictures to complete the four-stage lifecycle of a butterfly.  Draw Write a sentence to explain each stage. Birth:_________________

Young: _______________

r o e t s Bo r e p o Young Adult u k S (larva)

______________________

Pupa

ew i ev Pr

Teac he r

Birth (egg)

Pupa: ________________ © ReadyEdPubl i c at i o ns ______________________ ______________________ •f orr evi ew pur pose sonl y• Adult: ________________

 Some other insects who share this lifecycle are:

w ww

m . u

__________________________________________________________ pictures to complete the three-stage lifecycle of a  Draw dragonfly. Write a sentence to explain each stage. . te o Birth Young c . Adult (egg) c e (larva) her r o t s super

Lifecycles 2 pictures to complete the three-stage lifecycle of a frog.  Draw Write a sentence to explain each stage. Young (tadpole)

Adult

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

 Some other amphibians who share this lifecycle are:

ew i ev Pr

Teac he r

Birth (egg)

__________________________________________________________

Lifecycle of a ___________________

w ww

Birth (egg)

. te

Young

m . u

explain each stage.

Adult

o c . che e r o t r s super

 Some other birds, fish, mammals and reptiles who share this lifecycle are:

__________________________________________________________ 14

 Teachers' Notes

Growth and Change

Curriculum link: representing personal growth and changes from birth.

r o e t s Bo r e p ok u S Concept: Important Words:

•

ew i ev Pr

Teac he r

grow, change, stages, record, observe, eggs, hatch, birth, young, adult.

Observing and recording the stages that living things go through to grow.

Teaching Ideas:

1. Order fertile chicken eggs and a hatchery for your class.

© ReadyEdPubl i cat i ons 3. Take photographs and start a record chart in the class. or e vi e wobservations pur p odiscussions seso l y • 4.• Askf the classr to record their and onn the activity 2. As a class record children's growth and change over a set period of time.

sheet.

w ww

. te

m . u

5. If you are not able to get hold of fertile chicken eggs, you could do this activity with silk worms, frogs, butterfly eggs or plants.

o c . che e r o t r s super

Growth and Change  Complete the chart using words and pictures.

Growth record of: ____________________ Day 1

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

Day 2

Today I noticed …

ew i ev Pr

Teac he r

Today I noticed …

w ww

Day 4

. te

Today I noticed …

Day 5 Today I noticed …

m . u

Day 3

o c . che e r o t r s super

Teac he r

Physical Science

ew i ev Pr

r o e t s Bo r e p Section Two: ok u S

w ww

. te

m . u

A push or a pull affects how an object moves or changes shape (ACSSU033).

o c . che e r o t r s super

 Teachers' Notes

The Pull of Gravity

Curriculum link: considering the effects of objects being pulled towards the Earth.

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

Important Words:

Concept:

•

ew i ev Pr

Teac he r

gravity, push, pull, Earth, fall.

Understanding that gravity pulls objects towards the Earth’s centre.

Teaching Ideas:

1. Explain that we cannot see gravity, yet gravity is all around us. It constantly pulls all objects towards the Earth’s centre. It is the reason why objects that are thrown up into the air are pulled down again. It is gravity that makes fruit fall off a tree and prevents us from floating. Gravity pulls everything down.

2. Hold a tennis ball in the air and drop it to demonstrate the pull affect of gravity.

. te

m . u

w ww

3. Students can complete the activity to test how gravity affects objects falling at the same time. They should realise that the different objects tested, reach the ground at the same time. This means that gravity pulls all objects towards the ground equally.

o c . che e r o t r s super

The Pull of Gravity Gravity pulls objects down towards the Earth.

r o e t s B r e oo tennis ball 1. In pairs, one student holds the tennis ball p u and ruler and the other student crouches k ruler S down to floor level.

Materials:

ew i ev Pr

Teac he r

• •

Process:

2. The student with the tennis ball and ruler should drop them at the same time. 3. The crouching student should note whether the two objects hit the floor at the same time or at different times.

w ww

Findings:

1. Do they hit the ground at the same time?

. te

m . u

o c . cofhgravity 2. Circle which rule you think is true forr this test. e e o t r s s r u e p A) Gravity pulls each object in the same way.

__________________________________________________________

B) Gravity pulls each object differently. C) Gravity does not affect the objects.

 Teachers' Notes

Push of the Wind

Curriculum link: exploring how different strengths of pushes and pulls affect the movement of objects.

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

Important Words:

Concepts:

ew i ev Pr

Teac he r

push, away, strength, light, strong, stronger, distance.

•

Understanding that the wind can push objects.

•

Identifying that the different strengths of pushes can affect the movement of objects.

© ReadyEdPubl i cat i ons 1. Tell them that the wind can push and move an o object. Demonstrate this by • f o r r e v i e w p u r p s e s o n l y • taking a straw and blowing a feather away from you. Teaching Ideas:

m . u

w ww

2. Demonstrate how the strength of a push determines the distance an object will move. Blow the feather gently, then strongly and get the students to observe how a stronger push means the object moves further away from you - it travels a greater distance. 3. Think about how strong and light wind affects the movement of objects. Take some staples. Use a fan on two different settings to move the staples across the floor. As a class observe and record how the staples move differently when the two settings are applied. (Students should notice that the stronger the wind the greater distance the staples travel.) Use a ruler to measure how far the staples travel.

. te

o c . che e r o t r s super

4. Students can get into pairs and repeat the experiment with different objects such as a balloon, an exercise book, a pencil case, etc. Students should observe and record the results using a ruler.

Push of the Wind  Record the results of your experiment. The strength of a push affects the distance that objects move.

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

ew i ev Pr

Teac he r

Draw and label the object to be tested

DISTANCE MOVED (cm) Light wind Strong wind (fan setting 1) (fan setting 2)

w ww

. te

m . u

o c . c e hwind r When the push of the was light the objects er o t s moved: super

_____________________________________________ When the push of the wind was strong the objects moved: _____________________________________________

 Teachers' Notes

Making Objects Move

Curriculum link: exploring how different strengths of pushes and pulls affect the movement of objects.

Important Words:

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

push, pull, away, towards.

Concept:

Understanding that objects move by being pushed or pulled.

Teaching Ideas - Sheet 1:

ew i ev Pr

Teac he r

•

1. Explain to students that you make an object move by pushing or pulling it. 2. Ask them to look at the first picture. Ask them if the carrot is being pushed or pulled. Ask if the carrot is moving away from the girl (the person pulling it) or towards the girl. 3. Draw the students' attention to the second picture. Ask them if the swing is being pushed or pulled. Ask if the swing, by being pushed, is moving away from the lady (the person pushing it) or towards the lady. 4. Look at the third picture. Ask if the wheelbarrow is being pushed or pulled. Ask if the wheelbarrow, by being pushed, is moving away or towards the man. 5. Explain that we can push and pull the same object by pushing it away from us or moving it towards us. Identify a pram and a lawn mower as examples. To rock a baby to sleep in a pram, or mow the lawn, we push and pull the objects. The students could draw another object which can be pushed and pulled on the back of the sheet.

w ww

Teaching Ideas - Sheet 2:

. te

m . u

o c . che e r o t r s super

1. Ask students how they can pull an object towards them without physically touching the object (using a magnet or string). 2. Tell them that an object will move differently depending on the strength of the pull. Secure a piece of string around the end of a feather. Pull the feather lightly and strongly towards you to demonstrate this. 3. Arrange students in pairs and give each pair a piece of string. Ask them to collect two objects from around the room that can be attached to the string and pulled. 4. Ask them to pull each object lightly then strongly and record how this affects the movements of the object. (The stronger the pull, the quicker the object should move.) 5. Explain that pulling an object can also change its shape. Demonstrate this using Blu Tak. Then ask students to fill in the activity sheet.

Making Objects Move 1

r o e t s Bo r e p ok  How is the lady making u S the swing move?

 How is the man making the wheelbarrow move?

ew i ev Pr

Teac he r

 How is the girl making the carrot move?

w ww

 Pushing or pulling objects can make them move. Draw pictures of pushing and pulling.

m . u

. Pushing Pulling a rope te a ball o c . che e r o t r s super

 Add some arrows to show the pushing and pulling movements. 23

Making Objects Move 2  Record how different strengths of pulls affect how the objects move. Object

Results

Strong Pull

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

moved quickly

ew i ev Pr

Teac he r

Feather

Light Pull

When pulled lightly objects move …

w ww

When pulled strongly objects move …

m . u

__________________________________________________________

. tpulling an object can change its shape. o  Record howe c . che e r o t r s super

__________________________________________________________

after being pulled

after being pulled 24

Teac he r

Chemical Science

ew i ev Pr

r o e t s Bo r e pSection Three: ok u S

w ww

. te

m . u

Different materials can be combined, including by mixing, for a particular purpose (ACSSU031).

o c . che e r o t r s super

 Teachers' Notes

Uses of Local Materials

Curriculum links: exploring the local environment to observe a variety of materials, and describing ways in which materials are used. Suggesting why different parts of everyday objects such as toys and clothes are made from different materials.

Important Words:

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

materials, uses, properties, wood, paper, colourbond, concrete, plastic, glass, ceramic, fabric, soft, hard, pliable, squeezable, flexible, bendable, strong, durable.

Concept:

ew i ev Pr

Understanding that different materials in the students’ local environment are used according to their properties.

Teac he r

•

Teaching Ideas – Sheet 1:

1. As a class describe and list different materials that can be found in the students’ local environment, e.g. the school grounds or classroom. (Wood, paper, Colorbond®, concrete, plastic, glass, ceramic, fabric.)

2. Display or observe materials that can be found in the classroom/school grounds that are made of: wood (ruler/desks), paper (exercise books), Colorbond® (roof ), concrete (floor), plastic (lunchboxes/chairs), glass (windows), ceramic (ornaments), fabric (curtains/cushions).

1. Read out the materials listed on the activity sheet.

. te

Teaching Ideas – Sheet 3:

m . u

w ww

2. Discuss the materials’ uses (example: wood is used to make rulers/desks etc.). As you are completing the chart discuss the properties of each material and how this affects how each is used (e.g. glass is transparent so gives us light).

o c . che e r o t r s super

1. Ask students to bring in two toys or objects from home for a class experiment.

2. Display the items brought into class and discuss and compare the materials used to make each item. Students should come up with descriptive words to describe the materials used (soft, hard, pliable, squeezable, flexible, strong, durable, etc.). 3. In small groups they are to choose two items to draw. They should identify the materials that each chosen item is made from and discuss each item's properties.

Teaching Ideas – Sheet 4: 1. Students should choose four items to complete the activity sheet. Extension Activity: Play Guess What? Students get into pairs. One student is blindfolded and handed an item by the other student. The blindfolded student has to guess what the item is by using his/her sense of touch.

Uses of Local Materials 1

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

ew i ev Pr

Teac he r

 In the illustration below colour and label as many materials as you can.

w ww

. te

m . u

o c . che e r o t r s super

 Add two materials that aren’t shown in the picture that you see in your own environment. 27

Uses of Local Materials 2  Complete the chart. Add another material to the list and share your idea with the class. Material

How It Is Used In My Environment

r o e t s Bo r e p ok Colorbond® u S Concrete

Plastic

ew i ev Pr

Teac he r

Wood

w ww Ceramic

. t Fabric e

m . u

Glass

o c . che e r o t r s super

 Choose one material from the chart and describe its properties. Material: __________________________________________________ Properties:_________________________________________________ 28

Uses of Local Materials 3

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

 What material(s) is it made from?

ew i ev Pr

Teac he r

 Draw your item.

_______________________________________________________  Why has this material been used? Think about its properties.

_______________________________________________________

w ww

. te

m . u

 Draw your item.

o c . che e r o t r s su  What material(s) is it made from? per

_______________________________________________________  Why has this material been used? Think about its properties. _______________________________________________________

Uses of Local Materials 4

 Draw or write the names of four items. Describe the material that each item is made of by cutting out and pasting the scientific words below.

r o e t s Bo r e p ok u S Item 2

ew i ev Pr

Teac he r

Item 1

Item 3

Item 4

w ww

m . u

Scientific . Words t

hard soft

o c . che e blunt r o t r s super bendy

sticky

see-through

rough

squeezable

smooth

durable

sharp

stretchy

 Teachers' Notes

Mixing Materials

Curriculum link: investigating the effects of mixing materials together.

Important Words:

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

Teac he r

chemistry, materials, matter, space, weight, environment, reactions, interact, solutions, solvent, polymer, monomers.

Understanding that materials react in specific ways when mixed.

Teaching Ideas – Sheets 1 and 2:

ew i ev Pr

•

1. Explain to students that materials are a big part of chemistry. 2. Explain that chemists want to understand what materials are made out of and how materials change and interact with other materials. 3. Tell them that when a hungry chemist heads to the kitchen and bakes, he/she is studying how materials react when mixed (e.g. flour, water, eggs, sugar and yeast make bread). This is edible chemistry. 4. Ask students to complete the experiment on the first activity sheet which asks them to mix materials and record their results on the second activity sheet. 5. The experiment will show students that solids (Epsom salts) can dissolve into liquids (water) and this interaction creates a new solid (crystals). During the experiment, sulfates are left behind and pile up and down to form structures like stalagmites and stalactites, as seen in caves. NB: To help students remember the definitions of these structures tell them that stalactites hold on 'tight' so they don’t fall from the ceiling. Also inform them that Epsom salts is a mineral also known as limestone or calcium carbonate.

w ww

. te

m . u

o c . che e r o t r s super

Teaching Ideas – Sheet 3:

1. Explain that slime is a polymer. Natural polymers are made up of a chain of molecules called monomers. Demonstrate what a monomer is by joining paper clips together. Each paper clip is a monomer. Throw several chains of monomers together onto a desk, they now join to create polymers. Polymer chains of monomers are strong. Demonstrate this by trying to rip open a plastic bag. If you pull it one way it stretches the bag - this is because you are pulling the chain of monomers in the direction they are laid. If you pull the other way, the bag rips as you are pulling apart the polymer chains. 2. The experiment shows that by mixing everyday materials you can make a substance that is a liquid and as it warms in your hands it becomes a solid.

Mixing Materials 1 Experiment: How solids can dissolve into liquids and create a new solid. Materials: • ½ cup Epsom salts • 1cup hot water • 25cm wool/yarn

ew i ev Pr

Teac he r

Process:

r o e t s Bo r e p ok u S • two paper clips • two glass jars • 30cm aluminum foil

1. Place the two jars on the aluminum foil, with a space in the middle, in a warm place.

2. Half fill the two jars with hot water.

3. Mix Epsom salts evenly into jars and stir until they dissolve. 4. Wet the string and tie paper clips to each end.

m . u

7. If the crystals are dripping too fast you can pull the jars apart to slow it down or push the jars together if it is going too slow.

w ww

Test: • After 30 minutes check to see if you have made any stalagmites and/ or stalactites (some solution will be dripping off the string). • Check again in one hour, in one day and in a couple of days. • Photograph your findings and present as a poster.

. te

o c . che e r o t r s super

Mixing Materials 2  Record your findings from the experiment. Appearance of Stalagmites/ Stalactites

Time

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

ew i ev Pr

Teac he r

after 30 minutes

Growth of Stalagmites/ Stalactites (cm)

after 1 hour

w ww

after 1 day

after ____ days

. te

m . u

after 2 hours

o c . che e r o t r s super

 How can other solids be dissolved into liquids?

_______________________________________________________  What happens to the solids in this experiment? _______________________________________________________ 33

Mixing Materials 3 Experiment: How mixing materials creates a chemical reaction. Materials: • bowl • measuring cup • 3/4 cup cornstarch • 1/3 cup water

1. Place cornstarch into bowl. 2. Add food colour now if you want.

ew i ev Pr

Teac he r

r o e t s Bo r e p ok u S Process: • food colouring drops (optional) • gloves • resealable plastic container

3. Put gloves on and add water slowly to cornstarch and mix well. Let it sit for five minutes.

© ReadyEdPubl i cat i ons 5. Press into a ball and watch it go hard. •f orr evi ew pur posesonl y• 6. Open your hand and watch it become a liquid again. 4. Reach your hand into the bowl and grab your concoction.

7. Store your slime in a resealable plastic container.

. te

m . u

w ww

IMPORTANT: to dispose of your slime, don’t pour it down the sink, throw it into the rubbish bin in a plastic bag.

o c . che e r o t r s super

 Teachers' Notes

Remaking and Recycling Products

Curriculum link: identifying materials such as paper that can be changed and remade or recycled into new products.

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

Important Words:

Concept:

•

ew i ev Pr

Teac he r

materials, compounds, renewable, non-renewable, recycled.

Understanding that some materials can be recycled to save the Earth’s nonrenewable sources of energy.

Teaching Ideas Sheets 1 and 2:

. te

m . u

w ww

1. Provide the class with some background information on recycling: - Recycling means the reuse of materials that we have thrown away after using them. - Recycling reduces the drain on natural non-renewable resources and helps to reduce the amount of rubbish. - Renewable energy refers to sources of energy that never run out like the Sun, wind and waterpower. - Non-renewable sources of energy will run out some day. These can never be replaced, such as coal, oil, and gas. 2. Discuss the types of items that can be recycled (paper, plastic, wood, etc.). Talk about what items are remade from the recyclable materials. E.g. paper can be remade into books, magazines and stationery. Plastic can be remade into bottles. Aluminum can be remade into cans and cooking foil. Wood can be recycled into new furniture and windows/doors used in new houses. Glass can be melted and made into new glass bottles.

o c . che e r o t r s super

3. Discuss items that can't be recycled. E.g. aerosol cans, nails and screws, glass bulbs, food.

Remaking and Recycling Products 1  Look at each item. Colour the item in each box which does not belong. Non-recyclable

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

ew i ev Pr

Teac he r

Recyclable

 Research and draw what each item can be recycled into.

w ww

. te

m . u

o c . che e r o t r s super

 Extra: During the week make a list of things that your family uses which are recyclable or non-recyclable. 36

Remaking and Recycling Products 2 Many everyday items have been made from recycled materials.  Colour the things below using the Resource Key.

r o e t s Bo= yellow r Plastic e p o Wood = u brown Glass = kblue S Resource Key

red

ew i ev Pr

Teac he r

Metal =

w ww

. te

m . u

o c . che e r o t r s super

 Draw another item that has been made from recycled plastic on the back of this page. 37

Teac he r

Earth and Space Science

ew i ev Pr

r o e t s Bo r e pSection Four: ok u S

w ww

. te

m . u

Earth’s resources, including water, are used in a variety of ways (ACSSU032).

o c . che e r o t r s super

 Teachers' Notes

The Earth’s Resources

Curriculum link: identifying the Earth’s resources including water, soil and minerals, and describing how they are used in the school.

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

Important Words:

Concept: •

ew i ev Pr

Teac he r

resources, water, soil, minerals.

Understanding how we use, access and can save the Earth’s resources.

Teaching Ideas:

. te

m . u

w ww

1. Explain to the class that we use the Earth’s resources to make things and to grow things we need. Some examples of the Earth’s resources that we use are: i) Water: to drink, wash and grow plants for food, shelter, and clothing. ii) Soil: to grow plants for food, shelter, and clothing. iii) Minerals: rocks (for building and making jewellery), metals (to make cans, building parts, and jewellery), sand (to make glass) and oil (to make plastics and petrol). 2. Students can complete the first activity sheet. They could identify the school’s reticulation system as an example of a water resource and say that its use is to water the plants, etc. 3. After completing the activity sheet, create a class pin board showing examples of how the Earth’s resources are used in the school. Ask the class to draw and/ or take photographs of examples of how water, soil and minerals are used in their school.

o c . che e r o t r s super

The Earth’s Resources  Look around your school grounds. Find at least one example of each of the Earth’s resources listed below. Then draw pictures to match.

Resource

Water

r o e t s Bo r e p ok Use: _________________________________ u S _____________________________________ _____________________________________

Resource

Soil

ew i ev Pr

Teac he r

Example: _____________________________

w ww

_____________________________________

m . u

Use: _________________________________

. te o c Resource Mineral . che e r o t r s super Example: _____________________________ Use: _________________________________ _____________________________________ _____________________________________ 40

 Teachers' Notes

How Water Reaches Our Taps

Curriculum link: describing how a resource such as water is transferred from its source to its point of use.

r o e t s Bo r Important Words: e p ok u S Concept:

•

Understanding how water reaches our taps.

Teaching Ideas:

ew i ev Pr

Teac he r

ground water, surface water, water cycle, wells, springs, dams, water tanks, treatment plant, pipes.

1. Discuss how water reaches our taps. Explain how the water cycle creates two main sources of water: ground water and surface water.

Ground water isd rainy drained underground that forms our wells, springs © R e a E d P u b l i c a t i o n s and underground water sources. - f Surface is rain drained rivers or collected ins dams water • orwater r ev i e w into pu r p ose oand nl y• tanks. -

The water flows through pipes which are connected to houses, so when you turn on the tap you get water.

m . u

Water from ground water or surface water is collected and before being used it must be ‘cleaned’ at a water treatment plant.

w ww

2. Instruct students to create a water cycle mobile to help them understand how water reaches our taps.

. te

o c . che e r o t r s super

Extension Activities: • •

Students could go on an excursion to see how water reaches their taps. They could document the excursion with cameras and put together a timeline of the day. As a class create a play or story about what students think will happen to humans if there were a change in the availability of water.

How Water Reaches Our Taps  Create your own mobile to show how water reaches our taps. Decorate and cut out the boxes on this page. Punch a hole at the top of each box. Sort the boxes in order of how water reaches our taps. Thread boxes through string. Tie string at top.

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

ew i ev Pr

Teac he r

1. 2. 3. 4. 5.

w ww

. te

m . u

o c . che e r o t r s super

Water Treatment Plant

Water cycle - rain

 On another sheet of paper draw some big rain drops. Write down words that describe water in the rain drops. 42

 Teachers' Notes

The Water Cycle

Curriculum link: Describing how a resource such as water is transferred from its source to its point of use.

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

Important Words:

Concept:

•

Understanding the water cycle.

Teaching Ideas:

ew i ev Pr

Teac he r

water cycle, vapour, sun, lakes, oceans, atmosphere, evaporation, liquid, gas, condensation, saturated, rain, precipitation.

1. Discuss the five steps of the water cycle: - The sun heats up water in the rivers, lakes and oceans. - Water vapour rises from these rivers, lakes and oceans into the air/ atmosphere, this is called evaporation (when a liquid turns into a gas). - As the water vapour rises, it cools in the higher atmosphere and changes back to a liquid – a cloud. A cloud is made of tiny drops of water. The process of a gas becoming a liquid again is called condensation. - As a cloud grows and more water condenses, the cloud droplets get larger. Once the cloud droplets are too large to remain in the air, the cloud becomes saturated. A saturated cloud will cause water to fall. This is rain. - The process of water falling from clouds on to the Earth as snow, rain or hail is known as precipitation. 2. Ask students to complete the activity sheet.

w ww

. te

m . u

o c . che e r o t r s super

The Water Cycle  Complete the diagram of the water cycle with the words: precipitation

evaporation

condensation

r o e t s Bo r e p ok clouds are formed u S

ew i ev Pr

Teac he r

sun

w ww

rivers and oceans

m . u

. te o c The sun heats the rivers and oceans … _________________________ . che e r o t _______________________________________________________ r s super

 In your own words explain the water cycle.

_______________________________________________________  Complete the sentences: Evaporation is when a liquid turns into a ___________. Another word for precipitation is ______________. Condensation is when a gas turns into a ___________. 44

 Teachers' Notes

Saving Water

r o e t s Bo r e p ok Important Words: u S conservation, saving, water, uses, resources.

Concept:

• •

Recognising the importance of saving water. Identifying ways of saving water.

ew i ev Pr

Teac he r

Curriculum link: Identifying actions at school such as turning off dripping taps, that can conserve resources.

2. Ask them how they could save water. List responses on the board.

w ww

. te

m . u

3. Individually students can complete the activity sheet.

o c . che e r o t r s super

Saving Water  Draw lines from the labels to the house to show how water is used.

Teac he r

cooking

filling the bath

ew i ev Pr

r o e t s Bo r washing the dishes e p ok u S watering the garden

w ww

. te

m . u

washing clothes

o c ______________________________________________________________ . che e r o t r ______________________________________________________________ s super  Write three ways that you can save water at home.

______________________________________________________________

 On the back of this sheet create a poster to inform students how best to conserve water at school. Remember to include a catchy title, picture and a few facts. 46

Teac he r

r o e t s Bo r e p Section Five: ok u S

ew i ev Pr

Human Endeavour: The Nature and Development of Science

w ww

. te

m . u

Nature and development of science: Science involves asking questions about, and describing changes in, objects and events (ACSHE034).

o c . che e r o t r s super

 Teachers' Notes

Everyday Science

Curriculum link: describing everyday events, experiences and changes in our environment using knowledge of science.

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

Important Words:

Concept:

•

ew i ev Pr

Teac he r

spring, summer, autumn, winter, cold, warm, raining, hot, dry, moist, weather, thermometer, rain gauge, barometer, weather vane, wind, sun, direction, speed, instrument, measure

Recognising that science helps us to understand our daily lives.

Teaching Ideas – Sheets 1, 2, 3, 4 and 5:

1. Start by describing changes in the environment. Brainstorm the changes that happen in the students' environment during one year, such as the weather patterns in each season. Ask the students to identify the seasons and their features.

w ww

m . u

scientific instruments used to measure the weather such as a rain gauge (measures rainfall), a thermometer (measures temperature), a barometer (measures air pressure) and a weather wind vane (measure wind direction).

3. Students can complete the activity sheets which will help them make and use their own scientific instruments to measure the weather.

. te

o c . che e r o t r s super

Everyday Science 1

 Draw the weather for each season.

Autumn

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

ew i ev Pr

Teac he r

Summer

Spring

Instrument:

_____________

m . u

w ww

Instrument:

Measures: . te Measures: o _____________ _____________ c . che e r o t r s s r u e p Instrument: Instrument: _____________

_____________

Measures:

_____________

_____________ 49

Everyday Science 2 Experiment: How to make a simple anemometer to measure wind speed. Materials: • paper plate • dowel (1 cm x 30 cm) • adhesive tape

• cotton reel • double-sided tape • 4 paper/plastic cups

ew i ev Pr

Teac he r

r o e t s B r e oo Process: p u k 1. Colour one ofS the paper cups. 2. Use tape to stick the cups evenly on top of the paper plate as shown in

the diagram. 3. Use double-sided tape to stick the cotton reel to the bottom of the plate. Push one end of the dowel into the centre hole of the cotton reel and the other in the ground. How to use the instrument: The plates will spin around as the cups catch the wind. If you count how many times the different coloured cup goes round in a minute, you can record the wind speed. Use this information to record the wind speed at different times every school day for a week.

w ww

Day

. te

10 pm

1pm

m . u

o c . che e r o t r s super

1. Which day had the highest wind speed? ______________________ 2. At what time did the highest wind speed happen? __________________________________________________________ 3. Which day had the lowest wind speed? __________________________________________________________ 50

Everyday Science 3 Experiment: How to make a wind vane to measure wind direction. Materials: • cardboard

r o e t s Bo r e p • paper ok u S • adhesive tape

• knitting needle

Process:

• compass

ew i ev Pr

Teac he r

• pen top

• scissors

1. Cut out a cardboard arrow and tape to the top of a pen top. Do this by placing the arrow flat onto the pen top and taping it. 2. Insert the knitting needle into the pen top and make sure the arrow is able to move freely.

3. Mark the compass points on a square piece of paper.

w ww

m . u

4. Place the paper on some grass and push the knitting needle through it. (Make sure the paper has been placed so the compass points on the paper are facing in the right direction. You may need a compass to help you do this.)

 Record the wind direction at different times every school day for a week. (Remember, direction is shown by where the wind comes from.)

. te

Day

3pm o c . che e r o t r s super 10 pm

1pm

Everyday Science 4 Experiment: How to make a thermometer. Materials: • tap water

• rubbing alcohol

• food dye

• play dough

• narrow neck bottle

• bowl of hot water

Process:

ew i ev Pr

Teac he r

•

r o e t s Bo r e p ok u • bowl of cold water clear drinking straw S

1. Fill the bottle with equal parts of water and rubbing alcohol until it is one third full. 2. Add some food dye. 3. Place the straw in the bottle. It is important that the straw is not touching the bottom of the bottle and that some of the straw is above the opening of the bottle so that the air can flow through and raise or lower liquid levels. 4. Seal with play dough making sure that the straw is in the centre. 5. Stand the thermometer in the bowl of hot water. Describe what happens. _____________________________________________________ _____________________________________________________ 6. Now stand the thermometer in cold water. Describe what happens? _____________________________________________________ _____________________________________________________ 7. What do you think would happen if the thermometer was placed in a bowl of warm water? _____________________________________________________ _____________________________________________________ 8. Can you explain the results? _____________________________________________________ _____________________________________________________

w ww

. te

m . u

o c . che e r o t r s super

Everyday Science 5  Use your home made scientific instruments. Record your predictions for the weather taken by the class () and the official weather () for a whole week. 

Wind Direction

Wind Speed





ew i ev Pr

r o e t s Bo r e p  o  u k S 

TeaTuesday ch er

Monday

Conditions





 

. te

m . u

Wednesday Thursday



Friday



w ww

o c . che e r o t r s  s per u 



 What did you use to measure: wind direction wind speed

____________ ____________

Teachers' Notes

Water Sources

Curriculum link: identifying and describing sources of water.

Important Words:

r o e t s Bo r e Concept: p ok u S Teaching Ideas: ground, surface, river, stream, lake, ocean, rain, snow, hail.

Recognising the difference between surface and ground water.

1. Provide the class with some facts about water:

ew i ev Pr

Teac he r

•

Ask your class if they know that the total amount of water in the world is almost always constant. Tell them that 97% of the world's water is found in the oceans.

This means 97% is salty and undrinkable unless treated. 2% is glacier ice at the North and South Poles and only 1% is drinking water.

Pure water is aa colourless, odourless, and tasteless liquid. © Re dyEdP u bl i c at i ons 2. Discuss the two main water supplies: surface and ground water. List • f o evi ew pur posesonl y• them on r the r board. -

w ww

Surface water: is the water from rivers, lakes, streams and reservoirs. This water supply is formed from direct rain, runoffs, and springs. Runoffs consist of rainwater that does not go into the ground or evaporates. There are two types of surface water: Lentic (calm water) like lakes, and Lotic (running water) like rivers.

Ground water is the water in springs and wells. This water supply is formed when water filters into the ground.

. te

o c . che e r o t r s super

3. Students can complete the activity sheet.

m . u

Water Sources  Cut out the water sources and paste them under the correct headings. Surface water

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

ew i ev Pr

Teac he r

Ground water

w ww

. te

river

ocean

lake

stream

rain

well

m . u

spring

o c . che e r o t r s super

dam

 Teachers' Notes

Suggested Activities

Curriculum link: finding out about how Aboriginal and Torres Strait Islander people use science to meet their needs, including food supply.

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

Activity Idea 1:

•

Before the visit get the class to put together possible questions that they could ask. Prepare the Elder by giving him/her an idea of the type of questions that may be asked. Remember to get someone to thank him/her after the interview. Take photographs during the interview and ask students to write a story about one of the methods explained and include drawings. Make a class book on the class visit.

Teac he r

Invite a local Elder into class to tell how Indigenous Australians use science to help them decipher the weather and find food.

Activity Idea 2:

•

ew i ev Pr

•

Ask the students to create a newspaper report on how a country of their choice makes inks, pigments and paints. Possible countries to research are: China, Italy, Africa, India, Australia.

w ww

Activity Idea 3: •

. te

Create a podcast on how your community reduces waste and cares for their water supply. You could invite someone in to class to discuss these issues or go out on excursion to a recycling plant or to the water board.

Activity Idea 4: •

m . u

Curriculum link: identifying the ways humans manage and protect resources, such as reducing waste and caring for water supplies.

o c . che e r o t r s super

Organise an excursion to a native park or environmental centre to speak to a ranger or conservation officer. Students could research a species in their area and say what resources it is dependent on for survival. They could create a Save the… Poster that provides information on the species, its resources, if it is threatened and why and what can be done about it.

Answers Page 8 Students should colour the following living things green: bird, plant, boy, tree, frog, chicken. Students should colour the following nonliving things red: computer, log, book, ruler, pot, dinosaur.

Page 19 1. Students should observe that the objects hit the ground at the same time. 2. Students should circle A.

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

Page 13 Lifecycle of a butterfly: Birth – it hatches from an egg. Young – it is in the larva stage. It looks like a worm and feeds mostly from its parents. Pupa – it is inactive. It doesn’t feed and is usually well-camouflaged. Adult – the final breeding phase. It grows wings. Some other insects who share this lifecycle are: moths, cicadas, bees, flies and beetles.

Page 21

When the push of the wind was light the objects moved a short distance.

ew i ev Pr

Page 11 1. spawn 2. tadpoles 3. legs 4. frogs Order of pictures: 4, 2, 1, 3

Teac he r

Some other amphibians who share this lifecycle are: salamanders, toads, earthworms and snakes.

When the push of the wind was strong the objects moved a greater distance.

Page 23 The girl is pulling the carrot towards her. The lady is pushing the swing away from her. The man is pushing the wheelbarrow away from him.

Page 14

When objects are pulled lightly they move slowly.

m . u

w ww

. te

Lifecycle of a dragonfly: Birth – it hatches from an egg. Young – it feeds most of the time. Adult – the final breeding phase. It grows wings.

Page 24

When objects are pulled strongly they move quickly.

o c . che e r o t r s super

Lifecycle of a frog: Birth – it hatches from an egg (frog spawn). Young- emerges as a tadpole and spends a lot of time underwater, breathing with gills. Adult – it moves to land, grows legs and breathes using lungs.

Page 27 Wood: door, trees and fence Brick: wall around pond Plastic: watering can Metal: bench, guttering, gardening fork, outdoor lamp and door knob Fabric: clothes, blind, shoelaces Rock: path Ceramic: roof tiles Concrete: path around house Leather: shoes, basketball Wool: slippers Glass: lamp, windows 57

Page 33

Page 44

Solids can be dissolved into liquids by heating them.

sun clouds are formed

What happens to the solids in this experiment? The solid (Epsom salts) when mixed together with the liquid (water), dissolves, and this interaction creates a new solid (crystals).

evaporation condensation

precipitation water vapour rises

r o e t s Bo r e p ok u S rivers and oceans

Glass bottle: windows Magazine: newspaper, magazines, writing paper, wrapping paper Aluminum can: cans, bottle tops Fridge: copper wiring for electricity, metal, motor parts Chair: wood, metal, fabric Tyre: shoe soles, tubing

Page 49 Barometer: measures air pressure Rain gauge: measures rainfall Thermometer: measures temperature Wind vane: measures the direction and speed of wind

Page 37 metal – coat hanger, can, paper clip, showerhead, fork wood – barrel, fence, pencil, peg, table plastic – bag, bucket, peg, switch glass – jar, bottle, vase

When you stand the thermometer in the bowl of hot water the fluid should rise.

Teac he r

Evaporation is when a liquid turns into a gas. Another word for precipitation is rain. Condensation is when a gas turns into a liquid.

ew i ev Pr

Page 36 Recyclable: students should colour the light bulb. Non-recyclable: students should colour the plastic container.

m . u

w ww

. te

When you stand the thermometer in the bowl of cold water the fluid should fall. When you stand the thermometer in the bowl of warm water the fluid stays in the middle of the thermometer.

o c . che Students should r e have used their o t r sweather/wind vanes to sup homemade r e measure the wind direction.

Page 42 Water cycle – rain, dams, water treatment plant, taps.

Page 53

Students should have used their homemade anemometers to measure the wind speed.

Page 55 Ground water: spring, well Surface water: rain, dam, ocean, lake, river, stream

Teac he r

ew i ev Pr

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

w ww

. te

m . u

o c . che e r o t r s super