Literacy through Science: Age 5-7 by Teacher Superstore

RIC-6318 6.5/105

Literacy through science Ages 5–7 Published by R.I.C. Publications® 2009 under licence to Creative Teaching Press Inc. Copyright© 2002 Creative Teaching Press Inc. This version copyright© R.I.C. Publications® 2009 ISBN 978-1-74126-880-5 RIC–6318

Titles available in this series:

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Literacy through science Ages 5–7 Literacy through science Ages 8–10 Literacy through science Ages 11+

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Contributing authors to the Literacy through science series are: Trisha Callella Marilyn Marks

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This master may only be reproduced by the original purchaser for use with their class(es). The publisher prohibits the loaning or onselling of this master for the purposes of reproduction.

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Signature of Purchaser:

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School Order# (if applicable):

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Internet websites

In some cases, websites or specific URLs may be recommended. While these are checked and rechecked at the time of publication, the publisher has no control over any subsequent changes which may be made to webpages. It is strongly recommended that the class teacher checks all URLs before allowing students to access them.

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Website: www.ricpublications.com.au Email: mail@ricgroup.com.au

Teachers notes

Foreword

Literacy through science is a resource designed to provide the integration of science content with specific reading instruction. It enables students to improve their comprehension of nonfiction text and to understand scientific vocabulary and concepts appropriate to their level. The resource includes 12 units that cover the areas of life, Earth and physical science. The topics chosen are based on a selection of those most commonly investigated in their age group. Titles in this series are:

• Literacy through science – Ages 5–7

r o e t s Bo r e p ok u ContentsS • Literacy through science – Ages 8–10

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• Literacy through science – Ages 11+

Introduction.........................................................................................................................................................iv Unit overview.............................................................................................................................................. v – vii Content summary .............................................................................................................................................viii Unit timetable .....................................................................................................................................................ix Curriculum links .................................................................................................................................................ix

Pre-reading strategies ..............78–80 Nonfiction text ...................................81 Post-reading applications ........82–84 Hands-on science ......................85–86

The farm

The sun

Simple machines

Pre-reading strategies ..............11–13 Nonfiction text ..................................14 Post-reading applications ........15–17 Hands-on science ......................18–19

Pre-reading strategies ..............49–51 Nonfiction text ..................................52 Post-reading applications ........53–55 Hands-on science ......................56–58

Pre-reading strategies ..............87–89 Nonfiction text ..................................90 Post-reading applications ........91–93 Hands-on science ......................94–96

The zoo

Clouds

Magnets

Pre-reading strategies ..............20–22 Nonfiction text ...................................23 Post-reading applications ........24–26 Hands-on science ......................27–28

Pre-reading strategies ....................59 Nonfiction text ............................60–62 Post-reading applications ........63–65 Hands-on science ......................66–68

Pre-reading strategies ..............97–99 Nonfiction text .................................100 Post-reading applications ....101–103 Hands-on science ..................104–106

Life cycles

Storms

Shadows

Pre-reading strategies ..............69–71 Nonfiction text ..................................72 Post-reading applications ........73–75 Hands-on science ......................76–77

Pre-reading strategies ..........107–109 Nonfiction text ................................110 Post-reading applications ....111–113 Hands-on science ..................114–115

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Pre-reading strategies ..............39–41 Nonfiction text ..................................42 Post-reading applications ........43–45 Hands-on science ......................46–48

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Pre-reading strategies ..................2–4 Nonfiction text ....................................5 Post-reading applications ............6–8 Hands-on science ........................9–10

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Pre-reading strategies ..............29–31 Nonfiction text ..................................32 Post-reading applications ........33–35 Hands-on science ......................36–38

Answers....................................................................................................................................................116–121

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Literacy through science

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Teachers notes

Introduction For many students, reading comprehension diminishes when they read nonfiction text. Students often have difficulty understanding scientific vocabulary, making inferences and grasping scientific concepts. Literacy through science integrates science content with specific reading instruction to help students improve their comprehension of nonfiction text.

Pre-reading strategies • Guess the topic • Before-and-after chart • Word warm-up

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Life science

Earth science

Physical science

Sea animals

Rocks

Matter

The farm

The sun

Simple machines

The zoo

Clouds

Magnets

Life cycles

Storms

Shadows

Each unit includes pre-reading strategies, such as predicting the topic of the nonfiction text, accessing prior knowledge and brainstorming about vocabulary, that may be included in the reading selection. Following the pre-reading exercises is a nonfiction reading selection. This is followed by essential post-reading applications such as full-answer comprehension questions on multiple taxonomy levels, multiple-choice questions and a critical thinking exercise. Each unit also includes a hands-on science experiment that requires students to become active participants as they gain an understanding of essential scientific concepts.

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This resource includes 12 units that cover three areas of science: life science, earth science and physical science. The units are based on a selection of topics most commonly investigated at this level:

Nonfiction text

Post-reading © R. I . C.Publ i cat i onsapplications • Comprehension questions answers •f orr evi ew pur poses onand l y •

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The teachers notes on pages v – vii include the indicators and implementation strategies for each unit component. Before, during and after reading the nonfiction text, students are exposed to those same reading strategies that are typically reinforced during language and literacy lessons. This provides the opportunity to teach both reading and science simultaneously. Using the activities in this resource, students will continue learning to read while reading to learn. They will become more successful readers while gaining new science knowledge and experiences.

• Get logical

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• Multiple-choice questions

Literacy through science

Hands-on science

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Unit overview

Teachers notes

Pre-reading strategies

Guess the topic

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Before-and-after chart

Indicators Students will: • access prior knowledge by brainstorming what they already know about the topic • increase familiarity with the science content by hearing others’ prior knowledge experiences • revisit the before-and-after chart after reading to recall information from the information text. Implementation Distribute copies of this page to individual or pairs of students and use it as a whole-class activity. After discussion, students list what they already know about the topic. After the class reads the information text, they add facts they have learned.

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Indicators Students will: • be introduced to key concepts and vocabulary before reading • be able to transfer this key strategy to improve test-taking skills. Implementation Students use clues and the process of elimination to predict the topic of the nonfiction text. Distribute copies of this page to individual or pairs of students and use it as a whole-class activity. Begin by reading aloud each topic word and ask students to repeat the words. Read the clues one at a time. For each topic, students put a tick or a cross for each clue. Then discuss with the class what topic word(s) could be eliminated and the reasons why. (Note: There will be clues that do not eliminate any words. The purpose of this is to teach students that although there is information listed, it is not always helpful information.) If there is more than one word left after the class discusses all of the clues, reread the clues with the class and discuss further which answer would be the most appropriate. Students then write the answer on the space provided. They can list two things they would like to know about the topic on the bottom of the blackline.

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Word warm-up

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Indicators Students will: • revise familiar vocabulary • be introduced to new vocabulary • make predictions about the nonfiction text by using thinking and reasoning skills • begin to monitor their own comprehension. Implementation Distribute copies of this page to individual or pairs of students and use it as a whole-class activity. Have students make predictions about which of the words could be in the text and which words probably would not be in the text. Ask them to give reasons for their predictions. For example, ask ‘Do you think a zebra would be at a farm?’ A student may write ‘Yes, because it is an animal’ or ‘No, because it is an animal that lives in the wild’. Students circle the word if they think it will be in the text and cross it out if they don’t. Do not correct students’ responses. After reading, students can either confirm or refute their own predictions. It is more beneficial for students to verify their predictions on their own than to be told the answer before actually reading the text. Students choose three of the circled words to write in a meaningful sentence. R.I.C. Publications® – www.ricpublications.com.au

Literacy through science

Unit overview

Teachers notes

Nonfiction text

Read and comprehend Indicators Students will: • • • •

read high-interest, nonfiction stories increase science knowledge increase content area vocabulary make connections between the science facts and their own experiences.

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Post-reading applications

Questions and answers

Indicators Students will: • recall factual information • be challenged to think beyond the facts in the text to make inferences • connect the text to other reading, their own lives and the world around them. Implementation Each student will need a copy of the comprehension page. Use the questions to facilitate a class discussion of the text. Afterwards, students can write the answers to the questions on their blackline.

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Implementation Each student will need a copy of the text and their corresponding Word warmup worksheet while you read the text with the class. After reading, students look at the Word warm-up again and discuss their predictions in relation to the new information they learned. Students identify any changes they would make and give reasons for their responses. Then students revisit the corresponding Before-and-after chart and add any new information they have learned.

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Multiple-choice questions

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Indicators Students will: • practise answering questions in a multiple-choice test format • integrate literacy skills with science knowledge. Implementation Ensure students have had some experience with the content of literacy skills covered in these activities. These include knowledge of what a syllable is; identifying nouns, verbs, adjectives and vowels; and practise with alphabetical order. Each student will need a copy of this page. Instruct students to read a question and all of the answer choices for that question before deciding on an answer. Show them how to use a pencil to completely fill in the circle for an answer. Ask students to raise their hand if they have difficulty reading a question and/or the answer choices. Thoroughly explain the types of questions and exactly what is being asked the first few times students use this blackline.

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Literacy through science

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Teachers notes

Unit overview Get logical

r o e t s Bo r e p ok u S Hands-on science

Science experiment

Indicators Students will: • participate in hands-on learning experiences • apply a scientific method • expand and reinforce science knowledge • apply new science vocabulary. Implementation Students will each need a copy of any blackline master pages accompanying the teachers page. Each experiment begins with a scientific question. Encourage students to brainstorm answers (hypotheses) and discuss their ideas based on facts they learned from the text. (Additional teacher background information is provided to enhance discussion.) Explain to the class what they will be doing in the experiment and provide them with the necessary materials for the activity. Read the directions step-bystep while students complete the experiment. Discuss the questions on any accompanying blackline master pages before students write their answers on their copy. The final question in this section restates the inquiry used to start the activity.

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Indicators Students will: • practise logical and strategic thinking skills • practise the skill of process of elimination • transfer the information read by applying it to new situations. Implementation Each student will need a copy of this page. Read the clues and sentences to familiarise students with the words. Show them step-by-step how to eliminate choices based on the clues given. Students place an ‘X’ in a box that represents an impossible choice, thereby narrowing down the options for accurate choices. The latter can be ticked. Once they understand the concept, students can work independently on this blackline.

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Literacy through science

vii

Teachers notes

Content summary

This chart shows a summary of the science content covered in each unit. Sea animals

The farm

The zoo

Life cycles

Organisms have basic needs.

•

The world has many different environments.

•

Distinct environments support the lives of different organisms.

•

Organisms can only survive where their needs are met.

•

Each plant or animal has different structures that serve different functions.

•

r o e t s Bo r e p ok u S •

Plants and animals have predictable life cycles.

Earth science

•

• •

Rocks

Earth materials include solid rocks and soils, water and the gases of the atmosphere.

•

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Life science

The sun

•

Earth materials have different physical and chemical properties.

Clouds

Storms

•

Weather changes from day to day and over the seasons.

•

Objects in the sky have patterns of movement.

•

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The sun provides the light and heat to maintain the temperature of Earth.

Physical science

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movements that can be observed and described.

•

Objects are made of one or more materials; e.g. wood, metal, paper.

•

Materials can exist in different states.

•

Some materials can change from one state to another by heating or cooling.

•

Light can be reflected, refracted or absorbed by an object.

viii

Literacy through science

•

Simple Magnets Shadows machines

Objects have many observable properties—e.g. size, weight, shape, colour and temperature—that can be measured.

Magnets attract and repel each other and some other kinds of materials.

•

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•

• •

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Teachers notes

Unit timetable

Allowing time to reread a text several times is vital to young students’ comprehension of the material, especially when it is nonfiction text. The following timetable provides a suggested method as to how to incorporate rereading a text several times while completing all of a unit’s activities over a week.

Monday

•

‘Guess the topic’ (5–8 minutes)

•

‘Before-and-after chart’ (5–8 minutes)

•

‘Word warm-up’ (5–8 minutes)

•

Read the text with the whole class.

•

Reread the text in small groups.

•

Revisit the ‘Before-and-after chart’ and ‘Word warm-up’.

•

Reread the text with the whole class.

•

Discuss and complete the ‘Questions and answers’ page.

•

Reread the text with a partner or buddy.

•

Complete the ‘Multiple-choice questions’ and ‘Get logical’ pages.

•

Complete the ‘Hands-on science’ experiment pages

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Thursday

Friday

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

English

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Science

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State

TS1.1, TS1.2, TS1.3, TS1.4, RS1.5, RS1.6, RS1.7, RS1.8, WS1.11, WS1.12

LTS1.3, PPS1.4, ESS1.6, INVS1.7

ENSL0201, ENSL0202, ENSL0203, ENSL0204, ENRE0201, ENRE0202, ENRE0203, ENRE0204, ENRE0205, ENRE0206, ENRE0207

SCSC0201

LS2, R2

I 2, EB 2, EC 2, LL 2, NPM 2

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Refer to curriculum documents on: http://www.qsa.qld.edu.au

SS21., SS2.2, SS2.3, EB2.1, EB2.2, EC2.1, EC2.2, D2.4, D2.5, LL2.1, LL2.2, LL2.3, NPM2.1, NPM2.2, NPM2.3

1.1, 1.2, 1.3, 1.5, 1.6, 1.7, 1.9., 1.11

1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7

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Literacy through science

Guess the topic •

Look at the four topic choices.

•

Read each clue below.

•

Draw a tick if the topic matches the clue.

•

Draw a cross if the topic does not match the clue.

r o e t s Bo r e Topic 2 o p u k S Clue 1 Clue 1

The topic that best matches the clues is

Minerals

Clue 2

Clue 3

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Topic 1

Clue 2

Sea animals

Clue 3

Topic 4 © R. I . C.Publ i c at i ons Clue 1 Clue 1 •f orr e vi ew pur posesonl y •

Topic 3

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Cactus

C L U E S

Clue 2

Clue 3

Clue 2

Plants

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Clue 3

. te1 They are living things. o c . e 2 c her r They breathe, grow and need water. o t s super 3

They do not grow from seeds.

What are two things you would like to know about the topic? • • 2

Literacy through science

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Before-and-after chart

Sea animals

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List facts you already know about sea animals.

learned after reading.

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Se a animals

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Literacy through science

Sea animals

Word warm-up

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1 Circle the words you might expect to find in a text about sea

breathe

letter

desk

sheep

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blubber

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animals.

water

dolphin

gills

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seaweed

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2 Choose three words and write a sentence for each.

(a)

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(b)

(c)

Literacy through science

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Read and comprehend

Sea animals

Read the information about sea animals. Dear Grandma I just read your letter. It sounds like you had fun whale watching. I hope I can do that one day. In my class, we are learning about sea animals. I have learned a lot about whales and fish and how they live in the sea.

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r o e t s Bo r e Did you know thatp whales are not fish? They are mammals. I learned o u ka blowhole on that they have lungs—just like us! Whales also have S the top of their head. This is how they breathe. Did you know that they swim by moving their tail flukes up and down? This helps them get to the top of the water. It also helps them dive under the water. Large whales, like blue or grey whales, do not have any teeth. They have rows and rows of baleen (which look like giant toothbrush bristles).

All whales have fat under their skin. This is called blubber. It helps to keep them warm.

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Did you see fish on your trip? In school we learned that fish come in many shapes and sizes. Some are long. Some are skinny. Some are flat like a pancake. Some look like a long tube. Did you know that fish do not have lungs, like whales do? All fish have gills. The gills help them breathe under the water.

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I learned that fish move in a different way from whales. Fish swim by moving their tail fin. They move it from side to side. They use their other fins to help them steer. Did you know a seahorse cannot swim well? And a cuttlefish can change its colour and shape?

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I would really like to see the sea life I have learned about! Please write back to me. I would love you to send any pictures you have of whale watching. Love Max R.I.C. Publications® – www.ricpublications.com.au

Literacy through science

Sea animals

Questions and answers 1 Who went whale watching?

2 Write two facts Max learnt about whales.

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r o e t s Bo r e p ok u Write two facts Max learnt about fish. S

4 Why do you think a fish’s tail moves differently from a whale’s tail?

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5 Why do you think a whale’s blowhole is on the top of its head?

(b) Draw a picture of this sea . t e you most like to see and o animal. c . why? che e r o t r s super

6 (a) Which sea animal would

Literacy through science

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Multiple-choice questions

Sea animals

Colour the circle next to the correct answer. 1

If you put these words in alphabetical order, which word would come after ‘seahorse’? dolphin

r o e t s Bo r e pbaleen o gums blowholek fins u S What is the action word (verb) in the following sentence? about

whale

Max learned about sea animals. sea

Max

learned

Which word best fits this sentence?

grind

grinds

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grinding

Which word would best show how these two things are alike?

octopus

whale

move

swim

Dolphin is to swim like

grinded

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fish

What do large whales have instead of teeth?

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gills

is to crawl.

o c . Which word inc the text means ‘to guide in a particular direction’? e her r o t s s breathe steer uper crab

seagull

Which word has the most syllables? lungs

gills

seahorse

whale

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Literacy through science

Sea animals

Get logical

Tyler, Rebecca, Ella and Sam each decided to write a report on their favourite sea animal. Use the clues below to decide which animal each person wrote about.

Clues

Rebecca’s animal has blubber under its skin. Ella’s animal changes colour to hide from enemies.

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r o e t s Bo r e p ok u S Tyler’s animal cannot swim well.

Sam learned that his sea animal uses gills to breathe.

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Blue whale

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Seahorse Fish

Cuttlefish

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Rebecca

Sam

Ella

2 Rebecca wrote a report on

3 Sam wrote a report on

4 Ella wrote a report on

Literacy through science

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Science experiment

Teachers notes

Se a

Student focus question:

animals

What helps a whale float and swim to the surface of the ocean? While students may brainstorm many answers based on the text, this hands-on activity demonstrates how blubber helps whales float and rise to the surface to breathe.

Background information

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Whales are mammals, which means they must come up to the surface to breathe air. That is why their tail flukes move in an up-and-down way. This helps them to surface and dive.

The layer of blubber under a whale’s skin helps to keep it warm. The blubber also helps whales float and swim closer to the surface as the blubber is less dense than the water. Its powerful tail also helps to propel it along.

Hands-on experiment

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Whales can be very large and heavy animals. Whales, like all mammals, are warm-blooded. That means their body temperature stays the same no matter how cold or warm the water is.

Procedure © R. I . C .Publ i cat i ons (per group) 1. Divide the class into groups of four to five students and give eachp group a set materials. •f orr evi ew ur pofo sesonl y• • 3–4 small- to mediumMaterials

• resealable plastic bag

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• plastic container (2/3 full of water)

3. Ask a different student to place the ‘whale’ (bag) in the water. Students observe what happens. (It will sink.)

• table spoon

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2. Ask a student in each group to place the rocks inside the resealable plastic bag, squeeze most of the air out of the bag and seal it. (Explain that the bag of rocks represents a whale’s heavy body.)

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sized rocks

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• vegetable shortening (e.g. margarine)

4. Have another student open the bag, add one to two spoonfuls of ‘blubber’ (shortening) and seal the bag. 5. Another student places the bag in the water again. Ask students to observe if the bag floats this time. 6. Encourage students to keep adding blubber (shortening) to the bag until their whale reaches the surface of the water. The amount of blubber added depends on the weight of the rocks. 7. Discuss the questions on page 10 before students write their answers.

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Literacy through science

Science experiment

Sea animals

What helps a whale float and swim to the surface of the ocean?

Results and conclusions

r o e t s Bo r e p ok u S (b) Why do you think this happened?

1 (a) What happened to your ‘whale’ (bag) the first time you put it in

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the water?

2 What happened after you added one to two spoonfuls of ‘blubber’

(shortening) to your bag?

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4 (a) What helps a whale float

and swim to the surface of the water?

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(b) Why?

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3 How many spoonfuls of blubber did you add altogether? 5 Draw what happened in your

experiment.

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Literacy through science

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Guess the topic •

Look at the four topic choices.

•

Read each clue below.

•

Draw a tick if the topic matches the clue.

•

Draw a cross if the topic does not match the clue.

r o e t s Bo r e Topic 1 Topico 2 p u k S Clue 1

Fish

Clue 2

Clue 3

Clue 2

Rocks

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Clue 3

Topic 4s © R. I . C.Publ i cat i on Clue 1 r Clue 1 •f orr evi ew pu posesonl y•

Topic 3

Clue 1

The farm

Clue 2

Clue 3

Clue 2

Space

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The topic that best matches the clues is

Clue 3

. te1 It involves living things. o c . c e 2 h r The living things give us things we need. er o t s super

C L U E S

3 It is where we get our eggs and milk from.

What are two things you would like to know about the topic? • • R.I.C. Publications® – www.ricpublications.com.au

Literacy through science

Before-and-after chart

The farm

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List facts you already know about farms.

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The rm fa

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learned after reading.

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Literacy through science

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The farm

Word warm-up

zebra

mess

henhouse

rooster

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r o e t s Bo r e p ok Circle the words you might expect to find in a text about the farm. u S visiting

ice-cream

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blankets

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milk

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clothes

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2 Choose three words and write a sentence for each.

(a)

(b)

(c)

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Literacy through science

Read and comprehend

The farm

Read the information about the farm. People who work on farms help us all. They grow crops for food. They also raise animals. We get food from farm animals and wool to make our clothes.

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Mrs Lee’s class went to the farm. They wanted to learn about the animals. They saw cows, sheep, hens and roosters. They also saw a dairy cow, which is the type of cow that gives us milk. This milk is called raw milk. We use milk to make products such as butter, cheese and ice-cream. The class watched the farmer milk the dairy cow. The raw milk did not look like the milk people buy from the shops. It looked light yellow and thick. The farmer explained the raw milk goes to the dairy after it comes out of the cow. The people at the dairy take out some of the cream. Each child in the class had a turn at milking the cow!

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The next animals they saw were the sheep. The class learned about the sheep’s wool. It keeps them warm in the winter. But the sheep get hot in the summer. So the farmer cuts the wool off the sheep. It is used to make clothes and blankets. The class felt the wool. It was soft. The children had fun touching the wool!

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o c . chenhouse. e The last stop was the Hens lay eggs every day. The class her r o stthe eggs to shops saw the farmer pick up eggs. s The farmer sends r u e p for people to buy. Each child held a hen or a rooster. Then the farmer picked up a hen. It laid an egg right in his hand! The class laughed! The class said ‘thank you’ to the farmer and ‘goodbye’ to the animals. They had a great time learning about the animals and loved visiting the farm! 14

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The farm

Questions and answers 1 Who went on the excursion?

2 In what order did they see the animals?

4 What other animals might you see on a farm?

ew i ev Pr

Teac he r

r o e t s Bo r e p ok u Write two facts the class learned about milk. S

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m . u

5 What was the biggest surprise during their trip to the farm?

(b) Draw a picture of your . t e the class saw do you answer. o c . think sounds the most c e her r interesting and why? o t s super

6 (a) Which of the things

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Literacy through science

Multiple-choice questions

The farm

Colour the circle next to the correct answer. If you put these words in alphabetical order, which word would come before the word ‘farmer’? sheep

r o e t s Bo r e p oktwo five seven three u S Which words best describe the raw milk? light yellow, thin

white, runny

white, thick

light yellow, thick

Which word has the most syllables?

©R . I . C.Publ i c at i ons rooster horse sheep •f orr evi ew pur posesonl y• Which word finishes this rhyme? cow

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I want to, but I don’t know how. Please show me how to milk a

hen

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sheep

cow

o c . We felt the soft wool. ch e r e o t r s soft s felt We uper

Which word best fits in this sentence? 10 eggs from the henhouse.

Yesterday, the farmer collecting

rooster

What is the naming word (noun) in this sentence?

wool 7

roosters

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hens

How many vowels are in the word ‘rooster’?

Teac he r

cows

m . u

Literacy through science

collect

collected

collects

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The farm

Get logical

Carlos, Jane, Grace and Trenton were students in Mrs Lee’s class. Each of them had a favourite animal from the farm. Use the clues below to decide which animal at the farm was each student’s favourite.

Clues

r o e t s Bo r e p ok u 2 Jane squirted her friends with this animal! S Trenton’s animal was soft and woolly.

Carlos’s animal flew out of his hands.

Grace found an egg under her animal.

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Teac he r

Cow

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Sheep Rooster

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Hen

o c . che e r o t r s super Carlos liked the Carlos

Jane

Trenton

Grace

the best.

2 Jane liked the

the best.

3 Trenton liked the

the best.

4 Grace liked the

the best.

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Literacy through science

Teachers notes

Science experiment

Th e f ar m

Student focus question: How is raw milk different from bought milk?

While students may brainstorm many answers based on the text, this hands-on activity demonstrates the process of homogenisation.

Background information

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

Raw milk is about one-third butterfat. At the dairy, extra fat is removed from the milk, leaving 4%, 2%, 1% or no fat (for non-fat milk). The butterfat and milk are used to make butter, cheese, yoghurt, sour cream, icecream and other dairy products.

Teac he r

You will need a parent or class helper for each group of students.

Hands-on experiment (per group)

©Procedure R. I . C.Publ i cat i ons 1.e Divide the classp into groups of four to five students, assign a •f orr v i e w u r p o s e s o n l y • parent or class helper to each group and give each group a set of

• 1/2 cup (125 mL) milk (4% or 2% fat)

materials.

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• small empty baby food jar with lid • 1/2 cup (125 mL) vegetable oil

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2. Have the helper in each group pour milk into the baby food jar until it is one-third full.

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Materials

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After the milk and butterfat are separated, two important processes help to make the milk safe and ready for delivery to the shops. The dairy pasteurises the milk by heating it and cooling it quickly. This process kills disease-causing germs. Then the milk is homogenised. This process evenly distributes the remaining butterfat throughout the milk so that it does not rise to the top (like it does in raw milk).

3. Ask the parent helper to slowly pour vegetable oil in the jar until there is a yellow layer on top of the milk. (There should be about twice as much milk as oil.)

o c . che e r o t r s super

4. Point out how the oil rises to the top of the milk. (This is what cream or butterfat does naturally in raw milk; the layers separate.) 5. Encourage students to observe the differences in the colour and the depth of the two layers of the ‘raw milk’. 6. Have a student put the lid on the jar of milk.

7. Allow each group member to take a turns in vigorously shaking the jar up and down 20 times. 8. Ask students to place the jar on the table and observe what the contents in the jar look like. 9. Discuss the questions on page 19 before students write their answers. 18

Literacy through science

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Science experiment

The farm

How is raw milk different from bought milk?

Results and conclusions 1 Colour the jar to show what your raw milk looks like.

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

Draw a line from the words on the right to that part of your raw milk.

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Teac he r

milk

2 Colour the jar to show what your milk looked like after it was

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shaken. This is your ‘homogenised’ milk.

o c . che e r o t r s super

3 How is homogenised milk different from raw milk?

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Literacy through science

Guess the topic •

Look at the four topic choices.

•

Read each clue below.

•

Draw a tick if the topic matches the clue.

•

Draw a cross if the topic does not match the clue.

r o e t s Bo r e Topic 2 o p u k S Clue 1 Clue 1

The topic that best matches the clues is

Plants

Clue 2

Clue 3

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Teac he r

Topic 1

Clue 2

The museum

Clue 3

Topic 4 © R. I . C.Publ i c at i ons Clue 1 Clue 1 •f orr e vi ew pur posesonl y •

Topic 3

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The zoo

C L U E S

Clue 2

Clue 3

Clue 2

The park

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Clue 3

. te1 It is a place. o c . e 2 c her r Live animals are there. o t s super 3

You might see an elephant there.

What are two things you would like to know about the topic? • • 20

Literacy through science

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Before-and-after chart

The zoo

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

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Teac he r

List facts you already know about zoos.

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The zoo

m . u

learned after reading.

o c . che e r o t r s super

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Literacy through science

The zoo

Word warm-up

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predators

farmer

grasslands

home

toucans

cows

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Teac he r

r o e t s Bo r e p ok Circle the words you might expect to find in a text about zoos. u S

roses

marsh

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porcupines

o c . che e r o t r s super

2 Choose three words and write a sentence for each.

(a)

m . u

(b)

(c)

Literacy through science

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Read and comprehend

The zoo

Read the information about the zoo. A zoo is where you can see animals up close and learn about them. You can also learn about where they live. Most of the animals at a zoo are wild. Some of them are endangered. This means there are not many of them left in the world.

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Teac he r

r o e t s Bo r e Sometimes animals do not live long in the wild.o They are hunted and p u killed by predators. At the zoo, they are safe. Somek zoos have a large, S safe home for each kind of animal. Animals are fed at the zoo. Their homes are cleaned. They are well cared for at the zoo.

How does a zoo make homes for the animals? The zoo tries to make it look like their home in the wild. Lions, giraffes and zebras live in the grasslands. It is warm and dry there. Elephants, monkeys and toucans live in the jungle. It is hot and wet there. Bears and porcupines live in the forest. It is damp and cool there. Alligators live in a freshwater marsh. Grass and reeds grow out of the water in a marsh.

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Have you gone to a zoo? If you go, look at the animals and their homes. You can think about these things: Do you think the animals are happy? Do you think their homes are clean and safe? You can learn a lot more about animals at the zoo.

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What if there were not any zoos? Then you would not see the animals up close. You could only read about them or see them on TV.

o c . che e r o t r s super

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Literacy through science

The zoo

Questions and answers 1 What are some animals that live in a zoo?

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

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Teac he r

2 Why are zoos important?

3 What do animals’ homes sometimes look like in zoos?

4 What is one way a zoo is different from a farm?

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5 What is one way a zoo is the same as a farm?

(b) Draw a picture of this animal. . t e what animal would you o c . most like to see? Why? che e r o t r s super

6 (a) If you went to the zoo,

Literacy through science

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Multiple-choice questions

The zoo

Colour the circle next to the correct answer. 1

If you put these words in alphabetical order, which word would come before the word ‘hippopotamus’? porcupine

giraffe

r o e t s Bo r e p alligator o toucan u zebra k S What is the most important reason for having zoos?

bear

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zebra

Which animal lives in a freshwater marsh?

Teac he r

lion

So people can look at the animals.

To learn about animals and to protect animals. To charge people money for visiting.

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protect

protected

. teCow is to farm like is to jungle. o c . e elephant c bear lion her r o t s super Which word means the same as ‘marsh’?

protecting

Which word would best show how these two things are alike?

jungle 7

protects

m . u

A zoo is a place where animals are

swamp

forest

giraffe

grassland

Which word has the fewest syllables? elephant

porcupine

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toucan

alligator

Literacy through science

The zoo

Get logical

There are many animals at the Zany Zoo. The monkeys, giraffes, elephants and alligators each have different zookeepers who take care of them. Use the clues below to decide which zookeeper takes care of each group of animals.

r o e t s Bo r e 1 Some of Andrew’s animals have long front p o u k teeth called tusks. S 3 4

Linda needs to stand on a tall ladder to check her animals’ teeth.

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Teac he r

Clues

James takes care of animals that swing from tree branches.

Eve takes care of animals with scaly skin.

Monkeys

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m . u

Giraffes Eelephants Alligators

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o c . che e r o t r s super Linda takes care of the Linda

Andrew

James

Eve

2 Andrew takes care of the

3 James takes care of the

4 Eve takes care of the

Literacy through science

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Science experiment

Teachers notes

Th e zo o

Student focus question: How would you take care of a giraffe, an alligator or a monkey if you were a zookeeper?

While students may brainstorm many answers based on the text, this hands-on activity demonstrates how environments can be created to meet the needs of various animals.

Background information

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

Zoos are designed to educate people about the great diversity of animal life on Earth and to help the public understand the need to conserve and preserve animal habitats.

Teac he r

ew i ev Pr

The two most common methods of building zoo environments are using a pit or moat to surround the area (which keeps the animals confined but gives a better view to the public), and using enclosures. An area can be partitioned using a fence or brick wall.

Hands-on experiment Materials

Procedure

(per pair)

1. Discuss with the class the attributes of a variety of habitats; e.g. grasslands, jungle, freshwater marsh.

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• assorted craft supplies (e.g. pipecleaners, dried flowers, construction paper, cellophane, small twigs, grass)

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• toothpicks or craft sticks

• crayons or markers • tape

4. Give each pair a set of materials.

5. Direct students to plan how they will create a safe zoo habitat for their animal. (Remind them that their animal must not be able to escape from the zoo.)

o c . che e r o t r s super

• animal pictures from page 28 • scissors

3. Each student chooses or is assigned a partner. Ask each pair to choose one of the three animals.

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• shoebox

6. Have students stand the shoebox on its side horizontally. They can use the clay with their shoebox as a support with which to hold and build the zoo habitat with the craft supplies. 7. Students can arrange toothpicks or craft sticks at the front of their shoebox to create an enclosure. They could also make a moat from cellophane. 8. Students cut out and colour the pattern for their animal, tape a toothpick on the back of their animal cutout, and insert the toothpick into the clay to place their animal in its habitat. 9. Discuss the questions on page 28 before students write their answers.

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Literacy through science

The zoo

Science experiment How would you take care of a giraffe, an alligator or a monkey if you were a zookeeper?

Results and conclusions 1 Which animal did you choose?

ew i ev Pr

Teac he r

r o e t s Bo r e p o u k What did you put in its habitat? S

3 Do you think it would be easy or hard to be a zookeeper?

Why?

m . u

w ww

4 How would you take care of a giraffe, an alligator or a monkey if

you were its zookeeper?

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o c . che e r o t r s super

Literacy through science

R.I.C. Publications® – www.ricpublications.com.au

Guess the topic •

Look at the four topic choices.

•

Read each clue below.

•

Draw a tick if the topic matches the clue.

•

Draw a cross if the topic does not match the clue.

r o e t s Bo r e Topic 1 Topico 2 p u k S Clue 1

Clue 2

Clue 3

Life cycles

Clue 2

Electricity

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Day and night

. C t e L U E S

Clue 2

Clue 3

Clue 2

m . u

Clue 3

Topic 4s © R. I . C.Publ i cat i on Clue 1 r Clue 1 •f orr evi ew pu posesonl y•

Topic 3

Clue 1

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Teac he r

The topic that best matches the clues is

Mammals

Clue 3

o c . c e 2hIt involves living things.r e o r st super 1

It involves things that change.

It involves how things grow.

What are two things you would like to know about the topic? • • R.I.C. Publications® – www.ricpublications.com.au

Literacy through science

Before-and-after chart

Life cycles

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

ew i ev Pr

Teac he r

List facts you already know about life cycles.

learned after reading.

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Life cycles

m . u

o c . che e r o t r s super

Literacy through science

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Life cycles

Word warm-up

light

circle

froglet

farm

ew i ev Pr

Teac he r

r o e t s Bo r e p ok Circle the words you might expect to find in a text about life cycles. u S gills

sprout

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matures

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seed

m . u

begin

o c . che e r o t r s super

2 Choose three words and write a sentence for each.

(a)

(b)

(c)

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Literacy through science

Life cycles

Read and comprehend Read the information about life cycles.

A life cycle keeps repeating itself. It is like a circle story. It is sometimes called the ‘circle of life’.

r o e t s Bo r e p ok u S The life cycle of a frog begins with an egg. The egg hatches into a tadpole. The tadpole lives in the water. It breathes with gills and has a tail. The tadpole forms lungs and legs as it grows. When this happens, the gills and tail go away. It is now a froglet. The froglet loses its tail and grows into a frog. Now that it is a frog, it lives mostly on land. Then the frog lays eggs to repeat the life cycle.

ew i ev Pr

Teac he r

A life cycle begins with an egg, a seed or a baby. The egg hatches, the seed sprouts, or the baby is born. Then the egg, seed or baby grows up. Finally, it helps create a new egg, seed or baby so the circle of life can go on. Each living thing has a life cycle.

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m . u

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The life cycle of many plants begins with a seed. The seed becomes a sprout. The sprout grows into a plant. The plant matures. Then it drops seeds. Those seeds can be planted to begin the life cycle again.

The life cycle of a wild rabbit begins when baby bunnies (kittens) are born. The bunnies are born in a burrow under the ground. There the mother can hide herself and her bunnies. It keeps them safe. Bunnies do not have hair when they are born. The mother keeps them warm and dry. The bunnies grow fur after one week. Their eyes and ears also open. The bunnies take their first hops after two weeks. Then, two days later, they leave to take care of themselves. They grow to become rabbits. Then some will have more baby bunnies to repeat the life cycle.

o c . che e r o t r s super

Every living thing has a life cycle. Look all around you. What is the life cycle of each living thing that you see?

Literacy through science

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Questions and answers

Life cycles

1 What is another name for a life cycle?

2 What are the four parts to the life cycle of a frog?

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

4 What do you think would happen if a type

of animal could not continue its life cycle?

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Teac he r

3 What do many plants begin as?

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5 Why do you think a frog’s life cycle has more stages than a rabbit’s

(b) Draw your life cycle. . t e the life cycle of a plant, frog o c . or rabbit? Why? che e r o t r s super

6 (a) Is your life cycle more like

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Literacy through science

Multiple-choice questions

Life cycles

Colour the circle next to the correct answer. 1

If you put the life cycle stages of a frog in alphabetical order, which stage would come first? frog

tadpole

r o e t s Bo r e p okfrog rabbit plant flower u S What is the describing word (adjective) in this sentence? frogs

eggs

Which word best fits this sentence?

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Most frogs hatch from tiny eggs.

tiny

egg

Which animal’s life cycle begins with an egg?

Teac he r

froglet

from

hatch from eggs. © R. I . C.Publ i c at i ons mice roses birds •f orr ev i ew pur po sesonl ytrees • Reptiles, amphibians and

Which word would best show how these two things are alike? Tadpole is to frog like seed is to

w ww plant

butterfly

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bird

m . u

rabbit

An adult frog helps create a new egg. What does the word ‘create’ mean?

o c .make ch e begin hatch grow r er o t s s r u e p Which word has the most syllables? hatches sprout tadpole repeating

Literacy through science

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Life cycles

Get logical

Each Year 2 class at Weaver Primary School decided to learn about the life cycle of a different living thing. Use the clues below to decide which thing each classroom learned about.

Clues

r o e t s Bo r e p ok u 2 Room 2 learned about an animal that looks a lot like its S mother when it is born. Room 3 learned about a living thing that can fly.

There were tadpoles in Room 4.

Room 5 planted tiny seeds.

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Teac he r

w ww

Ladybird Alfalfa

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m . u

Frog

o c . che e r o t r s super Room 2

Room 3

Room 4

Room 5

1 Room 2 learned about a

2 Room 3 learned about a

3 Room 4 learned about a

4 Room 5 learned about

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Literacy through science

Science experiment

Teachers notes

Li fe cyc le s

Student focus question: How can we help the life cycle of a tomato plant continue?

While students may brainstorm many answers based on the text, this hands-on activity demonstrates the growth differences between raw tomato seeds and processed, packaged tomato seeds.

Background information

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

Each plant or animal’s life cycle takes a different amount of time. Insect life cycles are usually short, often less than a year. However, most animal life cycles last over a period of many years.

Seeds from a fresh fruit or vegetable often do not sprout as well as packaged seeds from a plant nursery. Packaged seeds have been dried and treated with chemicals that preserve them and aid in sprouting.

Hands-on experiment Materials

Procedure

ew i ev Pr

Teac he r

Plant life cycles also vary in length. Annuals are plants that complete their life cycle in one year. Biennials are plants that have a two-year life cycle. Perennials are plants with life cycles that last over a period of many years.

© R. I . C. P ubofl i ctoa t i on 1. Divide the class into groups four five and gives each group a set of materials. • blackline •f or estudent vi einw ur pthe oplastic ses o ytomato • in master 2. r One eachp group uses knife ton cutl the

(per group)

(page 37)

half.

• 1 tomato

4. Another student places potting soil in each flowerpot until it is twothirds full.

• potting soil • 2 mediumsized flowerpots or plastic containers • water

m . u

3. Students observe the inside of the tomato and discuss what they see.

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• 1 plastic knife

5. Another student places half of the tomato in one of the pots, covers it with more soil and adds water until all of the soil is moist.

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o c . che e r o t r s super

6. One student in the group writes ‘Fresh seeds’ on one label and sticks it to this pot. 7. Students then observe the tomato seeds from the packet and discuss what they see.

• 2 labels

8. A student sprinkles a few seeds over the soil in the second flowerpot, covers it with more soil and adds water until all of the soil is moist.

• 1/2 packet of tomato seeds

9. Another student writes ‘Dry seeds’ on the second label and sticks it to this pot. 10. Students place both pots in a sunny location. 11. Students water both pots every few days or as needed, observe what changes are happening and record their observations on page 37. 12. Discuss the questions on page 38 before students write their answers.

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Science experiment – 1

Life cycles

How can we help the life cycle of a tomato plant continue?

Observations over time

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

Dry seeds

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Teac he r

Date

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m . u

o c . che e r o t r s super

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Literacy through science

Science experiment – 2

Life cycles

How can we help the life cycle of a tomato plant continue?

Results and conclusions

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

2 (a) Did your fresh tomato

seeds sprout?

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Teac he r

1 How were the fresh seeds different from the seeds in the packet?

3 (a) Did your dry seeds

(b) If so, how many days did

(c)

it take?

sprout?

it take?

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m . u

4 Did the fresh seeds or the dry seeds grow better after 10 days?

o c . c e her r What will the tomato plants make if you let their life cycle continue o t s super longer?

6 How can we help the life cycle of a tomato plant continue?

Literacy through science

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Guess the topic •

Look at the four topic choices.

•

Read each clue below.

•

Draw a tick if the topic matches the clue.

•

Draw a cross if the topic does not match the clue.

r o e t s Bo r e Topic 1 Topico 2 p u k S Clue 1

Moths

Clue 2

Clue 3

Clue 2

The five senses

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Clue 3

Topic 4s © R. I . C.Publ i cat i on Clue 1 r Clue 1 •f orr evi ew pu posesonl y•

Topic 3

Clue 1

Rocks

C L U E S

Clue 2

Clue 3

Clue 2

Sand

m . u

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Teac he r

The topic that best matches the clues is

Clue 3

. te 1 They are found outside on the ground. o c . c e 2 Some are very big, but most of them are small. her r o t s super 3

They are not alive.

What are two things you would like to know about the topic? • • R.I.C. Publications® – www.ricpublications.com.au

Literacy through science

Before-and-after chart

Rocks

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

ew i ev Pr

Teac he r

List facts you already know about rocks.

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Ro cks

m . u

learned after reading.

o c . che e r o t r s super

Literacy through science

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Rocks

Word warm-up

crust

hard

granite

diamond

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Teac he r

r o e t s Bo r e p ok Circle the words you might expect to find in a text about rocks. u S

scientists

clouds

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colours

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eat

m . u

o c . che e r o t r s super

2 Choose three words and write a sentence for each.

(a)

(b)

(c)

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Literacy through science

Read and comprehend

Rocks

Read the information about rocks. What are rocks? You see them all the time. They can be found in the street, at your school and in your garden. What are they made of? Rocks come in many shapes and sizes. Each type of rock is made up of one or more minerals. Minerals are like the letters of the alphabet. Most words are made up of a few letters. In the same way, most rocks are made up of a few minerals.

Teac he r

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r o e t s Bo r e p ok u Shave different colours, we can see them in When the minerals

the rock. This may make the rock look speckled with colours. A speckled rock you might easily find is granite. It looks like small bits of salt and pepper mixed together.

Sometimes the minerals in a rock have the same colours. If they do, you cannot tell what the rock is made of when you look at it.

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The hardest mineral is a diamond. It can scratch or cut almost anything! Diamonds are used to make jewellery. They are used in machines that cut hard things, too.

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Some are soft. Some are shiny. Others are dull.

o c . che e r o t r ssoft. You can scratch r up Talc and graphite are minerals.s They are every

them with your fingernail. Talc is ground up and used for baby and bath powder. Your pencil’s lead is made of graphite. It is so soft that it rubs off when you write. Go on a rock hunt. Look closely at the rocks you find. You might see some of the minerals that make up the rock. You may even want to start a rock collection! 42

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Questions and answers

Rocks

1 What is a rock made of?

2 What is the hardest mineral?

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

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Teac he r

3 How is talc often used?

4 Other than your fingernail, what might you use to test how hard or

soft a rock is?

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6 (a) Where could you go to find rocks for a rock collection?

o c . che e r o t r s super (b) Draw some rocks you have found or would like to find.

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Literacy through science

Multiple-choice questions

Rocks

Colour the circle next to the correct answer. 1

If you put these words in alphabetical order, which word would come before the word ‘diamond’? rocks

crust

granite

mantle

r o e t s Bo r e p ok Rocks are composed of different kinds of minerals. u S made out of tired of full of missing

Which word is a person, place or thing (noun) in this sentence? Talc is a mineral found in rocks. talc

©R I . C.Publ i cat i ons in . •f orr evi ew pur posesonl y• Which word best fits this sentence? found

rocks.

Melted minerals cool and harden to

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became

become

becoming

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o c . cmountains e streams minerals ice cubes her r o st super Which word has the most syllables? rocks

becomed

Which word would best show how these two things are alike? are to rocks.

Milk is to ice-cream like

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Teac he r

What do the words ‘composed of’ mean in this sentence?

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hardest

collection

colours

Which word best describes a diamond? hard

soft

speckled

dull

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Rocks

Get logical

Sarah, Laura, Amelia and Maria each had a rock collection. Each girl collected only one kind of rock. Use the clues below to decide which type of rock each girl collected.

Clues

Teac he r

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r o e t s Bo r e 1 Laura collected rocks that had been in p ok streams and rivers for a long time. u S

2 Sarah wore gloves when she picked up her favourite rocks. 3 Maria collected rocks that had different coloured minerals. 4 Amelia collected rocks that scratched easily.

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Sharp rocks Soft rocks

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Smooth rocks

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

Laura

Maria

Amelia

1 Sarah collected

2 Laura collected

3 Maria collected

4 Amelia collected

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Literacy through science

Teachers notes

Science experiment

Ro c k s

Student focus question: What kinds of rocks can you find on a rock hunt?

While students may brainstorm many answers based on the text, this hands-on activity demonstrates how to classify rocks by hardness using the ‘scratch test’.

Background information

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

Some minerals exist in their pure form in the Earth’s crust. However, most minerals have combined to make rocks. There are three types of rocks—sedimentary, igneous and metamorphic.

Teac he r

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Sedimentary rocks, or layered rocks, are made from layers of sediment that pile up at the bottom of oceans and lakes. Gradually, these particles, such as clay, sand, pebbles and crumbled seashells, are cemented together and harden into rock. Sandstone, limestone and shale are examples of sedimentary rocks. Most sedimentary rocks are softer and can be scratched with a nail.

Igneous rocks, or heat-formed rocks, are created from magma or lava. The magma may get pushed up into the crust, where it can remain trapped. This magma cools off very slowly. As it cools, mineral crystals form. The slower it cools, the larger the crystals that are formed. Speckled rocks such as granite are formed from trapped magma. If the magma reaches the Earth’s surface, it is called lava. The third type of rock is called metamorphic rock. This is a changed rock. It used to be an igneous or a sedimentary rock; however, due to tremendous heat and pressure within the Earth’s crust, these rocks were changed into metamorphic rock. Slate and marble are examples of metamorphic rocks. Metamorphic rocks are generally harder rocks, too.

Materials

Procedure

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(per child or per pair)

• ‘Rock hunt blackline masters’ (pages 47 and 48)

• small plastic bag • 4 rocks from class rock hunt • pair of plastic and metal scissors

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Hands-on experiment 1. Give each student or pair of students a small plastic bag.

2. Take the class outside for a rock hunt. Ask students to look for four different looking small rocks and put them in their bag.

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3. Distribute copies of page 47. Ask students to lay each rock in a separate box on the left-hand side of their sheet.

4. Students to try to scratch each rock with their fingernail. (If they can, it is a ‘soft’ rock.) 5. Students then use the blade of their scissors to test the rock. (Remind them to be very careful using the scissors and to only use it to test the rock.) Ask them to try to scratch each rock with the scissors. (If they can, it is a ‘medium-hard’ rock. If they cannot, it is a ‘very hard’ rock.) 6. Students classify their rocks’ appearance using the column headings on page 47. Ask them to tick the characteristics of each rock. 7. Discuss the questions on page 48 before students write their answers.

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Rocks

Science experiment – 1 What kinds of rocks can you find on a rock hunt?

Large

Small

Light

Rough

Smooth

Very hard

Mediumhard

Soft

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

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Teac he r

Rock

Dark

Rock hunt collection data

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o c . che e r o t r s super

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Literacy through science

Science experiment – 2

Rocks

What kinds of rocks can you find on a rock hunt?

Results and conclusions

r o e t s Bo r e p ok How many rocks could you scratch with the scissors? u S How many rocks could you not scratch at all?

4 Which rock is your favourite and why?

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Teac he r

1 How many rocks could you scratch with your fingernail?

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m . u

5 What kinds of rocks did you find on your rock hunt? Draw and write

o c . che e r o t r s super

Literacy through science

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Guess the topic •

Look at the four topic choices.

•

Read each clue below.

•

Draw a tick if the topic matches the clue.

•

Draw a cross if the topic does not match the clue.

r o e t s Bo r e Topic 1 Topico 2 p u k S Clue 1

The sun

Clue 2

Clue 3

Clue 2

The moon

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Clue 3

Topic 4s © R. I . C.Publ i cat i on Clue 1 r Clue 1 •f orr evi ew pu posesonl y•

Topic 3

Clue 1

Neptune

. teC L

Clue 2

Clue 3

Clue 2

Earth

m . u

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Teac he r

The topic that best matches the clues is

Clue 3

o c . c e 2 It appears lit up. r U h er o t s s r u e p E S

1 You can see it from Earth.

3 It is extremely hot.

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Literacy through science

Before-and-after chart

The sun

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

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Teac he r

List facts you already know about the sun.

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Th e s u n

m . u

learned after reading.

o c . che e r o t r s super

Literacy through science

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The sun

Word warm-up

soil

spins

seasons

year

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Teac he r

r o e t s Bo r e p ok Circle the words you might expect to find in a text about the sun. u S Earth

plants

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million

. te

tilts

m . u

rotates

o c . che e r o t r s super

2 Choose three words and write a sentence for each.

(a)

(b)

(c)

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Literacy through science

Read and comprehend

The sun

Read the information about the sun. Did you know that the sun is a star? The sun is much closer to Earth than other stars are. That is why it looks so much bigger than the other stars in the sky. Even though the sun is our closest star, it is very far away.

r o e t s Bo r e p ok u S Where does the sun go at night? It does not come up in the

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Teac he r

The sun is much bigger than Earth. The sun is so big that you could fit over one million Earths inside of it! morning and go down at night. The Earth spins around and around. We say it rotates. It is day when our part of the Earth is facing the sun. It is night when our part of the Earth is facing away from the sun. One day on Earth is 24 hours long. This is how long it takes the Earth to turn all the way around one time.

© R. I . C.Publ i cat i ons •tilts f o r r e vi e wp ur p oses oyou nl y The Earth to one side when it spins around. Can do • As our Earth spins, it also moves around the sun. It takes one year for the Earth to go all the way around the sun.

m . u

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that? Can you stand up and lean over to one side? Can you turn around at the same time? The Earth can. The way the Earth tilts is important because it gives us our seasons. They are winter, spring, summer and autumn. Your part of the Earth tilts toward the sun in the summer. You get more sunlight in the summer. This makes it hotter in the summer. In the winter, your part of the Earth tilts away from the sun. You get less sunlight so it feels colder. It takes one year for all of the seasons to happen.

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We could not live without the sun. It gives us heat and light. There would not be any plants, animals or people on the Earth if we did not have the sun. The sun makes things grow. Everything on Earth needs the sun.

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The sun

Questions and answers 1 What is the sun? 2 When do we have day and night?

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

4 What would happen to us if there was no sun?

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Teac he r

3 Why does the Earth have seasons?

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6 (a) What is your

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favourite season and why?

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(b) Draw something you like doing in your favourite season.

o c . che e r o t r s super

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Literacy through science

Multiple-choice questions

The sun

Colour the circle next to the correct answer. 1

If you put these words in alphabetical order, which word would come after the word ‘star’? heat

r o e t s Bo r e p ok The Earth rotates to give us day and night. u S travels spins shines

flips over

What is the describing word (adjective) in this sentence?

sun

tilt

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Earth

What does the word ‘rotates’ mean in this sentence?

moon

Teac he r

The sun is a bright star in the sky. bright

star

sky

Which word in the following sentence is made of two smaller words (compound word)?

When the sun is facing our part of the Earth, we have daytime.

like rose is to flower. Sun is to . te o c star planet moon . che shiny m r e o r st super Which word best fits this sentence?

The Earth

around the sun.

revolves

revolved

revolving

Which word has a different number of syllables from the others? rotate

Earth

Which word would best show how these two things are alike?

revolve

when

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daytime

m . u

facing

Literacy through science

revolve

season

tilt

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The sun

Get logical

Seasons are created as the Earth revolves around the sun. Zac, Mackenzie, Luis and Caleb each have a different favourite season. Use the clues below to decide which season is each person’s favourite.

Teac he r

Clues r o e t s Bo r e p o 1 Mackenzie loves to ski and snowboard. u k S Luis likes to swim.

Zac likes to watch baby birds hatch in their nests.

Caleb enjoys helping to rake up the fallen leaves.

ew i ev Pr

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Spring

Autumn

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Summer

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

Mackenzie

Luis

Caleb

1 Zac’s favourite season is

2 Mackenzie’s favourite season is

3 Luis’s favourite season is

4 Caleb’s favourite season is

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Literacy through science

Teachers notes

Science experiment

The sun

Student focus question: How do plants grow with different amounts of light from the sun?

While students may brainstorm many answers based on the text, this hands-on activity demonstrates how a plant will grow towards the sunlight it is given and how plants grow more in summer than in winter because they receive more direct sunlight.

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

Background information

Without the sun, green plants would die because they need light from the sun to make their food. Because all living things feed on plants or animals that have eaten plants, without green plants, all life on Earth would die.

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Plants grow towards light to get as much light as possible. Plants will grow straight up if light is all around them. They will grow towards one side if light is only coming from that side. Due to the tilt of the Earth, sunlight strikes our part of the Earth at a less direct angle during the winter. Plants receive less sunlight at this time. During the summer, we receive more direct rays. This makes us feel warmer and also helps plants grow more. Prepare one shoebox per group before the class begins this experiment. Cut a 5 cm square out of the top on one end of each box lid. Use black spray paint to completely paint each shoebox on the inside and out. Keep one cup with planted seeds on the windowsill as a control plant to show students the difference when it is not put in a black box.

Materials

Procedure

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(per group)

• Observation log (page 57) • small clear plastic cup

2. One student fills the plastic cup halfway with soil and places the lima beans in the cup with soil.

o c . che e r o t r s super

3. Another student covers the lima beans with more soil and waters the soil until it is moist.

• 5 lima beans

4. A third student puts the cup in the shoebox towards the end opposite the hole.

• water

5. A fourth group member puts their box on a counter near sunlight.

• painted shoebox

6. Students check their shoeboxes every second day (approximately five times over ten days) and record their observations on their ‘Observation log’ worksheet on page 57.

• Results and conclusions sheet (page 58)

1. Divide the class into groups of four or five students and give each group a set of materials.

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• soil

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Hands-on experiment

7. Discuss the questions on page 58 before students write their answers.

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Science experiment – 1

The sun

How do plants grow with different amounts of light from the sun?

Observation log What is happening? r o e t s Bo r e p ok u S

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Teac he r

Date

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o c . che e r o t r s super

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Literacy through science

Science experiment – 2

The sun

How do plants grow with different amounts of light from the sun?

Results and conclusions

r o e t s Bo r e p ok (b) How did they grow? u S

1 (a) Did the lima beans that were not in

the shoebox grow?

2 (a) Did the lima beans in the shoebox grow?

(b) How did they grow?

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Teac he r

there was not a hole in the box?

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(b) Why or why not?

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m . u

3 (a) Do you think the plant would grow if

o c . che e r o t r s How do plants grow with different amounts of light from the sun? super

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Guess the topic •

Look at the four topic choices.

•

Read each clue below.

•

Draw a tick if the topic matches the clue.

•

Draw a cross if the topic does not match the clue.

r o e t s Bo r e Topic 1 Topico 2 p u k S Clue 1

Planets

Clue 2

Clue 3

Clue 2

Storms

Clue 3

Topic 4s © R. I . C.Publ i cat i on Clue 1 r Clue 1 •f orr evi ew pu posesonl y•

Topic 3

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The sun

C L U E S

Clue 2

Clue 3

Clue 2

m . u

Clue 1

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Teac he r

The topic that best matches the clues is

Clouds

Clue 3

. t 1 e They are in the sky. o c . c e 2 They are made of water droplets and ice crystals. her r o t s s r u e p 3

Different types help us know what kind of weather there is.

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Literacy through science

Before-and-after chart

Clouds

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

ew i ev Pr

Teac he r

List facts you already know about clouds.

w ww

. te

Clouds

m . u

learned after reading.

o c . che e r o t r s super

Literacy through science

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Clouds

Word warm-up

weather

droplets

water

tables

ew i ev Pr

Teac he r

r o e t s Bo r e p ok Circle the words you might expect to find in a text about clouds. u S basic

condenses

w ww

layers

. te

thunder

m . u

o c . che e r o t r s super

2 Choose three words and write a sentence for each.

(a)

(b)

(c)

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Literacy through science

Clouds

Read and comprehend Read the information about the clouds. What are clouds made of? Clouds are made of lots of small water droplets or ice crystals.

Teac he r

ew i ev Pr

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

Clouds start to form when the sun warms the water in oceans, rivers and lakes. Some of the water turns into water vapour. It goes up into the sky. The water vapour turns into small water droplets. These make clouds. The droplets float in the air because they are so small. The droplets can stick to each other. When they do, they get bigger. It rains when they are big and heavy.

There are several basic types of clouds. One type of cloud is a stratus cloud. Stratus clouds form low in the sky and close to the ground. They look like flat, grey layers. The layers look like a grey blanket that covers the sky. Stratus clouds can block sun light. If you see these clouds, there is a chance of light rain.

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Another type of cloud is a cumulus cloud. Cumulus clouds look white and fluffy like cottonwool balls. They are flat on the bottom and puffy on the top. They form in the middle of the sky. It will probably be a fine day when you see these fluffy clouds.

o c . che e r o t r s super

A third type of cloud is a cirrus cloud. Cirrus clouds look like feathers or curled hair. They form high up in the sky and always have small ice crystals in them. If you see them, the weather is calm for now but might change soon.

Sometimes cumulus clouds get a lot more water droplets. Then they grow bigger and taller. They change into huge, dark clouds called cumulonimbus clouds. These are storm clouds. They bring us a lot of rain, lightning and thunder. Look in the sky. Do you see any clouds? What types of clouds do you see? Can you tell what the weather will be like? 62

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Questions and answers

Clouds

1 What are clouds made of?

2 How are clouds formed?

•

m . u

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Teac he r

r o e t s Bo r e p ok u Write a short description of what each cloud looks like. S

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5 Which type of cloud can sometimes look like an animal shape?

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o c . you like to see in the sky c e r and why? h er o t s super

6 (a) What type of cloud would

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(b) Draw a picture of this cloud.

Literacy through science

Multiple-choice questions

Clouds

Colour the circle next to the correct answer.

If you put these words in alphabetical order, which word would come first? stratus

droplets

vapour

clouds

stacks

feathers

patterns

What is the action word (verb) in this sentence?

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r o e t s Bo r e p ok What does the word ‘layers’ mean in this sentence? u S Stratus clouds can look like layers in the sky. Teac he r

cotton balls

We are learning about different kinds of clouds.

clouds different ©R . I . C.Publ i cat i ons learning •f o rfits r ev i e w pur posesonl y• Which word best this sentence? about

Stratus clouds

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slip

out across the sky like a blanket. line

spread

Which word would best show how these two things are alike?

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. o c . fluffy invisible flat stratus ch e r e o t r s s r u e p Which word has the most syllables? Cirrus is to feathery like cumulus is to

cloud 7

thunder

cumulus

crystal

Which word best fits this sentence? Cumulonimbus clouds can brought

flip

m . u

Literacy through science

bringing

a lot of stormy weather. brings

bring

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Clouds

Get logical

Mr Allen’s class was learning about clouds. Every day they checked the types of clouds in the sky. Use the clues below to decide which type of cloud they saw on each day.

Clues

r o e t s B r e The stratus clouds were in the sky oo p right at the end of the school week. u k S

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Teac he r

The fluffy clouds were in the sky before Wednesday.

The feathery clouds were in the sky before the stratus clouds.

The storm clouds were in the sky after the feathery clouds.

Cumulus

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m . u

Stratus Cirrus

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Cumulonimbus

o c . che e r o t r s super On Monday, they saw Monday

Wednesday

Thursday

Friday

clouds.

2 On Wednesday, they saw

clouds.

3 On Thursday, they saw

clouds.

4 On Friday, they saw

clouds.

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Literacy through science

Teachers notes

Science experiment

Clouds

Student focus question: How can you tell one type of cloud from another?

While students may brainstorm many answers based on the text, this hands-on activity will help them create a reference booklet to use when they view and classify clouds.

Background information Four types of clouds are stratus, cumulus, cirrus and cumulonimbus. Many variations of these clouds exist. The cumulonimbus storm cloud is the easiest for young students to recognise.

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

Hands-on experiment Materials (per child)

• worksheet on page 67

• pre-made blank booklet

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Teac he r

Prepare a blank booklet for each student before the class begins this project. Separately, fold two A4 sheets of blue construction paper in half. Then, place half a sheet of blue construction paper between the two folded pages to create a booklet and staple it along the folded edge.

• scissors

• glue

• talcum powder (mixed with powdered black tempera paint to make a grey colour) • (5 cm x 10 cm) yellow construction paper

• 11 cottonwool balls

•

black pen

Procedure

1. Students write the title ‘Clouds’ onto the front of their booklet and write their name below the title. They then cut out the four cloud information boxes from the worksheet. 2.

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• Cirrus clouds—Students scatter small dots of glue over the top half of the first double page in their booklet. They tear a cottonwool ball into small, thin pieces and place them on the glue dots. Next, they glue their ‘Cirrus clouds’ information box along the bottom of the page. • Cumulus clouds—Draw a cumulus cloud on the board. Students use a pencil to copy your drawing onto the next double page. They tear two cottonwool balls into many small pieces. Next, they spread glue over their cloud shape and place the cottonwool pieces on the glue to fill in the shape. They glue their ‘Cumulus clouds’ information box at the bottom of the page.

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• Stratus clouds—Students stretch two cottonwool balls into a long ‘hot dog’ shape. They glue one piece on left of centre of the next page and glue the other piece above it but to the right. They glue their ‘Stratus clouds’ information box at the bottom of the page. • Cumulonimbus clouds—Draw a cumulonimbus cloud on the board. Students use a pencil to copy your drawing onto the next page. They tear six cottonwool balls into many pieces. Next, they spread glue over their cloud shape and place the cottonwool pieces on it. Give each student a small amount of grey talcum powder. They use their finger to dab bits of talcum powder over the bottom of the cloud until it looks grey. They then use a black pen to draw raindrops coming from the cloud. Next, each student cuts a lightning bolt from a piece of yellow construction paper and glues it coming out from the bottom of the cloud. Students glue their ‘Cumulonimbus clouds’ information box at the bottom of the page. 3. Students can use their cloud booklet to help them identify the clouds they see and answer the questions on page 68. 66

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Science experiment – 1

Clouds

How can you tell one type of cloud from another?

r o e t s Bo r e p ok They These thin and feathery clouds are high in the sky. u are a sign of calm weather now, but it might change soon. S Stratus clouds

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Teac he r

Cirrus clouds

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Cumulus clouds

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m . u

These flat clouds are low in the sky. They show a chance of light rain.

These puffy clouds are in the middle of the sky. They signal a fine day.

o c . che e r o t r s super

Cumulonimbus clouds These huge, dark, tall clouds bring thunderstorms.

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Literacy through science

Science experiment – 2

Clouds

How can you tell one type of cloud from another?

Results and conclusions

r o e t s Bo r e p ok u Did you see more than one type of cloud? S

ew i ev Pr

Teac he r

1 What type of clouds do you see outside today?

If so, what types were they?

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4 How can you tell one type of cloud from another?

m . u

o c . che e r o t r s super

Literacy through science

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Guess the topic •

Look at the four topic choices.

•

Read each clue below.

•

Draw a tick if the topic matches the clue.

•

Draw a cross if the topic does not match the clue.

r o e t s Bo r e Topic 1 Topico 2 p u k S Clue 1

Earthworms

Clue 2

Clue 3

Clue 2 Clue 3

Bees

Topic 4s © R. I . C.Publ i cat i on Clue 1 r Clue 1 •f orr evi ew pu posesonl y•

Topic 3

w ww

Storms

Clue 2

Clue 3

Clue 2

m . u

Clue 1

ew i ev Pr

Teac he r

The topic that best matches the clues is

Clouds

Clue 3

. te 1 They are in the sky. o c . che e r 2 They can be dangerous. o t r s super

C L U E S

3 They are part of our weather system.

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Literacy through science

Before-and-after chart

Storms

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

ew i ev Pr

Teac he r

List facts you already know about storms.

w ww

. te

Storms

m . u

learned after reading.

o c . che e r o t r s super

Literacy through science

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Storms

Word warm-up

tiger

lightning

safe

spark

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Teac he r

r o e t s Bo r e p ok Circle the words you might expect to find in a text about storms. u S thunder

water

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damp

. te

silent

m . u

o c . che e r o t r s super

2 Choose three words and write a sentence for each.

(a)

(b)

(c)

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Literacy through science

Read and comprehend

Storms

Read the information about storms. Have you ever been in a rainstorm? Have you seen a flash of lightning? Have you heard the boom of thunder during a thunderstorm? What do you think makes these stormy sights and sounds?

Teac he r

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r o e t s Bocan soak up a lot of r The air around the Earth acts like a sponge. The air e p ok water. It is called water vapour. We cannot see it. Warm air takes water u vapour up into theS sky. The water vapour begins to cool off and forms a cloud. The cloud is full of water droplets. When a cloud cannot hold any more water droplets, the droplets fall to the ground. This is rain.

A thunderstorm begins when warm and damp air rises very fast. This forms cumulus clouds. This warm air bumps into cooler air that is falling to the ground. Then more damp air rises and condenses. When this happens, the cumulus clouds start to grow big and tall. They become huge storm clouds called cumulonimbus clouds.

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m . u

and rubs on the water droplets in the storm clouds. These clouds can make a huge spark. The spark can go from one cloud to another cloud. It can go from a cloud to the land. We see the spark as lightning. You may hear thunder during a storm. Thunder is the sound that lightning makes when it goes through the air. You see lightning first. Then you hear thunder. This is because light travels faster than sound.

. tebe scary. Stay inside during a storm. Ifo Thunderstorms can you are c . outside, move away from and water. Follow these tips to stay chtrees e r er o safe. st super

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Questions and answers

Storms

1 What makes a thunderstorm?

r o e t s Bo r e p ok u Why do you see lightning before you hear thunder? S

2 What makes lightning?

4 If you are caught in a park during a

thunderstorm, what should you do?

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Teac he r

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. te

6 (a) How do you feel when

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(b) Draw yourself caught in a thunderstorm.

o c . che e r o t r s super

there is a thunderstorm?

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Literacy through science

Multiple-choice questions

Storms

Colour the circle next to the correct answer. 1

If you put these words in alphabetical order, which word would go between the words ‘rain’ and ‘thunder’? storm

lightning

clouds

air

r o e t s Bo r e p ok You need to follow the safety rules to protect yourself. u S tell take care of look at prove

What is the action word (verb) in this sentence?

Teac he r

What does the word ‘protect’ mean in this sentence?

Lightning can strike from cloud to cloud or from a cloud to the ground.

lightning ground ©R . I . C.Publ i cat i ons strike Which word best this sentence? •f o rfits r ev i e w pur posesonl y• cloud

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w ww

fast

faster

fastest

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than sound, so we see the Light travels lightning before we hear the thunder. fasting

. tis to a telephone like is to a storm. Ringing e o c . c e he r lightning rain thunder clouds o t r s super

Which word would best show how these two things are alike?

How many vowels are in the word ‘condenses’? five

one

four

Which word has a different number of syllables from the others? lightning

three

droplet

Literacy through science

thunderstorm

condense

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Storms

Get logical

Alex, Rowan, Cindy and Gemma remembered the thunderstorm safety rules over the holidays. Read the clues below to decide what each child was doing when the storm hit.

Clues

r o e t s Bo r e p ok u S Alex got out of the fishing boat and walked back up to the

Rowan did not go outside to look at the lightning. He watched from his window.

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Teac he r

camping ground. Then, he went into the caravan.

Cindy moved away from the tall trees.

Gemma got out of the water.

Camping at the lake

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m . u

Watching television Hiking in the forest

. te

Swimming in the river

1 Alex was 2

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

Rowan

Cindy

Gemma

Rowan was

3 Cindy was

4 Gemma was

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Literacy through science

Science experiment

Teachers notes

Storms

Student focus question: What is the difference between the way freezing rain and snow are formed? While students may brainstorm many answers based on the reading text, this hands-on activity demonstrates how freezing rain and ice crystals form.

Background information

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

Rain is the most common form of precipitation. Rain occurs whenever the temperature of the air in a cloud and the air closer to the ground is above freezing. Raindrops coalesce in the cloud and fall to the ground.

Teac he r

Snow is the most common form of solid precipitation. Snow crystals are never raindrops first. The water vapour freezes and forms snow right in the clouds. Then the snowflakes fall to the ground. This occurs when the temperature of the air in the cloud is below freezing.

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When the air near the ground is warmer, the snowflakes melt together and form large clumps of wet, sticky snow. When the air near the ground is cold, the dry, fluffy snowflakes fall separately.

Freezing rain starts out as rain drops, but as it falls it passes through a shallow layer or air that is below freezing. The rain melts again again as it falls through a warmer layer of air, but freezes again on contact with the ground. This forms ice on the surface of the ground.

Hands-on experiment

Procedure © R. I . C.Publ i cat i ons (For one 1. Call on different students to assist you whole-class with each step of the demonstration. • f o r r evi ew pur posesonl y• demonstration) 2. Fill the can with a layer of crushed ice. Materials

• crushed ice • table salt

• small tea towel • piece of wax paper (larger than the can) • water

4. Continue to add both layers until you fill the can.

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3. Add a layer of table salt. (Your ice layer should be twice as thick as the salt layer.)

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• large, tall, empty can; e.g. juice or large coffee can

5. Use the tea towel to pack down the layers in the can.

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6. Place the piece of wax paper next to the can and put a few drops of water in the middle of it. Make one drop a bit larger than the others. (These represent raindrops.)

o c . che e r o t r s super

7. Wrap the towel around the can to lift it and then place it on top of the ‘raindrops’ on the waxed paper. 8. Remove the towel.

9. Wait several minutes while students observe the outside of the can. 10. After you see ice crystals covering most of the sides of the can, use the towel to help remove the can from the waxed paper. 11. Students observe what happened to the raindrops on the waxed paper. (They formed freezing rain.) 12. Discuss the questions on page 77 before students write their answers.

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Storms

Science experiment What is the difference between the way freezing rain and snow are formed?

Results and conclusions (b) Draw what happened. r o e t s Bo r e p ok u S

1 (a) What happened to the

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Teac he r

sides of the can?

2 (a) If these ice crystals fell from the sky, what would you call them?

(b) Why do you think they formed?

3 (a) What happened to the

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‘raindrops’ on the wax paper?

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(b) Draw what happened.

m . u

o c . che e r o t r s super What is the difference between the way freezing rain and snow are formed?

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Guess the topic •

Look at the four topic choices.

•

Read each clue below.

•

Draw a tick if the topic matches the clue.

•

Draw a cross if the topic does not match the clue.

r o e t s Bo r e Topic 2 o p u k S Clue 1 Clue 1

The topic that best matches the clues is

Sound

Clue 2

Clue 3

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Teac he r

Topic 1

Clue 2

Soil

Clue 3

Topic 4 © R. I . C.Publ i c at i ons Clue 1 Clue 1 •f orr e vi ew pur posesonl y •

Topic 3

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Matter

C L U E S

Clue 2

Clue 3

Clue 2

Lightning

m . u

Clue 3

. t 1e It makes up things all around us. o c . che e 2 It comes in different shapes and sizes. r o t r s super 3

It can be a solid, liquid or gas.

What are two things you would like to know about the topic? • • 78

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Before-and-after chart

Matter

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

ew i ev Pr

Teac he r

List facts you already know about matter.

w ww

. te

M at te r

m . u

learned after reading.

o c . che e r o t r s super

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Literacy through science

Matter

Word warm-up

air

change

balloon

gas

ew i ev Pr

solid

w ww

Teac he r

r o e t s Bo r e p ok Circle the words you might expect to find in a text about matter. u S help

liquid

measure

. te

steam

o c . che e r o t r s super

2 Choose three words and write a sentence for each.

(a)

m . u

(b)

(c)

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Matter

Read and comprehend Read the information about matter. What is matter? Matter is something that takes up space and has mass (weight). Matter is all around you. Even the air you breathe is made of matter!

soild

liquid

gas

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Teac he r

r o e t s Bo r e p ok u Matter can be a solid, a liquid or a gas. These are called the three S ‘states’ of matter. Anything that has a size and shape is called a solid. A solid can be hard or soft. Wood, glass, rubber and metal are all solids. Look all around you. What solids do you see? A liquid has an exact size. It does not have an exact shape. But we can measure its size. We sometimes do this when we cook.

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that tall glass. If you put it in a short bowl, it would be the shape of the bowl. Milk, oil and juice are all liquids.

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A gas does not have a shape or size. A gas spreads out until it fills what it is in. A gas is special. It can get bigger or smaller to fit in something. Air and oxygen are gases. Some gases do not have colour so we cannot see them. You can blow air. Just blow bubbles through a straw in a glass of water. This lets you see the bubbles of gas.

. te

o c . che e r o t r s by heating or cooling. su Matter can change from one state tor another e p If you cool water enough, it will freeze and become ice. Ice is a solid. If the ice melts, it turns back into water (a liquid). If you heat water, it will boil. Then it turns into steam. Steam is a gas. The steam can cool off. Then it will turn back into water (a liquid). No matter is lost when this happens. Just the way it looks changes. What other examples of matter can you find?

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Literacy through science

Matter

Questions and answers 1 What is matter?

r o e t s Bo r e p ok u Write if each type of matter is a solid, liquid or gas. S

(a) water

(b) air

4 Do you think clay is a solid?

(d) milk

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Teac he r

2 What are the three ‘states’ of matter?

Why or why not?

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6 Draw and label

. te

some different states of matter you can find in your bathroom.

m . u

5 What would happen if you left a knob of butter out in the sun?

o c . che e r o t r s super

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Multiple-choice questions

Matter

Colour the circle next to the correct answer. 1

If you put these words in alphabetical order, which word would come first? gas

r o e t s Bo r e p ok Water can be changed into different states of matter. u S types places countries piles

What is the describing word (adjective) in this sentence? Gases can be pushed into small spaces.

gases

matter

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solid

What does the word ‘states’ mean in this sentence?

Teac he r

liquid

spaces

pushed

small

Which word best fits this sentence? glasses of different sizes.

. . teTable is to solid like air is to o c liquid solid matter . gas che e r o t r s su Which word has a different number of syllables from the others? per matter

state

space

Which word best fits this sentence? A liquid’s size can be

filled

Which word would best show how these two things are alike?

gas

full

w ww

fulled

m . u

fill

measurement

measure

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. measured

measuring

Literacy through science

Matter

Get logical

Jenna went to the beach with her brother, mum and dad. They each discovered a different form of matter they thought was interesting. Use the clues below to decide which state of matter each person discovered.

Teac he r

r o Clues e t s Bo r e p ok 1 Jenna’s dad felt the air of the blowing breeze. u S

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2 Jenna loved to see the waves crashing on the rocks.

3 Jenna’s brother was too busy playing with his shovel to see the waves.

4 Jenna’s mum loved the feel of the soft sand between her toes.

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Liquid Gas

. te

m . u

Solid

Jenna’s o c . mum che e r o t r s super Jenna discovered a Jenna

Jenna’s brother

Jenna’s dad

2 Jenna’s brother discovered a

3 Jenna’s dad discovered a

4 Jenna’s mum discovered a

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Science experiment

Teachers notes

Mat te r

Student focus question: Which forms of matter take up space and have mass (weight)?

While students may brainstorm many answers based on the text, this hands-on activity demonstrates how all forms of matter (solid, liquid and gas) take up space and have mass.

Background information

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

Some matter is made of just one kind of substance or ingredient. Many forms of matter are made up of several substances, either combined together or just mixed together. It does not make any difference what kind of matter you have; all matter, whether it is big or small, takes up some space and weighs something.

Teac he r

In this experiment, water is used to test a liquid, air inside a cup and a balloon is used to test a gas, and paper is used to test a solid.

Hands-on experiment Materials

Procedure

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This idea can be difficult for young students to grasp, especially if you are talking about a gas. If the matter takes up space, then nothing else can be in that same space at the same time. If the matter is very small, it may not weigh much but it will weigh something.

© R. I . C .Pthe ub l i ca t i o ns 1. Divide class into groups of four to five students and give each group a set of materials. • container •f orr evi e w pur posesonl y• 2. Ask students to take turns picking up the water container

(per group)

• water

and to notice how heavy it feels while it is empty.

• sheet of paper

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• clear (transparent) plastic cup • tape (optional) • balloon

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3. Students in each group help to fill the container with water. Each student then picks up the container to observe how heavy it now is. 4. One student folds the sheet of paper into quarters and squeezes it into the cup.

o c . che e r o t r s super

• postal or kitchen scale

5. Another student turns the cup upside down. (The paper should NOT fall out. If it does, stick a loop of tape inside the cup to hold the paper.) 6. A third student pushes the upside-down cup carefully into the water. Students observe what happens to the paper inside the cup. 7. A fourth student weighs a deflated balloon on a small postal or kitchen scale and records its weight. 8. Another student blows up the balloon and weighs it on the scale. Students observe how much the balloon weighs now. 9. Discuss the questions on page 86 before students write their answers.

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Literacy through science

Science experiment

Matter

Which forms of matter take up space and have mass (weight)?

Results and conclusions

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

1 Was the water container heavier when it was empty or full?

Why?

2 Did the water take up space? 3 (a) Did the paper get wet?

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Teac he r

(b) Why or why not?

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. te

m . u

o c . che e r o Did the empty balloon or the blown up balloon weigh more? Why? t r s super

5 List which forms of matter take up space and have weight.

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Guess the topic •

Look at the four topic choices.

•

Read each clue below.

•

Draw a tick if the topic matches the clue.

•

Draw a cross if the topic does not match the clue.

r o e t s Bo r e Topic 1 Topico 2 p u k S Clue 1

Clue 2

Clue 3

Planets

Clue 2

Our teeth

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Simple machines

C L U E S

Clue 2

Clue 3

Clue 2

m . u

Clue 3

Topic 3

Clue 1

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Teac he r

The topic that best matches the clues is

Lights

Clue 3

. te1 We use them every day. o c . e 2 c her r They are not on our body. o t s super 3

They can help us move, cut and build things.

What are two things you would like to know about the topic? • • R.I.C. Publications® – www.ricpublications.com.au

Literacy through science

Before-and-after chart

Simple machines

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

ew i ev Pr

Teac he r

List facts you already know about simple machines.

ple

i ma c h

m . u

w ww

. te

learned after reading.

o c . che e r o t r s super

Literacy through science

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Simple machines

Word warm-up

r o e t s Bo r e p ok machines. u S surface

shovel

wagon

pushing

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Teac he r

1 Circle the words you might expect to find in a text about simple

inclined

seesaw

w ww

circle

. te

ramp

m . u

o c . che e r o t r s super

2 Choose three words and write a sentence for each.

(a)

(b)

(c)

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Literacy through science

Simple machines

Read and comprehend Read the information about simple machines.

A machine is a tool that helps us with our work. All machines are made up of one or more simple machines.

r o e t s Bo r e okboard of the A lever is a long rodu orp bar. Think of a seesaw. The long seesaw is a lever. S It is held steady, but it can move up and down. Spoons, shovels and hammers can all be used as levers. Your pencil can be used as a lever, too!

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Teac he r

There are six kinds of simple machines. They are a lever, an inclined plane, a wedge, a screw, a wheel and axle, and a pulley.

An inclined plane, or ramp, is a flat surface that is at a slant. It is used to raise and lower things. A furniture mover will use an inclined plane to put a desk on a ramp to get it in the truck.

A wedge is two inclined planes put together. It is shaped like a triangle. The pointy end can be used to cut or split things, or it can hold them in place. A doorstop and the tip of a nail are wedges.

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A screw is an inclined plane. It just goes around and around. There are many kinds of screws. Most of them hold things together.

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Wheel and axle machines help to move things. Have you taken your pet for a ride in a cart? If so, then you have used a wheel and axle. A bike, a pizza cutter and a doorknob also use this simple machine.

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o c . che e r o t r s s r u e p Now that you know the six kinds of simple machines, you can look for

A wheel with a groove in it can make a pulley. It has a cord that wraps around the wheel. It is used to help lift or move things. If you have a flag at your school, it is probably raised with a pulley. them. Look at the tools you use when you play and do work at home and school. They will use one or more of these six simple machines.

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Questions and answers

Simple machines

1 What are the six different types of simple machines?

r o e t s Bo r e p ok u What kind of simple machine is used to raise a flag? S

2 What kind of simple machine is a seesaw?

4 Why do we need simple machines in our lives?

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Teac he r

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. te

6 (a) Describe a simple

m . u

(b) Draw a picture of yourself using this simple machine.

o c . che e r o t r s super

machine you use in your everyday life.

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Literacy through science

Multiple-choice questions

Simple machines

Colour the circle next to the correct answer. 1

If you put these simple machines in alphabetical order, which word would come last? pulley

r o e t s Bo r e p ok Simple machines aid us by making our work easier. u S move sick help work

Teac he r

Which word is a person, place or thing (noun) in this sentence? A lever can help you lift things up.

lever

wedge

What does the word ‘aid’ mean in this sentence?

lever

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screw

lift

help

flowerpot, you will be using a simple machine. will

dig

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simple machine

Which word would best show how these two things are alike?

. . te o bike screw spoon ramp c . che e r o r Which word best fits this sentence? st super Lever is to long rod like inclined plane is to

flowerpot

m . u

A wedge is two inclined planes put together and like a triangle. m shape 7

shapes

shaped

shaping

Which word has a different number of syllables from the others? m screw

Literacy through science

axle

wheel

wedge

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Simple machines

Get logical

Daniel, Marco, Nina and Abbey used simple machines to do their work over the weekend. Use the clues below to decide which simple machine each child used.

Clues

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r o e t s B r e Marco helped his dad push a oo p shopping trolley at the store. u k S

Teac he r

Daniel helped his mum pry open the lid on a paint can.

Nina helped her sister push a box up a ramp.

Abbey helped her brother use a triangular block to safely change his flat tyre.

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m . u

Wheel and axle Inclined plane

. te

Wedge

o c . che e r o t r s super Daniel used the Daniel

Marco

Nina

Abbey

2 Marco used the

3 Nina used the

4 Abbey used the

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Literacy through science

Teachers notes

Science experiment

Sim

Student focus question:

s ple machine

How can levers help you do work more easily? While students may brainstorm many answers based on the text, this hands-on activity demonstrates how the placement of the fulcrum affects the lever’s effectiveness to lift heavy objects.

Background information

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

A lever is a rod, bar or other long, hard object that is used to move things.

For a lever to work, it must rest on a steady object but be able to move in different directions. The steady object that supports the lever is called the fulcrum.

Teac he r

All levers can be used to lift or move a heavy load (weight). The position of the fulcrum influences how hard or easy it is to lift an object.

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Sometimes the fulcrum is part of the lever itself; like the top of tweezers where the two long arms are joined. Other times the fulcrum can be an object underneath the lever, like a crowbar resting on a rock to lift up a car. The fulcrum can be located anywhere along the lever. It may be between the weight and where you push, as it is with scissors, pliers or a seesaw. The fulcrum can be on one end of the lever with the weight in the middle, as it is on a nutcracker, wheelbarrow or bottle opener, while your force is exerted on the other end. Or, the fulcrum can be on one end of the lever with the weight on the other end and your push exerted in the middle, as it is on a broom or shovel.

(per group)

1. Divide the class into groups of four or five students and give each group a set of materials.

• Diagrams on page 95

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2. One student in each group securely tapes the plastic container onto one end of the board.

• masking tape

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• small plastic container • 45–60 cm flat piece of wood or strong chipboard

• weights; e.g. rocks, metal washers

m . u

Materials

3. Another student fills the plastic container with the weights.

o c . che e r o t r s super

• triangle-shaped block (for the fulcrum)

4. A third student places the fulcrum (triangle block) under the lever board as shown in Diagram 1 on page 95. 5. A fourth student uses his or her hand to push on the end of the board without the weight and notices how hard or easy it is to lift the weight. The other students then try this. 6. One student places the fulcrum under the lever board as shown in Diagram 2. Repeat step 5. 7. Another student then places the fulcrum under the lever board as shown in Diagram 3. Repeat step 5 once more. 8. Discuss the questions on page 96 before students write their answers.

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Science experiment - 1

Simple machines

How can levers help you do work more easily?

Diagrams

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r o e t s Bo push r e p o u k weight S

Teac he r

Diagram 1

fulcrum

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Diagram 3

m . u

weight

fulcrum

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

weight fulcrum

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Science experiment – 2

Simple machines

How can levers help you do work more easily?

Results and conclusions

r o e t s Bo r e p ok u Which diagram shows the easiest way to lift: Diagram 1, 2 or 3? S

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Teac he r

1 Which diagram shows the hardest way to lift: Diagram 1, 2 or 3?

3 Is a lever easier to use when the fulcrum is closer to or farther away

from the weight to be lifted?

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. te

m . u

5 Draw a picture and explain how a simple machine in your

o c . che e r o t r s super

classroom helps you to do work more easily.

Literacy through science

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Guess the topic •

Look at the four topic choices.

•

Read each clue below.

•

Draw a tick if the topic matches the clue.

•

Draw a cross if the topic does not match the clue.

r o e t s Bo r e Topic 1 Topico 2 p u k S Clue 1

Clue 2

Clue 3

Magnets

Clue 2

Electricity

w ww

Weather

C L U E S

. te1

Clue 2

Clue 3

Clue 2

m . u

Clue 3

Topic 3

Clue 1

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Teac he r

The topic that best matches the clues is

Bones

Clue 3

o c . e 2 c her r We will learn about north and south poles. o t s super 3

It involves things that become attached.

They can be made of iron or steel.

What are two things you would like to know about the topic? • • R.I.C. Publications® – www.ricpublications.com.au

Literacy through science

Before-and-after chart

Magnets

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

ew i ev Pr

Teac he r

List facts you already know about magnets.

learned after reading.

w ww

. te

g n et s

m . u

o c . che e r o t r s super

Literacy through science

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Magnets

Word warm-up

trains

cobalt

repel

attract

ew i ev Pr

Teac he r

r o e t s Bo r e p ok Circle the words you might expect to find in a text about magnets. u S stick

object

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energy

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nail

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2 Choose three words and write a sentence for each.

(a)

(b)

(c)

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Literacy through science

Read and comprehend

Magnets

Read the information about magnets.

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What is a magnet? It is an object usually made of steel, iron, cobalt or nickel that sticks to other things. Magnets can stick to (attract) other magnets, too. They can also push away from (repel) other magnets.

r o e t s Bo r e pWhy are some things that o arek made of iron u S or steel not magnetic? A magnet made of

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iron can pick up things. A nail that is also made of iron cannot pick up things. Do you know why? There are small bits of iron in the magnet. They all face the same way. This lets them work together. It gives them the energy to pick up things. But, in the nail, the small bits of iron all face in different ways. They do not work together. They cannot pick up things.

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You cannot see the energy of a magnet. It is all around the magnet. It is strongest at the ends. These are called the poles. All magnets have a north pole and a south pole. The north pole of one magnet will stick to the south pole of other magnets. When the north poles of two magnets are next to each other, they will push away from each other. You can make some things act like a magnet. If you rub a pin on a magnet, that pin can pick up other pins. Try this at home to see how many pins you can pick up. This kind of magnet will not last long.

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o c . c e he r Magnets are used to help us in a lot of ways. o t r s super Magnets can make some doorbells work and make some trains stay on their tracks! What kinds of magnets can you find? What are they used for?

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Questions and answers

Magnets

1 What is a magnet?

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

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Teac he r

2 Describe one way a magnet can be used to help us.

3 Spoons are sometimes made out of stainless steel. Why aren’t they

magnets?

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5 Why do you think a pin

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can pick up other pins after you rub it on a magnet?

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4 If you have two bar magnets, how

6 Draw and label four items you can

find in the classroom or at home that a magnet would pick up.

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Multiple-choice questions

Magnets

Colour the circle next to the correct answer. If you put these words in alphabetical order, which word would come third? nickel 2

iron

rub

poke

What is the action word (verb) in this sentence? The north pole of one magnet pushes away the north pole of another magnet.

if it can attract another object.

An object is

magnet

magnets

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iron

magnetise

is to magnetic.

wood o c . c e her Which word has a different number of syllablesr from the other o t s super words? salt

magnetic

Which word would best show these two things are alike? Fruit is to juicy like

stack

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steel

r o e t s Bo r e If you want to make a pin magnetic, you need to stroke p o u k it with a magnet many times in the same direction. S

heart attack

cobalt

What does the word ‘stroke’ mean in this sentence?

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steel

wax

magnet

pole

nickel

Which word in the following sentence is made of two smaller words (compound word)? Magnets are used to make some doorbells ring.

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magnet Literacy through science

ring

used

doorbells

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Magnets

Get logical

Tamara, Carlos, Martin and Olivia were at the Magnet Investigation Station. Use the clues below to decide what each student did.

Clues

r o e t s Bo r e p ok Carlos made one magnet ‘stick’ to another magnet. u S Olivia could not make her magnet stick to this object.

1 Martin’s magnets pushed away from each other!

2 Tamara rubbed something with a magnet to make it magnetic.

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Teac he r

Picked up 7 paperclips with only 1 paperclip Lined up the north pole of one magnet with the north pole of another magnet

Lined up the north pole of one magnet with the south pole of another magnet

Placed a magnet over a cottonwool ball

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Tamara

Carlos

Martin

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Tamara

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Olivia

3 Martin

. 4 Olivia

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Teachers notes

Science experiment

Magne ts

Student focus question: What kinds of objects will a magnet pick up?

While students may brainstorm many answers based on the text, this hands-on activity demonstrates that a magnet is attracted to objects made of iron, steel, nickel and cobalt.

Background information

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

Magnets are objects that will pick up (attract) other objects made of iron, steel, nickel or cobalt. Young children often mistakenly think magnets will pick up any kind of metal. Magnets themselves can only be made out of these same magnetic materials.

Teac he r

The invisible energy of a magnet can pass through other nonmagnetic objects. The closer the object is to the magnet, the more strongly it will be attracted.

Hands-on experiment

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The invisible energy of a magnet, called the magnetic field, surrounds the magnet and is strongest at the ends, called poles. Two magnets placed together will attract each other if their poles are different (N–S). They will repel each other if the poles are the same (N–N).

© RProcedure . I . C.Publ i cat i ons (per group) 1. Divide the class into groups of four or five students and give each groupp a set materials. •f orr evi ew uofr p osesonl y• • Magnet data chart Materials

(page 105)

• 2 bar magnets

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• pin

• plastic button

• rubber eraser • paperclip

• craft stick

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• coin • aluminium foil

3. Students test objects one by one by touching each with a magnet to see if the magnet picks it up.

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• nail • a small piece of paper

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2. All students look at the objects and discuss how to separate them into two piles—one for things they think a magnet will pick up and one for things they think a magnet will not pick up. Students tick the prediction boxes on their Magnet data chart according to their two piles.

Literacy through science

4. They record their observations on the data chart.

5. Next, students place the two bar magnets next to each other on the table and observe what happens. 6. They turn one magnet around in the opposite direction, bring the magnets close together again and observe what happens. 7. Discuss the questions on page 106 before students write their answers.

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Magnets

Science experiment - 1 What kinds of objects will a magnet pick up?

Magnet data chart Prediction r o e t s Bo r e p ok u S No Yes Yes

Object tested

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Test

plastic button

Yes

rubber eraser

Yes

craft stick

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aluminum foil nail

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o c . che e r o t r s Yes supeNo r Yes Yes

Yes

No No No

paper

Yes

bulldog clip

Yes

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Science experiment – 2

Magnets

What kinds of objects will a magnet pick up?

Results and conclusions

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2 (a) Did the two bar magnets stick to each

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Teac he r

1 What is something new you learned about magnets?

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other when you put them together?

3 What happened when you put the two bar magnets together in a

different way?

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4 What kinds of objects will a magnet pick up?

106

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Guess the topic •

Look at the four topic choices.

•

Read each clue below.

•

Draw a tick if the topic matches the clue.

•

Draw a cross if the topic does not match the clue.

r o e t s Bo r e Topic 1 Topico 2 p u k S Clue 1

Clue 2

Clue 3

Shadows

Clue 2 Clue 3

Cows

Topic 3

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Pancakes

Clue 2

Clue 3

Clue 2

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Clue 1

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Teac he r

The topic that best matches the clues is

Flowers

Clue 3

. te1 They are not living things. o c . c e 2 h r er You can use your hands to form them. o st super

C L U E S

They involve light.

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107

Before-and-after chart

Shadows

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

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Teac he r

List facts you already know about shadows.

learned after reading.

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Sha

d o ws

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Shadows

Word warm-up

buildings

afternoon

direction

wonder

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Teac he r

r o e t s Bo r e p ok Circle the words you might expect to find in a text about shadows. u S light

frosted

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dark

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object

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people

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2 Choose three words and write a sentence for each.

(a)

(b)

(c)

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109

Read and comprehend

Shadows

Read the information about shadows. Have you seen your shadow? Where did it come from? When you stand outside on a sunny day, your body blocks some of the light from hitting the ground. Light waves travel in a straight line. They cannot bend very well around you. Your shadow is the dark area in the shape of your body you see on the ground.

Teac he r

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r o e t s Bo r e p o u ksome Not all objects block light waves. Light can pass through S things. Air, water and glass are clear and do not block very much

light. Other objects let some light pass through, but you cannot clearly see what is on the other side. Waxed paper, frosted glass and some shower curtains are examples of objects that let some light through. Some things do not let any light through. Buildings, cars and people do not let any light through. You cannot see through them. They make shadows.

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Did you know that on a sunny day your shadow can change its size? Your shadow will look very short or really tall as the sun moves across the sky in the day. When the sun is right over your head, you do not block much light, so you will not see a big shadow of yourself. You can make a longer shadow early in the morning and late in the afternoon. This is because the sun is low in the sky.

Can you see your shadow inside the classroom? Most of the time you do not make shadows inside a room or at night. At night there is not a lot of light for your body to block. In a classroom there is too much light coming from different directions.

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o c . c e r Go outside at different h times on a sunny day. Watch how your e o t r s up shadow grows or shrinks in the day. Look ats where the sun is each er time. Your shadow will be on the side away from the sun because you block the light. If you run fast enough, do you think you can get away from your shadow? Try it and see! 110

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Questions and answers

Shadows

1 What makes a shadow?

r o e t s Bo r e (b) When is it long? p ok u When will you most likely not see a shadow at all? S

2 (a) When is a shadow short?

4 How will your shadow change from

the morning to the middle of the day?

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Teac he r

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6 (a) At what time(s)

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(b) Draw yourself with a long shadow. Show the position of the sun.

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of the day is your shadow the longest?

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Multiple-choice questions

Shadows

Colour the circle next to the correct answer. 1

If you put these words in alphabetical order, which word would come last? light

shadows

sky

dark

r o e t s Bo r e p ok In the middle of the day, your shadow will vanish from sight. u S disappear shine appear smile

What is the action word (verb) in this sentence?

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What does the word ‘vanish’ mean in this sentence?

You can make shadows outside.

outside

can

make

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shadows

What is the shortened word (contraction) for ‘cannot’ in this sentence?

You can’t see your shadow at night since there any isn’t light. see

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isn’t

Which word would best show how these two things are alike?

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o c dark . c hshiny e r e o t r s super Which word best fits this sentence? Morning is to night like light is to

Light can’t pass through air

112

damp

cars

water

glass

shadow

sunny

Which word has the fewest syllables? afternoon

since

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can’t

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light

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Shadows

Get logical

Adam, Noah, Finn and Dylan each went outside to see his shadow at a different time of the day. Use the clues below to decide when each boy saw his shadow.

r o e t s Bo r e 1 Noah was at school, p ok but he could not see u S his shadow at all. 2

Finn’s shadow was very long.

Adam could not see any shadows outside.

Dylan’s shadow wasn’t as long as Finn’s.

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Teac he r

Clues

8.00 am

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12.00 noon 2.00 pm

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10.00 pm

o c . che e r o t r s super Adam looked for his shadow at Adam

Noah

Finn

Dylan

2 Noah looked for his shadow at

3 Finn looked for his shadow at

4 Dylan looked for his shadow at

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Teachers notes

Science experiment

Sh ado ws

Student focus question: How can you record the size and shape of a shadow?

While students may brainstorm many answers based on the text, this hands-on activity demonstrates how to ‘take a picture’ of a shadow by using special blueprint paper.

Background information

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

The experiment requires blueprint paper, which is available (often free to teachers) at blueprint shops or architectural offices. The paper comes in large sheets, which can easily be cut into small 10 cm x 15 cm pieces for students. One side has a yellow emulsion on it that is sensitive to light. Store the paper in a dark bag or envelope until you are ready to use it.

Teac he r

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Prepare the ‘developer jars’ ahead of time. Crumple up a piece of waxed paper and place it at the bottom of each group’s jar. Pour in about 2.5 cm of ammonia, and then immediately close the jar. (Ammonia fumes can hurt your eyes and nose.) This will be the developer jar. Do this experiment in the early morning or afternoon on a sunny day to get the best ‘shadow pictures’. Everywhere the light is blocked, a blue colour will appear when the picture is developed. You will need several parent helpers for this experiment.

Hands-on experiment

(per group) • medium-sized wide-mouthed jar with lid • waxed paper • a bottle of ammonia • assorted small items; e.g. toy figures, animals, buttons, keys, letters • parent helper 114

assign a parent helper to each group and give each group a set of materials. 2. Each student places a piece of blueprint paper (yellow side up) in the middle of his or her paper plate. Ask each student to arrange a few small objects or toys standing on his or her paper. 3. Students take their plate outside into the sun. Check the position of the sun and ask students to observe the shadows their objects make on the yellow paper. 4. Students wait in the sun for at least 30 seconds and watch their yellow paper turn to white in the sunlight. Tell them they have just ‘taken’ a picture.

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all objects from their paper. The parent helper opens the developer jar, inserts a student’s paper then quickly closes the jar. (The paper should not touch the liquid in the bottom of the jar.) Students watch as each shadow picture develops. (It should take 1–2 minutes.) The parent helper removes the paper from the jar and then repeat steps 6–8 until every student’s picture has been developed. Students glue their shadow picture onto a piece of construction paper. Ask them to write their name and the title ‘shadow pictures’ at the top.

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Materials (per child) • small sheet of slow-acting blueprint paper • paper plate • glue • construction paper

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10. Discuss the questions on page 115 before students write their answers. R.I.C. Publications® – www.ricpublications.com.au

Shadows

Science experiment How can you record the size and shape of a shadow?

Results and conclusions

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

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Teac he r

1 What objects did you use to make shadows?

2 Was the sun low in the sky or high in the sky when you went

outside to ‘take’ your picture?

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3 What did you learn from this experiment?

o c . c e her r How can you record the size and shape of a shadow? o t s super

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Teachers notes

Answers

The farm

Sea animals

Guess the topic ............................................... 11 Teacher check Before-and-after chart .................................. 12 Teacher check Word warm-up ................................................ 13 1. All words circled except for zebra. 2. Teacher check Questions and answers ................................. 15 1. Mrs Lee’s class went on the excursion. 2. They saw the cows first, then the sheep and last of all the hens and roosters. 3. Teacher check 4. Answers could include horses, lambs, dogs, goats, cattle, deer, alpacas, chickens, foals, kids, bulls. 5. The biggest surprise was when the hen laid an egg on the farmer’s hand. 6. Teacher check Multiple-choice questions ........................... 16 1. cows 2. three 3. light yellow, thick 4. rooster 5. cow 6. wool 7. collected Get logical........................................................ 17 1. Carlos: rooster 2. Jane: cow 3. Trenton: sheep 4. Grace: hen Science experiment ....................................... 19 1.–2. Teacher check 3. Homogenised milk is different because the butterfat is mixed thoroughly with the raw milk and does not rise to the top.

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

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Teac he r

Guess the topic ................................................. 2 Teacher check Before-and-after chart .................................... 3 Teacher check Word warm-up .................................................. 4 1. All words circled except for letter, desk and sheep. 2. Teacher check Questions and answers ................................... 6 1. Max’s grandma 2.–3. Teacher check 4. Answer should include a fish’s tail moves side to side which helps them stay under the water and to steer; a whale’s tail moves up and down to get to the top of the water so they can breathe. 5. Answer should include the blowhole needs to be on top of its body as it has to breathe air through it when it surfaces. 6. Teacher check Multiple-choice questions ............................. 7 1. whale 2. baleen 3. learned 4. grinding 5. crab 6. steer 7. seahorse Get logical.......................................................... 8 1. Tyler: seahorse 2. Rebecca: blue whale 3. Sam: fish 4. Ella: cuttlefish Science experiment ....................................... 10 1. (a) The ‘whale’ (bag) sank to the bottom of the container. (b) Answers should indicate the bag sank because it was heavy. 2. Depending on the weight of the rocks, some groups will notice their bag starts to float. 3. Answers will vary 4. (a) A whale’s blubber helps it to float and swim to the surface. (b) Whale blubber is lighter than water and, along with the use of its strong tail, helps it to float and swim to the surface.

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Teachers notes

Answers

Life cycles

The zoo

Guess the topic .............................................................. 29 Teacher check Before-and-after chart ................................................. 30 Teacher check Word warm-up ............................................................... 31 1. All words circled except for light and plane. 2. Teacher check Questions and answers ................................................ 33 1. The circle of life 2. Egg–tadpole–froglet–frog 3. Many plants begin as seeds. 4. Answers should include that there would be less of that kind of animal as it would die and not be able to reproduce. 5. Answers should include that to become a frog it has to change more times than a rabbit, from an egg to a tadpole to a froglet and then a frog. A rabbit already looks like a small adult except for its lack of fur so there aren’t as many stages. 6. (a) Answers should indicate a rabbit as both are born as a baby, not a seed or an egg. (b) Picture should show a baby, toddler, teenager and adult. (Some students might also draw an old person.) Multiple-choice questions .......................................... 34 1. egg 2. frog 3. tiny 4. birds 5. plant 6. make 7. repeating Get logical....................................................................... 35 1. Room 2: horse 2. Room 3: ladybird 3. Room 4: frog 4. Room 5: alfalfa Science experiment – 1 ............................................... 37 Teacher check Science experiment – 2 ............................................... 38 1. Answers should include that the fresh seeds were bigger and moist and the packaged seeds were dry and shrivelled in appearance. 2.–3. Teacher check 4. The dry seeds grew better/sprouted better. 5. The tomato plants will eventually form flowers and become tiny green tomatoes that will grow bigger and turn red. 6. Answers should include the tomato plants will need regular watering, fertilising and bright sunlight to continue their life cycle.

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

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Teac he r

Guess the topic ................................ 20 Teacher check Before-and-after chart ................... 21 Teacher check Word warm-up ................................. 22 1. All words circled except for farmer, cows and roses. 2. Teacher check Questions and answers .................. 24 1. Teacher check 2. Answers should include that zoos enable us to learn about animals and they protect endangered animals. 3. They look like their natural home in the wild. 4. Answers could include that animals in zoos: are not killed for meat/are not bred for wool or milk/generally don’t graze like farm animals/have a larger variety of species/have ‘keepers’ not ‘farmers’/have many people visit them. 5. Answers could include that zoos and farms both: have animals/ have animals that are cared for/ provide food for animals/have barriers to keep them contained. 6. Teacher check Multiple-choice questions ............ 25 1. giraffe 2. alligator 3. To learn about animals and to protect animals. 4. protected 5. elephant 6. swamp 7. toucan Get logical......................................... 26 1. Linda: giraffes 2. Andrew: elephants 3. James: monkeys 4. Eve: alligators Science experiment ........................ 28 Teacher check students’ chosen zoo animal habitat and answers.

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Teachers notes

Answers Rocks

The sun Guess the topic ................................................... 49 Teacher check Before-and-after chart ...................................... 50 Teacher check Word warm-up .................................................... 51 1. All words circled except for soil and bricks. 2. Teacher check Questions and answers ..................................... 53 1. The sun is a star. 2. We have day when a part of the Earth is facing the sun and we have night when a part of the Earth is facing away from the sun. 3. The Earth has seasons because it is tilted to one side as it revolves the sun. 4. Answers should indicate that without the sun we would have no heat or light, so people, plants and animals could not live. 5. Answers should indicate that it is unlikely we could ever travel to the sun as it is so far away and too hot. 6. Teacher check Multiple-choice questions ............................... 54 1. tilt 2. spins 3. bright 4. daytime 5. star 6. revolves 7. tilt Get logical............................................................ 55 1. Zac: spring 2. Mackenzie: winter 3. Luis: summer 4. Caleb: autumn Science experiment – 1 .................................... 57 Teacher check Science experiment – 2 .................................... 58 1. The lima beans not in the shoebox should be healthy and grow upright towards the direct sunlight. 2. The lima beans in the shoebox should take longer to sprout and gradually grow towards the light source coming through the hole. 3. Answers should indicate they would not grow as there is no light. 4. Plants grow towards the sunlight they are given. They grow better and straighter the more direct the sunlight is.

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

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Teac he r

Guess the topic ........................................... 39 Teacher check Before-and-after chart .............................. 40 Teacher check Word warm-up ............................................ 41 1. All words circled except for clouds, wind and eat. 2. Teacher check Questions and answers ............................. 43 1. A rock is made of one or more types of minerals. 2. The hardest mineral is a diamond. 3. Talc is ground up and used for baby and bath powder. 4. Teacher check; students may need to justify their answer. 5. Answers could include sorting them into hard or soft rocks, by colour, by size or if they are shiny or dull. 6. Teacher check Multiple-choice questions ....................... 44 1. crust 2. made out of 3. talc 4. become 5. minerals 6. collection 7. hard Get logical.................................................... 45 1. Sarah: sharp rocks 2. Laura: smooth rocks 3. Maria: speckled rocks 4. Amelia: soft rocks Science experiment – 1 ............................ 47 Teacher check Science experiment – 2 ............................ 48 Teacher check

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Teachers notes

Answers CLOUDS

STORMS Guess the topic ........................................................69 Teacher check Before-and-after chart ...........................................70 Teacher check Word warm-up .........................................................71 1. All words circled except for tiger and silent. 2. Teacher check Questions and answers ..........................................73 1. A thunderstorm occurs when warm, damp air rises very fast forming huge storm clouds. 2. Lightning occurs when air rises fast and rubs on the water droplets in the storm clouds making a spark. 3. Because light travels faster then sound. 4. Answers should include sheltering under the cover of a building, not a tree. 5. You shouldn’t swim in a pool during a thunderstorm because lightning can hurt you if it strikes the water. 6. Teacher check Multiple-choice questions ....................................74 1. storm 2. take care of 3. strike 4. faster 5. thunder 6. three 7. thunderstorm Get logical.................................................................75 1. Alex: camping at the lake 2. Rowan: watching television 3. Cindy: hiking in the forest 4. Gemma: swimming in the river Science experiment ................................................77 1. (a) Ice crystals formed on the sides of the can. (b) Teacher check 2. (a) snowflakes (b) When water droplets formed on the outside of the can, they froze like snow crystals because the can was so cold. 3. (a) The raindrops on the waxed paper froze and became freezing rain. (b) Teacher check 4. Freezing rain forms when raindrops freeze on contact with ground. Snow forms when water vapour in the clouds freezes.

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

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Teac he r

Guess the topic .......................................59 Teacher check Before-and-after chart ..........................60 Teacher check Word warm-up ........................................61 1. All words circled except for tables and clocks. 2. Teacher check Questions and answers .........................63 1. Clouds are made of lots of small water droplets or ice crystals. 2. The sun warms the water in oceans, rivers and lakes, some of which rises into the sky as water vapour and forms clouds. 3. stratus: low in sky, flat grey layers cumulus: middle of sky, flat on bottom, white and puffy on top cirrus: high in sky, feathery and curly cumulonimbus: huge, dark storm clouds 4. cumulonimbus clouds 5. cumulus clouds 6. Teacher check Multiple-choice comprehension .........64 1. clouds 2. stacks 3. learning 4. spread 5. fluffy 6. cumulus 7. bring Get logical................................................65 1. Monday: cumulus 2. Wednesday: cirrus 3. Thursday: cumulonimbus 4. Friday: stratus Science experiment – 1 ........................67 Teacher check Science experiment – 2 ........................68 1.–3. Teacher check 4. You can tell one type of cloud from another by observing characteristics such as the shape, formation, size, colour and position in the sky.

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Teachers notes

Answers MATTER

Guess the topic ........................................... 87 Teacher check Before-and-after chart .............................. 88 Teacher check Word warm-up ............................................ 89 1. All words circled except for sunshine and circle. 2. Teacher check Questions and answers ............................. 91 1. A lever, an inclined plane (ramp), a wedge, a screw, a wheel and axle, and a pulley. 2. A seesaw is a lever. 3. A pulley is used to raise a flag. 4. Answers should indicate that simple machines help make our work (physical actions) easier. 5. A pulley system can be used to open curtains. 6. Teacher check Multiple-choice questions ....................... 92 1. wedge 2. help 3. lever 4. flowerpot 5. ramp 6. shaped 7. axle Get logical.................................................... 93 1. Daniel: lever 2. Marco: wheel and axle 3. Nina: inclined plane 4. Abbey: wedge Science experiment – 1 ............................ 95 Teacher check Science experiment – 2 ............................ 96 1. Diagram 3 2. Diagram 1 3. The lever is easier to use when the fulcrum is further away from the weight. 4. Levers can help us to do work more easily by using a steady object to support the lever called a fulcrum and working out the best position to place the fulcrum. 5. Teacher check

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Guess the topic ......................................................78 Teacher check Before-and-after chart .........................................79 Teacher check Word warm-up .......................................................80 1. All words circled except for help and swim. 2. Teacher check Questions and answers ........................................82 1. Matter is something that takes up space and has mass (weight). 2. Solid, liquid and gas. 3. (a) liquid (b) gas (c) solid (d) liquid 4. Answers should indicate that clay is a solid because it is hard and has size and shape. 5. Answers should indicate that the butter will melt in the sun and become a liquid. 6. Examples could include: gas from steam in the shower or spray deodorant; liquid from water in tap or in shampoo bottles; solid in the form of shower screen, towels, mirror, brush etc. Multiple-choice questions ..................................83 1. gas 2. types 3. small 4. fill 5. gas 6. matter 7. measured Get logical...............................................................84 1. Jenna: liquid 2. Jenna’s brother: solid 3. Jenna’s dad: gas 4. Jenna’s mum: solid Science experiment ..............................................86 1. It was heavier when it was full because the water added weight to the container. 2. Yes 3. (a) Yes (b) The paper didn’t get wet because air was taking up space in the cup and the water couldn’t touch the paper. (c) Teacher check 4. The balloon with air weighed more because the air added to the weight. 5. Solids, liquids and gases all take up space and have weight.

SIMPLE MACHINES

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Teachers notes

Answers MAGNETS

Guess the topic ..........................................107 Teacher check Before-and-after chart .............................108 Teacher check Word warm-up ...........................................109 1. All words circled except for wonder and minerals. 2. Teacher check Questions and answers ............................111 1. A shadow is made when an object blocks sunlight from hitting the ground. 2. (a) A shadow is short when the sun is high in the sky above the object. (b) A shadow is long when the sun is low in the sky. 3. You will most likely not see a shadow at night or on a cloudy day. 4. Your shadow will change from being longer in the morning to short in the middle of the day. 5. Possible answers could include a strong inside light or streetlight, the full moon’s light, strong torchlight or a car’s headlights. 6. (a) Early morning or evening. (b) Teacher check Multiple-choice questions ......................112 1. sky 2. disappear 3. make 4. can’t 5. dark 6. cars 7. light Get logical...................................................113 1. Adam: 10.00 pm 2. Noah: 12.00 noon 3. Finn: 8.00 am 4. Dylan: 2.00 pm Science experiment ..................................115 1.–2. Teacher check 3. Answers will vary according to students prior knowledge. 4. The size and shape of small objects can be recorded using blueprint paper. Larger shadows could be measured with a measuring tape and the shape traced on sheets of butchers paper (or similar) joined together.

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Guess the topic ............................................................. 97 Teacher check Before-and-after chart ................................................ 98 Teacher check Word warm-up .............................................................. 99 1. All words circled except for plants and water. 2. Teacher check Questions and answers ............................................. 101 1. A magnet is an object made of steel, iron, nickel or cobalt that sticks to certain other things. 2. Possible answers: a magnet can be used to make a doorbell work/magnets make some trains stay on their tracks. 3. Spoons aren’t magnets because the small bits of steel in them aren’t facing the same way. 4. Two bar magnets will stick together if their north and south poles are facing other. 5. A pin can pick up other pins after you rub it on a magnet as the magnet makes the bits of iron in the pin face the same way. 6. Teacher check Multiple-choice questions ....................................... 102 1. nickel 2. rub 3. pushes 4. magnetic 5. steel 6. pole 7. doorbells Get logical.................................................................... 103 1. Tamara: picked up seven paperclips with only one paperclip 2. Carlos: lined up the north pole of one magnet with the south pole of another magnet 3. Martin: lined up the north pole of one magnet with the north pole of another magnet 4. Olivia: placed a magnet over a cottonwool ball. Science experiment – 1 ............................................ 105 Teacher check Science experiment – 2 ............................................ 106 1. Teacher check 2.–3. Teacher check. Students will observe the magnets will stick together when the two opposite poles are placed together and move apart when the two same poles are placed together. 4. Magnets will pick up objects made of steel, iron, cobalt or nickel.

SHADOWS

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