Simply Science: Book 1 - Ages 5-6

Simply Science Level 1

,,,,

,,,,

,,,,

RIC-0501 4.9

R.I.C. Publications

Simply

Introduction

Science

Simply Science is a series of teacher resource books developed for primary schools. The main aims of the series are to develop positive attitudes, develop a basic level of science skills and introduce some basic scientific concepts.

The series contains the following features.

1.

Each Year level covers topics from the physical and biological sciences.

2.

Each Year level has a set of introductory activities for use at the start of the year, which provides the teacher with the opportunity to reinforce basic skills and introduce procedures for science lessons.

3.

Each topic has a comprehensive teacher information page that outlines specific objectives, gives background information and details the materials required for the lesson.

4.

A page of subject integration activities is provided so that the teacher can integrate the topic throughout the curriculum and also record his or her own ideas.

5.

The environment is a very important and relevant topic and several activities are provided so that this theme can be developed steadily over the primary school years. Wherever possible, the activities throughout the series aim at developing a strong attitude of conservation and awareness of the environment.

6.

We live in a technological world. Therefore, part of each book is allocated to developing an awareness of the major technological advances that have occurred, starting with the potato peeler and ending with space travel. This section also highlights the achievements of several people famous for their contributions to technological advancement throughout history.

7.

Š R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y•

While the layout of the books is based on topics, this does not detract from the strong emphasis placed on skill development. Consolidation of the basic scientific skills is vital for the development of an inquiring mind. To this end, the series places great emphasis on the basic skills of observation, classification, communication and prediction. More complex skills are introduced throughout the series; however, these skills rely on a good level of achievement in the basic areas.

8.

Each topic has a cover page which can be duplicated for student use and used as a record of progress in the areas of concepts, skills and attitudes. This provides the opportunity to give evaluative feedback to the students as well as being an ongoing teacher record of achievement in science.

9.

An overview is provided at the back of this book. This provides a complete topic and skill overview of the entire series.

R.I.C. Publications

Simply Science - Level 1

48 (i)

Simply

Table of Contents

Science

Introduction (i) Table of Contents (ii)

1. Skills Revision - Student Cover Sheet

Page 1

4. A Classroom Animal - Student Cover Sheet

Page 25

- Teacher Information

2

- Teacher Information

26

- Integration

3

- Integration

27

- Rolling Objects

4

- Describing Your Animal

28

- Leaf Shapes

5

- What Your Animal Needs

29

- Hair Colour

6

- Mum, Dad and the Kids

30

- Moving Animals

7

- Growing Up

31

- Natural

8

- Mammals

32

5. Colour © R. I .

C.P u b l i c at i o ns Student Cover Sheet 33 9 - Teacher Information 34 - Teacher Information 10 • f o r r e v i e w p u r p o s e s o n l y • - Integration 35 - Integration 11

2. Plants - Student Cover Sheet

-

- Plant Shapes

12

- Colours in Nature

36

- Weeds

13

- What Colour Are These?

37

- Growing a Plant

14

- Shades of …

38

- Parts of a Plant

15

- Mixing Colours

39

- Using Parts of a Plant

16

- Classroom Colours

40

6. The Environment and Technology - Student Cover Sheet

3. Sand - Student Cover Sheet

17

- Teacher Information

18

- Teacher Information

42

- Integration

19

- Human vs Natural

43

- Looking at Sand

20

- The City and the Country

44

- Wet Sand

21

- Helpful Tools

45

- Grains of Sand

22

- Different Sand

23

- Making Sandpaper

24

R.I.C. Publications

7. Series Overview

Simply Science - Level 1

41

46

47 (ii)

Simply

Student Cover Sheet

Science

Skills Revision © R. I .

C.Publ i cat i ons

•f orr evi ew pur posesonl y•

Student Progress Development of Skills Knowledge of Content Attitude Completion of Activities Presentation of Work You Can Do Better R.I.C. Publications

Simply Science - Level 1

Excellent 1

Simply

Skill Revision - Teacher Information

Science

OBJECTIVES The major objective of the introductory activities is to introduce children in their first year of formal schooling to the subject area of science. These activities are intended to introduce some very basic skills and encourage a positive attitude towards the subject.

Specific objectives are: SKILLS * Observing: Recognise objects from a description. * Communicating: Describe similarities and differences among objects. * Classifying: Group a set of objects into two or more groups according to common characteristics.

TEACHER INFORMATION Activity One The object of this lesson is for the child to identify some of the properties of an object that will determine whether it will roll down an incline. Select a range of items for testing, including some that will not roll and others that will roll easily. Objects should be rolled down a piece of board or similar material.

Materials: a piece of board to make a ramp and a variety of common objects; Master No. 1

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y•

Activity Two

Children will need to be taken on a walk around the school gardens and have the different leaf shapes, colours and textures discussed during the walk. They then draw three different leaves and discuss the differences among them at the end of the lesson.

Materials: nil; Master No. 2

Activity Three A simple activity that observes and records the range and numbers of hair colours found in the classroom.

Materials: nil; Master No. 3

Activity Four The purpose of this activity is to discuss the different forms of movement used by different animals. It is important to discuss as many different forms of movement as possible and then have children use the Master to draw pictures of different animal movements.

Materials: nil; Master No. 4

Activity Five The purpose of this activity is to discuss the difference between natural and human-made, or manufactured, objects and then observe and identify the two different types on the Master.

Materials: nil; Master No. 5

Subject Integration Suggestions Ideas provided to extend the science program into other areas of the curriculum.

R.I.C. Publications

Simply Science - Level 1

2

Simply

Skill Revision - Integration

Science

Mathematics * Discuss shapes of solids. * Discuss the shapes of leaves and introduce the concept of symmetry in nature. * Hair colour activity as a simple introduction to graphing.

Social Studies

Spelling

colour bird roll leaf shape hair rabbit horse garden

* How the invention of the wheel has helped humans. * The importance of gardens to the school. * People are different in many ways, one of which is hair colour. * Discuss natural vs human-made.

Writing for a Purpose © R. I .

C.Publ i cat i on s * My life as a bicycle wheel.

•f orr evi ew pur p os eso nl y•the * Write sentences that describe

different plants in the school garden. * Write sentences that interpret simply the hair colour chart. * Describe the movement of animals. * Make lists of natural and human-made items in the classroom.

Health * Discuss safety rules when working outside the classroom. * Discuss the dangers of poisonous plants in the garden. * Discuss care of hair. * Discuss diseases that can be carried by animals.

R.I.C. Publications

Your Ideas

Simply Science - Level 1

3

Simply

Activity 1 - Rolling Objects

Science

Try to roll 10 different objects down a slope.

Draw a picture of the objects that rolled.

Draw a picture of the objects that did not roll.

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y•

Why did some objects roll and others not roll?

How could you make some of the objects roll better?

Can you think of any other objects that can roll?

R.I.C. Publications

Simply Science - Level 1

4

Simply

Activity 2 - Leaf Shapes

Science

Go for a walk around the school gardens.

Look carefully at the leaves.

Draw pictures of three different leaves.

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y•

How are your three leaves different?

R.I.C. Publications

Simply Science - Level 1

5

Simply

Activity 3 - Hair Colour

Science

Count the people in your class with blonde hair.

Colour in the blonde heads.

Count the people in your class with black hair.

Colour in the black heads.

© R. I .

C.Publ i cat i ons Count the people in your class with brown hair.

•f orr evi ew pur posesonl y• Colour in the brown heads.

Count the people in your class with red hair.

Colour in the red heads.

What is the most common hair colour in your class?

R.I.C. Publications

Simply Science - Level 1

6

Simply

Science

Activity 4 - Moving Animals

Draw a picture that shows how each of these animals moves.

A Rabbit As Snake © R. I .

C.Publ i cat i on

•f orr evi ew pur posesonl y•

A Horse

R.I.C. Publications

A Bird

Simply Science - Level 1

7

Simply

Activity 5 - Natural

Science

Colour all the natural objects green.

Colour all the human-made objects red.

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y•

Which type of object do you have the most of in your school?

R.I.C. Publications

Simply Science - Level 1

8

Simply

Student Cover Sheet

Science

Plants © R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y•

Student Progress Development of Skills Knowledge of Content Attitude Completion of Activities Presentation of Work You Can Do Better R.I.C. Publications

Simply Science - Level 1

Excellent 9

Simply

Plants - Teacher Information

Science

OBJECTIVES Concepts - plants are living things.

- plants vary according to a wide range of characteristics.

Skills - classify plants according to shape.

- classify plants according to a variety of characteristics.

- observe that plants change as they grow.

- identify and label simple parts of a plant. (communication) - observe that plants are useful to humans as a source of food.

Attitudes - care for and observe plants both in and out of the classroom.

TEACHER INFORMATION Activity One The object of this lesson is for the child to recognise that plants are made of a variety of shapes that often repeat themselves. The point can also be raised that mathematical shapes constitute an important part of plants and, for that matter, nature in general. Children should be encouraged to report on their observations.

Materials: nil; Master No. 1

Š R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y•

Activity 2

The object of this lesson is to make children aware that plants, while being different in many ways, can also be grouped (classified) according to common characteristics. Children will need to collect weeds and then physically place the weeds into groups that have one particular characteristic in common.

Materials: collect a variety of weeds; Master No. 2

Activity 3

This activity is to demonstrate to children a number of major concepts, which include that plants grow from seeds and that plants grow through stages of development. It is important that a quick-growing seed such as radish, peas, wheat etc. is used, so that growth can be observed every few days and recorded weekly. The activity can be done as a whole class or in small groups.

Materials: seeds, small containers; Master No. 3

Activity Four

After doing activity three you can use the plant and other plants in the environment to observe and discuss the major parts of a plant such as roots, stems, leaves and flowers. Use the Master to label these parts.

Materials: nil; Master No. 4

Activity Five

The purpose of this activity is to identify that humans use plants to eat and that seeds are one part of the plant that is eaten. Children could be encouraged to break open the seeds.

Materials: a variety of edible seeds, glue; Master No. 5

Subject Integration Suggestions Ideas provided to extend the science program into other areas of the curriculum.

R.I.C. Publications

Simply Science - Level 1

10

Simply

Science

Plants - Integration

Mathematics * Repeating shapes (tessellations). * Symmetry in nature, e.g. flowers, leaves. * Grouping and counting similar objects. * Measuring growth and developing simple graphing skills. (pictographs) * Use seeds to develop counting skills. * Use seeds to develop the concept of large numbers.

Spelling

garden leaf

Social Studies

stem

colour seed flower weed

plant

* Discuss how humans use seeds obtained from plants for a variety of purposes. * Discuss the usefulness of different plants to humans, e.g. weeds, food crops.

Writing for a Purpose © R. I .

C.Publ i cat i on s * Describe the results of their plant •f orr evi ew pur p osesonl y• growing. Keep a weekly diary. * Label the parts of a diagram. * From wheat seed to 'my sandwich'.

Health * Discuss the importance of knowing what you are eating and the dangers of eating unknown plants. * Discuss how some plants are used to create medicines. * Discuss the needs of living things to survive. Compare the findings to those of the class plants.

R.I.C. Publications

Your Ideas

Simply Science - Level 1

11

Simply

Science

Activity 1 - Plant Shapes

Collect four different leaves from the garden.

Trace around each leaf and colour it in.

Leaf 1

Leaf 2

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y•

Leaf 3

Leaf 4

What shapes do the leaves remind you of?

Are there any other leaf shapes that you have seen?

Draw them on the back of this sheet.

R.I.C. Publications

Simply Science - Level 1

12

Simply

Activity 2 - Weeds

Science

Collect different weeds from the garden.

Put your weeds into groups that have the same: leaf shape; size; colour; stem type; and flower type.

Write a sentence about why you chose each group.

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y•

1. Leaf shape

2. Size

3. Colour

4. Stem type

5. Flower type

R.I.C. Publications

Simply Science - Level 1

13

Simply

Activity 3 - Growing Plants

Science

Select an easy-to-grow seed and plant it in a container full of soil.

Remember to: 1. make sure it is watered well; and 2. make sure that it gets plenty of light.

Draw how your plant has grown every week for four weeks.

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y•

Week 1 R.I.C. Publications

Week 2

Week 3 Simply Science - Level 1

Week 4 14

Simply

Activity 4 - Parts of a Plant

Science

A plant has many different parts.

Write these plant parts into the correct box and colour the plant. leaf stem flower roots seeds

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y•

R.I.C. Publications

Simply Science - Level 1

15

Simply

Activity 5 - Using Parts of a Plant

Science

Humans use many parts of a plant.

Some parts we eat. Collect seeds from different plants and glue them on the page.

Write the name of the plant beneath the seeds.

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y•

R.I.C. Publications

Simply Science - Level 1

16

Simply

Student Cover Sheet

Science

Sand © R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y•

Student Progress Development of Skills Knowledge of Content Attitude Completion of Activities Presentation of Work You Can Do Better R.I.C. Publications

Simply Science - Level 1

Excellent 17

Simply

Sand - Teacher Information

Science

OBJECTIVES Concepts - Matter (sand) can be described by the use of the five senses.

- Matter (sand) can be classified by its properties.

- Sand is made up of tiny pieces of stone.

Skills - Observe sand by making use of the five senses.

- Describe changes in sand after it has been wetted. (communication) - Identify similarities and differences among different sands. (classification) - Suggest reasons for the success/failure of sandpaper. (inference) Attitudes - Ask questions related to the topic of study. (curiosity)

TEACHER INFORMATION Activity One The object of this lesson is to develop simple observations of sand found locally. Children should collect the sand in containers and be allowed to observe by using all their senses. Encourage the development of further questions from the worksheet.

Materials: plastic or glass containers; sand; Master No. 1

© R. I .

C.Publ i cat i ons Activity Two •f orr evi ew pur posesonl y•

The object of this lesson is to observe the effects of water on sand and the children should be able to communicate their findings verbally and in a written form on the worksheet. Children could also predict the outcome before water is added.

Materials: glass jars; water and sand; Master No. 2

Activity Three The object of this lesson is to identify that sand is made up of small rocks or 'grains' and that other particles also can be found in sand.

Materials: containers; sand; white paper and glue; Master No. 3

Activity Four The object of this lesson is to observe that sand can be different in its characteristics. Therefore, children should be guided to select types of sand that are as different as possible.

Materials: containers; different types of sand and sieves; Master No. 4

Activity Five The purpose of this activity is to show that sand can be used for a purpose and that different sands are more suitable than others because of their characteristics.

Materials: sand; card and glue; Master No. 5

Subject Integration Suggestions Ideas provided to extend the science program into other areas of the curriculum.

R.I.C. Publications

Simply Science - Level 1

18

Simply

Science

Sand - Integration

Mathematics * Use sand for a variety of measuring activities. * Use sand to develop patterns by using a swinging pendulum. * Use sand as an example of large numbers.

Spelling

colour

sand sieve sift grain build

Social Studies * Discuss the use of sand in a variety of buildings during history. * Basic discussions on soil erosion. * Discuss the use of soils to grow food.

Writing for a Purpose © R. I .

C.Publ i cat i on s * 'My life as a grain of sand.' *o Describing different types of sand, •f orr evi ew pur p s e s o n l y • their locations and use.

Health * Care when using sand. * Never throw sand. * What to do when you get sand in your eye. * The dangers of playing in sandpits.

R.I.C. Publications

Your Ideas

Simply Science - Level 1

19

Simply

Activity 1 - Looking at Sand

Science

Collect a jar of sand and answer these questions.

1. What colour is your sand?

2. Is all sand the same colour?

3. Colour these boxes the colours of sand.

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y• 4. Where do you find white sand?

5. Where do you find yellow sand?

6. Where do you think sand comes from?

R.I.C. Publications

Simply Science - Level 1

20

Simply

Activity 2 - Wet Sand

Science

Collect a jar of sand. Look carefully at your sand and then put some water into the jar so that all the sand is wet.

1. Colour the jars of sand in the colours they were before and after the sand was wet.

2.

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y• Make a tall building with dry sand.

3. Make a tall building with wet sand.

4. Draw your buildings. Which was the easier to build?

R.I.C. Publications

Simply Science - Level 1

21

Simply

Activity 3 - Grains of Sand

Science

Collect some sand from the garden and spread it on a sheet of white paper.

1. What colours are the grains of sand?

2. What other items are there in the sand?

3. Do the grains of sand stick together or are they separate?

4.

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y• Glue some of your sand to the page.

5. Write six words that describe your sand.

R.I.C. Publications

Simply Science - Level 1

22

Simply

Activity 4 - Different Sand

Science

Collect sand from four different parts of the school grounds and glue some of each on the page. Write where your sand came from.

1. Sift each sample of sand. How are they different?

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y• 2. Smell each sample of sand.

How are they different?

3. Draw a picture to show how else the sands are different.

R.I.C. Publications

Simply Science - Level 1

23

Simply

Activity 5 - Making Sandpaper

Science

Collect sand from two different places and glue each to some card. You have now made your own sandpaper.

How well does each work?

Try each type on the materials listed below and complete the charts.

Sandpaper 1 Material

Poor

Good

Very Good

Plastic Metal Wood

© R. I .

C.Publ i cat i ons • f orr evi ew pur posesonl y• Chalk

Cardboard

Stone Sandpaper 2 Material

Poor

Good

Very Good

Plastic Metal Wood Cardboard Chalk Stone R.I.C. Publications

Simply Science - Level 1

24

Simply

Student Cover Sheet

Science

A Classroom © R. I .

C.Publ i cat i ons Animal •f orr evi ew pur posesonl y• Student Progress Development of Skills Knowledge of Content Attitude Completion of Activities Presentation of Work You Can Do Better R.I.C. Publications

Simply Science - Level 1

Excellent 25

Simply

A Classroom Animal - Teacher Information

Science

OBJECTIVES Concepts - Animals grow and change from birth.

- Animals have certain needs, such as food, water and shelter.

- Mammals are a class of animal with specific characteristics.

Skills - Describe changes in the animal's appearance and behaviour. (communication) - Group animals with similar characteristics, e.g. mammals. (classification) - Suggest reasons for the animal's behaviour. (inference) - Measure accurately the mass of the animal.

Attitudes - Observe and care for the classroom animal. (caring)

TEACHER INFORMATION Note: An animal needs to be selected for this program. Animals such as mice, rabbits and guinea pigs are ideal. Before commencing the program, please ensure that there is adequate provision made for feeding and sheltering the animal, as well as some thought as to what will happen to the animal at the end of the program/year.

Š R. I .

C.Publ i cat i ons Activity One •f orr evi ew pur posesonl y•

The object of this activity is allow the children to become familiar with the animal and to make simple observations. It is also an ideal chance to develop new and appropriate vocabulary.

Materials: nil; Master No. 1

Activity Two The object of this activity is to observe the feeding requirements of the animal. While the results may be recorded during this lesson, the observations will need to occur over several days.

Materials: a variety of foods; Master No. 2

Activity Three The object of this activity is to compare the young with the adult and discuss the changes that occur. Other animals should also be discussed during this activity, including humans.

Materials: adult and young of the species, or pictures of the adult if one not available; Master No. 3

Activity Four The object of this activity is to observe change in the animal as it grows, in particular in its mass. An ideal activity to integrate with mathematics.

Materials: measuring/balance scales; Master No. 4

Activity Five The object of this activity is to discuss the specific characteristics of mammals. These include feeding their young with milk and having their body covered with hair.

Materials: pictures/charts of other mammals; Master No. 5

Subject Integration Suggestions Ideas provided to extend the science program into other areas of the curriculum

R.I.C. Publications

Simply Science - Level 1

26

Simply

Science

A Classroom Animal - Integration

Mathematics * Measuring the animal's height, length of limbs, girth etc. * Counting the number of feeds, items of food etc. * Simple graphing of animal growth. * Space activities investigating use of the animal's cage.

Spelling

animal

size

food

smooth fluffy body parts

Social Studies

baby

* Types of mammals. * Use of animals by humans. * Discuss some endangered species of mammals, e.g. whale. * Discuss care of pets in the home.

Writing for a Purpose © R. I .

C.Publ i cat i ons * A diary of the animal's life in the classroom.

•f orr evi ew pur p*o sesonl y• Read stories about mice, rabbits etc. and have children write their own animal story. * A picture book of the animal's basic day in the classroom.

Health * Keeping animals clean. * Animals that can carry disease. (Why do mice have a bad reputation?) * How do animals keep themselves clean?

R.I.C. Publications

Your Ideas

Simply Science - Level 1

27

Simply

Science

Activity 1 - Describing Your Animal

1. How does your animal feel when you touch it?

Colour the boxes. smooth

fluffy

silky

cold

rough

hairy

slippery

warm

2. Draw a picture of your animal and colour it.

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y•

3. Draw some pictures of other animals that have the same number of legs and the same type of body covering.

R.I.C. Publications

Simply Science - Level 1

28

Simply

Activity 2 - What Your Animal Needs

Science

Draw the foods that your animal likes to eat.

What animals like to eat the same food as your animal?

© R. I .

C.Publ i cat i ons f or r ev i ewkeep pur posesonl y• How• does your animal clean?

Does it need your help?

Draw some pictures of what your animal likes to do during the day.

R.I.C. Publications

Simply Science - Level 1

29

Simply

Activity 3 - Mum, Dad and the Kids

Science

How is your young animal different from its parents?

Fill in this table to find out.

Different

Yes

No

Picture

Size

Colour

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y• Covering

Food

Other

R.I.C. Publications

Simply Science - Level 1

30

Simply

Science

Activity 4 - Growing Up

Mass

How does your animal change as it grows up?

Measure the mass of your animal every week for five weeks.

Record the results on your graph.

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y• 1

2

3 Week

4

5

Draw a picture showing how your animal looked in the first week and another picture showing how it looked in the last week.

R.I.C. Publications

Simply Science - Level 1

31

Simply

Activity 5 - Mammals

Science

Colour brown the animals that have fur coverings.

Colour red the animals that do not have fur coverings.

Tick the animals that feed their young on milk.

Cross the animals that do not feed their young on milk.

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y•

R.I.C. Publications

Simply Science - Level 1

32

Simply

Student Cover Sheet

Science

Colour © R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y•

Student Progress Development of Skills Knowledge of Content Attitude Completion of Activities Presentation of Work You Can Do Better R.I.C. Publications

Simply Science - Level 1

Excellent 33

Simply

Colour - Teacher Information

Science

OBJECTIVES Concepts - A wide variety of colours exists in nature.

- Mixing colours can create new colours.

Skills - Observe colours in nature and the community.

- Classify colours into similar groups.

- Predict the outcome of mixing colours.

Attitudes - Show interest in new activities and suggest alternative solutions.

TEACHER INFORMATION Activity One The purpose of this activity is to observe that nature is the source of all basic colours and that a wide range of colours can be found in the garden.

Materials: nil; Master No. 1

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y•

Activity Two

The purpose of this activity is to observe colours in the community and to discuss the use of certain colours for certain purposes.

Materials: nil; Master No. 2

Activity Three The purpose of this activity is to observe that there are shades of certain colours and that names have been developed to distinguish among the different shades.

Materials: nil; Master No. 3

Activity Four The purpose of this activity is to, first, predict the outcome of mixing colours and then to test the predictions. Children should be allowed to experiment with their own ideas as well as those suggested on the worksheet.

This activity can also be done by mixing colours in water.

Materials: watercolour paints, brushes, water and containers; Master No. 4

Activity Five The purpose of this activity is to observe colours within the classroom and then classify them according to common characteristics. Encourage children to develop their own classification criteria, e.g. cold, hot, sad colours.

Materials: nil; Master No. 5

Subject Integration Suggestions Ideas provided to extend the science program into other areas of the curriculum.

R.I.C. Publications

Simply Science - Level 1

34

Simply

Science

Colour - Integration

Mathematics * Counting the number of colours in the classroom etc. * Measuring the amount of paint and water used when mixing colours. * Ordering colours by their level of shading; i.e. light to dark.

Spelling

colour names of colours dull nature bright

Social Studies

shade mix

* How do humans use colour to dress, decorate, eat etc.? * Favourite colours. * Why do popular colours change?

Writing for a Purpose © R. I .

C.Publ i cat i on s * Write a description of the colourmixing activities.

•f orr evi ew pur p*o s e sonl y• Write a story about a rainbow. * Read stories based on colours, e.g.

Little Red Riding Hood

Health * Why do we change colour when we are hot, cold, ill, etc.?

Your Ideas

R.I.C. Publications

Simply Science - Level 1

35

Simply

Activity 1 - Colours in Nature

Science

Look in the school gardens for these colours.

Colour in each square when you find it and draw a picture of what it was.

Red

Blue

Yellow

© R. I .

C.Publ i cat i ons •f orGreen r evi ew pur posesonl y• Pink

Orange

Purple

Which colour did you see the most?

R.I.C. Publications

Simply Science - Level 1

36

Simply

Activity 2 - What Colour Are These?

Science

Colour in these common objects the correct colours.

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y•

R.I.C. Publications

Simply Science - Level 1

37

Simply

Activity 3 - Shades of …

Science

Collect red coloured objects. Draw them in the boxes starting with the brightest red and finishing with the lightest shade of red.

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y• Are there any other names that we give to some of these red colours?

Pick another colour and do the same.

R.I.C. Publications

Simply Science - Level 1

38

Simply

Activity 4 - Mixing Colours

Science

Mix these colours using water-paint.

Red

+

Blue

=

Blue

+

Yellow

=

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y•

White + Red

=

Yellow + Red

=

What other colours can you mix to make a new colour?

R.I.C. Publications

Simply Science - Level 1

39

Simply

Activity 5 - Classroom Colours

Science

Draw ten colours that you can see in your classroom.

© R. I .

C.Publ i cat i ons Which colours are: •f orr e vi ew pur posesonl y• Bright?

Dull?

Shiny?

Happy?

R.I.C. Publications

Simply Science - Level 1

40

Simply

Student Cover Sheet

Science

The Environment and © R. I .

C.Publ i cat i ons Technology •f orr ev i ew pur posesonl y•

Student Progress Development of Skills Knowledge of Content Attitude Completion of Activities Presentation of Work You Can Do Better R.I.C. Publications

Simply Science - Level 1

Excellent 41

Simply

The Environment - Teacher Information

Science

OBJECTIVES - To observe the difference among items in the community that are natural and human-made.

- To observe and discuss the differences between urban and country environments.

TEACHER INFORMATION Activity One The object of this activity is to become aware that there are two main categories in the environment; those that are naturally part of the environment and those that have been produced by, altered or influenced by humans.

Materials: Master No. 1

Activity Two The object of this activity is to compare the effects of intensive human habitation, as in the cities, with the lightly populated areas in the country. Emphasis should be placed on the discussion of the effects of human habitation on the natural environment.

Materials: pictures/charts of the city and country; Master No. 2

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y• Science Simply

Technology - Teacher Information

Science

OBJECTIVES - identify and observe simple technological developments that assist humans in the classroom and home.

TEACHER INFORMATION Activity One The object of this activity is to identify simple technological developments in the home and the school that assist us. Examples of these include scissors, chairs, pencils, pens, potato peelers etc.

The discussion could centre around how these items may have been invented and how simple items of technology are often taken for granted.

Materials: examples of items mentioned above, plus any others; Master No. 1

R.I.C. Publications

Simply Science - Level 1

42

Simply

Activity 1 - Humans vs Natural

Science

Draw a picture of five different things in your school that are made by humans.

© R. I .

C.Publ i cat i ons Draw picture ofi five in o •af o rr ev e wdifferent pur pthings oses nl y• your school that are natural.

Are there more human-made or natural things in your school?

R.I.C. Publications

Simply Science - Level 1

43

Simply

Activity 2 - The City and the Country

Science

You are going for a drive in the city.

Draw some things that you would see out of the window.

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y• You are going for a drive in the country. Draw some things that you would see out of the window.

R.I.C. Publications

Simply Science - Level 1

44

Simply

Activity 1 - Helpful Tools

Science

There are many things that help us live and work.

Draw some things that help us work in the classroom.

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y• Draw some things that help us in the home.

R.I.C. Publications

Simply Science - Level 1

45

Simply

Science

Series Overview

Level and Topic

BS

PS

EN

TE

OB

CO

CL

ME

IN

PR

CV

ID

X

X

Level 1 Skill Revision Plants

X

Sand Classroom Animals

X

X

X

X

X

X

X

X

X

X

X

X

X

Colour

X

The Environment

X

X X

X

X

X

X

Technology

X

Level 2 Skills Revision Plants

X X

Floating Pets

X

X

X

X

X

X

Shadows

X X

The Environment

X

X X

X

X

X

X

X

X

X

Technology

X

Level 3 Skills Revision Fruit

X X

Bathroom Science Animal Needs

X

X

X

X

X

X

X

X

X

X

X

Magnets

X X

The Environment

X

X

X

X

X

X

Technology

X

Level 4 Skills Revision X

Parachutes Animals

X

X

Heat

X

X

X

X

X

X

X

X

X

X

X

Skills Revision

X

Building

X

X

X

X

Electricity Insects

X

X

X

Technology

Plants

X

X

X

The Environment

Level 5

X

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y• Vegetables

X X

X X

X

X

The Environment

X

X

X

X

X

X

Technology

X

Level 6 Skills Revision Vegetables

X

Investigating Powders Amphibians

X

X X

X X

The Environment

X

X X

X

X

X

Time

X X

X

X

X

X

X

X

X

Technology

X

Level 7 Skills Revision Flowering Plants

X X

Solar System Food Chains Weather The Environment

X

R.I.C. Publications

X

X

X X

X

X

X X

X X

X

X

X X

X

X

X

Technology

OB - observing IN - inferring ID - interpreting data TE - technology

X

X

X

CO - communicating PR - predicting PS- physical science EN - environment

CL - classifying ME - measuring CV - controlling variables BS - biological science

Simply Science - Level 1

46