Comprehending Our World: Ages 5-7 by Teacher Superstore

RIC-6434 3.5/973

Comprehending our world (Ages 5–7) Published by R.I.C. Publications® 2008 ISBN 978-1-74126-729-7 RIC–6434

Additional titles available in this series:

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Comprehending our world (Ages 8–10) Comprehending our world (Ages 11+)

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Introduction Comprehending our world covers awide range of thoroughly-researchedtopics with titles familiar to the students. The texts, questions and additional activities require the students to delve into the topics to a depth appropriate to their level of understanding. Titles in the series are: Comprehending our world Ages 5–7 Comprehending our world Ages 8–10 Comprehending our world Ages 11+

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

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Teachers notes............................................................................................................................. iv – v

Electric cars................................................ 2–3

Roller-coasters......................................... 34–35

Bubbles................................................... 36–37 © R . I . C . P u b l i cat i ons Noses......................................................... 6–7 Sirens..................................................... 38–39 Velcro • Reco ycling glass. ....................................... ...................................................... 8–9u f orr evi ew p r p s es onl y• 40–41

Tsunami!..................................................... 4–5

Our teeth................................................. 12–13

Castles.................................................... 44–45

How snails move...................................... 14–15

Communities........................................... 46–47

Yeast....................................................... 16–17

Birthdays................................................. 48–49

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Mirrors.................................................... 42–43

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Becoming a guide dog............................. 10–11

Flying fish................................................ 18–19

April Fools’ Day........................................ 50–51

Plants..................................................... 20–21

Bicycles.................................................. 52–53

Bellybuttons............................................. 22–23

Drought................................................... 54–55

Concrete mixer........................................ 24–25

Sled dogs................................................ 56–57

The platypus............................................ 26–27

Cactus plants.......................................... 58–59

Pencils.................................................... 28–29

Sleep...................................................... 60–61

How do nails grow?.................................. 30–31

A space probe......................................... 62–63

Dreaming................................................ 32–33

Landfill.................................................... 64–65

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Comprehending our world

Teachers notes Comprehending our world contains 32 units, each with two pages:

• Teachers page

• Students page

The teachers page provides additional information for the teacher. It contains five sections designed to help teachers when presenting the worksheets to the students. Each teachers page contains: • indicator

• teachers notes

• answers

• additional activities

• curriculum links.

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Indicator: states the objective for the reading/ comprehension activity.

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Answers: to the comprehension questions. Answers to applied questions require checking by the teacher. In such cases, examples of possible answers have been given.

information about the topic which may be of interest and help with the delivery of the worksheet.

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Additional activities: have been provided to encourage further research of the subject.These can be attempted by students of all abilities as each can work at his/her own level.

Curriculum links: for all states, covering the comprehension and additional activities.

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Teachers notes The students page provides:

• informative text

• comprehension questions.

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The title of the text is given

The text provides a concise, well-researched explanation of how the subject works. The subjects of the text include topics from: • the natural world—human body, plant, animal, weather

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The questions include:

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• predominantly literal questions, in which the answers may be found directly from the text although some inferential questions, (in which the exact answers are not given but clues are provided from which the correct answer may be deduced) and applied questions, (in which the reader is required to think more deeply about the text and incorporate his/her own personal experience and knowledge to provide a suitable answer) have been included. • vocabulary development, in which words are given and students are asked to find synonyms from the text.

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ctric cars e l E Indicator

Teac he r

Reads text and answers questions to show an understanding of electric cars.

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

Discuss what powers a traditional car. (Petrol) Ask if anything else can power a car. (Electricity and batteries/ solar power/biofuel from energy crops such as sugar cane etc.)

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Discuss the limitations of electric cars. (They must be stationary for many hours to be recharged. Not good for long distance driving.)

Answers

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1. it is silent

2. the battery pack (a group of rechargeable batteries)

3. • on the side of the car • under the bonnet

4. a power point

5. 4; 10

6. does not give off harmful pollution

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Divide a sheet of paper into two columns. Write the headings ‘Advantages’ and ‘Disadvantages’. Work in a small group to list the advantages and disadvantages of driving an electric car.

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Write a narrative story about a family who goes on an ‘Outback’ holiday in their electric car and have to find a power point to recharge the car’s batteries.

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Perform a sketch about a service station designed for electric cars. What do the customers do to pass the time?

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Design and sketch a futuristic electric car. What special features does it have which are not available today?

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Make a list of other items which can be powered by rechargeable batteries. (Torch, digital cameras, some toys etc.)

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o c . che e r o t r s super Curriculum links English

Science

SOSE

NSW

RS1.5, RS1.6, WS1.9

PPS1.4

ENS1.6

1.3, 1.4, 2.3, 2.4

1.3, 2.3

1.4, 1.6, 2.4, 2.6

Qld

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

EC1.3, EC D1.5, PS1.5 EC2.3

Vic.

ENRE0201, ENRE0202, ENWR0201, ENWR0203

SCSC0201

SOSE0203

R 1.2, R 1.4, R 2.1, R 2.4, W 2.1, W 2.3

EC 1, EC 2

PS 1.3

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Electric cars Read the text and answer the questions.

From the outside an electric car might look like any other car, but when it is driven, it is silent! An electric car receives its power to move from an electric motor rather than a petrol engine. The motor is powered by a group of rechargeable batteries, called a battery pack.

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r o e t s B r e Once an electric car has been driven for o a o p u k while, the batteries need to be recharged. S In electric cars, the charging plug can be found either on the side of

the car or under the bonnet. A power cord is attached and plugged in to a power point—just like the ones in your home—and electricity is pumped in. Recharging the battery pack can take from four to 10 hours. Electric cars are good for the environment because they do not give off harmful pollution while they are being driven.

2. What powers the motor of an electric car?

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3. In which two places on electric cars can the charging plug be found?

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o c . che e r o 4. The power cord pumps electricity in to the t r s car. super

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Where does the electricity come from?

5. How long does it take to recharge the batteries?

hours

6. Why is an electric car better for the environment than a petrol car?

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Tsunami! Indicator

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Reads text and answers questions to show an understanding of a tsunami.

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

Tsunami (pronounced soo-nar-me) is a Japanese word meaning ‘harbour wave’. It is also known as a seismic sea wave. A tsunami is a series of long waves usually caused by underwater earthquakes, but landslides, volcanic eruptions and meteorite impacts can also cause a tsunami. These events cause large disruptions to the water, and when the force of gravity is added, a tsunami is created.

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On 26 December 2004, a tsunami created by shifting plates in the Indian Ocean devastated areas of South East Asia, killing more than 250 000 people.

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Answers

1. Tsunamis are usually caused by earthquakes under or near the sea, which result in long, strong waves in the water that move away from the earthquake.

2. Normal waves are caused by wind and tides. Tsunamis usually happen as a result of earthquakes under or near the sea. Tsunamis are much stronger than normal waves and can move far inland. 3. A tsunami grows big near the shore and, as it reaches land, it can be up to 15 metres high. The waves are strong enough move far inland and to crush homes and move cars, causing a lot of destruction.

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Additional activities

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4. Teacher check

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Find out if a tsunami could affect your neighbourhood. If so, what should you do?

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Investigate the creation of tsunami in class using a water trolley (or large tub) of water and sand. Make an island on one side of the trolley and experiment with making disturbances in the water, and recording how the resulting waves carry water up onto the land.

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Look at some paintings of waves (such as ‘Great wave off the coast of Kanagawa’, by Hokusai, a famous Japanese artist). Students can paint their own waves or tsunamis using colours of the sea.

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Research plate tectonics.

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o c . che e r o t r s supe r Curriculum links English

Science

NSW

RS1.5, RS1.6, WS1.9, WS1.11

ESS1.6

2.3, 2.4, 2.11, 2.12

2.4

Qld

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

EC2.1,EB2.2

Vic.

ENWR0201, ENRE0202, ENRE0207

SCSC0201

W 2.1, W 2.3, R 2.1, R 2.2, R 1.4

EC 2, EB 2

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Tsunami! Read the text and answer the questions.

A tsunami is a set of long, giant waves moving across oceans or seas. Normal waves are caused by wind and tides. Tsunamis are different. They usually happen as a result of earthquakes under or near the sea. A tsunami is a bit like the ripples when you throw a stone into a pond. Tsunami ‘ripples’ are long, strong waves in the water moving away from the earthquake that caused them.

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r o e t s Bo r e p ok u Stravel very fast and far in deep water without losing These waves can

any energy. When they come close to land, where the water gets shallower, they start to slow down. Sometimes, tsunami waves look very small in the ocean, then grow big near the shore. There, they can become up to 15 metres high. The waves (always more than one) look like a giant, rushing flood of water on top of the ocean. When they reach land, tsunami waves are strong enough to move far inland and to crush homes and move cars. They move much faster than a person can run. Tsunamis can cause a lot of destruction.

1. What usually causes tsunamis?

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2. What is the difference between tsunamis and normal waves?

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o c . 3. What happensc to a tsunami when it reachese land? her r o t s super

4. Draw what you think it would look like coming into shore.

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Noses Indicator

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Reads text and answers questions to show an understanding of noses.

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

The human nose serves a number of functions: it helps protect the body from disease, is part of the respiratory system, plays an important role in taste, and allows us to smell. Humans can detect around 10 000 different smells.

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At the top of our nasal passages is a small patch of neurons that come into contact with the air when we breathe in. They have hair-like projections called ‘cilia’ that increase their surface area and trap molecules in the air, which trigger the neurons. A message is sent to the brain via the olfactory nerve and that smell is remembered or memorised. The exact process of our sense of smell, however, is still not known. Mucus plays a role in smell and also helps trap and remove unwanted particles.

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Answers

1. We have a nose to help us breathe, smell and stay healthy.

2. Nostrils are the two holes at the end of your nose that let air into your nose.

3. Air coming into our nose is full of tiny bits, smells, that go past very small, sticky hair-like things called cilia high up in our nose. The cilia send messages to our brain about the smells. Our brain then tells us all about the smells. 4. Mucus traps and helps get rid of dust and germs.

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5. Answers will vary, teacher check.

Additional activities

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Teachers could mix aromatic oils or food flavourings (such as vanilla or peppermint) into paints for students to use to paint pictures.

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Students could take turns to role-play smelling different smells such as flowers, crayons, perfume, dirty socks, smoke or even rotten food. The other students try to guess what the smell is.

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Cut out a number of pictures or human and animal noses. Students could classify these noses according to various attributes, such as size, shapes, features and colour.

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Place a number of different scents in some empty film canisters. Students smell the scent and try to guess what it is. Similarly, have students taste things (edible, only!) blindfolded with their noses blocked and try to guess what it is.

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o c . che e r o t r s super Curriculum links English

Science

NSW

RS1.5, RS1.6, WS1.9, WS1.11

LTS1.3

2.3, 2.4, 2.11, 2.12

1.5

Qld

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

Vic.

ENWR0201, ENRE0202, ENRE0207

SCSC0201

W 2.1, W 2.3, R 2.1, R 2.2, R 1.4

LL 2

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Noses Read the text and answer the questions.

You may know that our nose helps us breathe, smell and stay healthy. But just how does a nose do these things?

cilia

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

mouth

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When you breathe in, air comes into your nostrils (the two ‘holes’ at the end of your nose). Inside your nostrils are lots of little hairs, called nasal hairs. As air comes in, these hairs take dust out of the air so it doesn’t go down into your lungs. If you breathe in something that annoys the hairs, you get rid of it by sneezing.

brain

The inside of your nose is wet, warm and slippery. The slippery stuff is called mucus, which traps and helps get rid of dust and germs.

The air coming into our nose is full of tiny ‘bits’ of things, too small for us to see. These tiny bits go past very small, sticky hair-like things called cilia. The cilia catch them and send messages to our brain about them. Our brain then tells us all about these smells.

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1. Why do we have a nose?

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2. What are nostrils?

o c . che 3. Explain how a nose smells things. e r o t r s super

4. What does mucus do? 5. What are some of your favourite smells? R.I.C. Publications®

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™ r c l o e V

Indicator

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Reads text and answers questions to show an understanding of Velcro™.

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

Velcro™ is a registered trademark for a brand of ‘hook and loop fasteners’.

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The hook-loop fastener was invented in 1945 by George de Mestral, a Swiss engineer. He wondered how the burrs which kept sticking to his clothes and his dog’s fur stuck. He examined them under a microscope and later developed the hook and loop fastener based on nature’s design. He named his invention ‘Velcro’, and this name has become the generic term for any two-piece fastener with nylon hooks on one side and a mat of loops on the other. Velcro™ is popular in the clothing, shoe and automotive industries as it gives a firm grip under tension but can come apart easily when necessary.

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Answers

1. Velcro™ gets its name from the French words for velvet (‘velour’), and hook (‘crochet’).

2. Answers will vary but may mention that it is easier to use as a fastener than laces for young children.

3. Velcro™ is two strips or pieces of material, one with tiny plastic or nylon hooks and the other with lots of very small loops. When the two sides are pressed together, the hooks catch in the loops and hold the pieces together tightly.

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Additional activities

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4. Answers will vary. Teacher check

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Discuss how the idea for Velcro™ came from a seed (burr). Research other interesting ways seeds disperse or other clever ideas that have come from nature.

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Students could design and make a game or item that incorporates the use of Velcro™.

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Students could chart and discuss the most popular uses for Velcro™.

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o c . ch e Curriculum links r er o t s super English

Science

NSW

RS1.5, RS1.6, WS1.9, WS1.11

2.3, 2.4, 2.11, 2.12

1.7

Qld

Refer to curriculum documents on http://www.qsa.qld.edu.au NPM 1.1, NPM 1.3, NPM 2.3

Vic.

ENWR0201, ENRE0202, ENRE0207

SCSC0201

W 2.1, W 2.3, R 2.1, R 2.2, R 1.4

NPM 2

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Velcro™ Read the text and answer the questions.

The word Velcro™ comes from the French words for velvet (‘velour’) and hook (‘crochet’). That name tells us something about what Velcro™ is. It is two strips or pieces of material with tiny plastic or nylon bits. One piece has tiny plastic hooks (the rough, ‘hook’ side), and the other has lots of very small loops (the soft, ‘velvet’ side).

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the pieces together tightly. When the two pieces are pulled apart, all the tiny hooks and loops are ‘ripped’ from each other.This is why Velcro™ makes a loud ripping sound when it is pulled apart.

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r o e t s Bo r e p o u k When the two sides are pressed together, S the hooks catch in the loops and hold

1. How did Velcro™ get its name?

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2. Why do you think Velcro™ is often used on children’s shoes?

3. How does Velcro™ work?

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o c . c e her r o t s super 4. What sort of things do you think Velcro might be good for?

™

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g a guid n i ed m o og ec Indicator

Teac he r

Reads text and answers questions to show an understanding of becoming a guide dog.

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

Besides labrador retrievers, other breeds used as guide dogs include golden retrievers and German shepherds.

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Dogs were first used to guide blind people in 1819 when Herr Johann Whilhelm Klein established an institute for the blind in Vienna. In 1916, dogs were used to guide soldiers who had been blinded in World War I.

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The selection process for formal guide dog training is extremely thorough. Only fifty per cent of dogs are accepted into the program after the puppy raising stage. Dogs that don’t ‘make the grade’ may become Pets as Therapy (PAT) dogs, companion dogs or pets for the original puppy raisers or the public.

Answers

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1. Many labrador retrievers have the qualities needed to become a guide dog.

2. Choose three from the following: intelligence, obedience, eagerness to learn, good concentration, calmness. (b) No

(d) Yes

(e) Yes

Additional activities

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3. (a) Yes

Discover how people should behave around a guide dog; e.g. don’t pat a guide dog when it is working; only its owner should feed a guide dog; realise that guide dogs are allowed in restaurants, buses, in shopping centres.

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Invite a ‘puppy raiser’, guide dog association instructor or person who owns a guide dog to talk firsthand about his/her involvement with guide dogs.

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o c . che e r o t r s super Curriculum links English

HSIE/SOSE

NSW

TS1.1, RS1.5, RS1.6, WS1.9, W1.12

SSS1.7, SSS1.8

1.1, 1.3, 1.10, 1.11

1.10, 1.11

Qld

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

SRP D1.8, SRP 2.2

Vic.

ENSL0201, ENRE0201, ENRE0202, ENRE0204, ENRW0201, ENWR0202

SOSE0201

LS 2.1, R 2.1, R 2.2, W 2.1, W 2.2

R 2.1, R 2.2, R 3.3

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Becoming a guide dog Read the text and answer the questions.

A guide dog is specially trained to help its blind or visually-impaired owner with daily activities. How does a dog become a guide dog? Labrador retrievers are most commonly used as guide dogs.Many of these dogs have the qualities needed for such an important job.These include intelligence, obedience, eagerness to learn, good concentration and calmness.

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r o e t s Bo r e p ok u S to be suitable is first given to a volunteer ‘puppy A puppy thought

raiser’, who teaches the dog to behave. The dog is given lots of different experiences, such as going to crowded places, being in traffic and hearing sudden loud noises. When it is about 14 months old, it is decided whether the dog is suitable for proper guide dog training. Then it learns more difficult skills from a trainer, such as how to go around objects, stop at kerbs and spot possible dangers. Finally, it learns to work with a visually-impaired person as a guide dog.

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2. List three qualities that guide dogs must have.

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o c 3. Write ‘Yes’ if a guide dog must do each thing e or. ‘No’ c h r if it musn’t. er o st super (a) Like crowds of people.

(b) Scared of sudden noises. (c) Bump into a postbox. (d) Stop at edge of the road. (e) Won’t cross the road if a bicycle is coming. R.I.C. Publications®

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O u r te et h Indicator

Teac he r

Reads text and answers questions to show an understanding of our teeth.

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

The lower centre teeth are usually the first to appear at about the age of six months. They are usually the first baby teeth to fall out, beginning around six years of age and continuing until about 12 or 13.

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Wisdom teeth, also known as third molars, usually appear between 16 and 21 years of age.These are the final permanent teeth. Some people’s remain in the jawbone and do not break through. Wisdom teeth often grow at unusual angles and can become impacted (incapable of growing out) if not removed.

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Answers

1. Our teeth are used for biting, tearing and chewing.

(a) incisors

3. crown

neck

Our baby teeth fall out.

5. root 7. 32

(b) canines

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Create a chart promoting healthy dental practices such as regular, thorough teeth cleaning, regular dental visits and being careful about eating sweet, sticky foods.

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Use a mirror and a partner’s help to work out how many baby teeth each student has lost and the number of incisors, canines and molars each student has.

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Curriculum links

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

Science

NSW

TS1.1, RS1.5, RS1.6, WS1.9, W1.12

LTS1.3

1.1, 1.3, 1.10, 1.11

1.6

Qld

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

LL 2.2

Vic.

ENSL0201, ENRE0201, ENRE0202, ENRE0204, ENRW0201, ENWR0202

SCSC0201

LS 2.1, R 2.1, R 2.2, W 2.1, W 2.2

LL 2

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Our teeth Read the text and answer the questions.

Our teeth are like hard bones. We use them to bite, tear and chew. • Our front teeth are called incisors . They cut into food. • The teeth on each side of these are called canines . They tear food. The three main parts of a tooth are r o t s Bo thee crown, neck and root.The crown r e is the part ofo the tooth we can see. p u It is covered by k white enamel which S protects the tooth. The neck fits into

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• The back teeth are called molars . They grind and crush food.

our gums and the root fits into our jawbone.

Our teeth begin to show when we are babies. These baby teeth begin to fall out when we are about six. Did you know you will have 32 teeth when you are an adult?

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2. Fill in the missing words. (a) The teeth which cut into food are called

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. te o c (c) The teeth which grind and crush food are called . che e r o 3. Which part of the toothr iss covered bys enamel? upert (b) The teeth which tear food are called

. . .

4. Which part of the tooth fits into our gums?

5. Which part of the tooth fits into our jawbone? 6. What happens to our teeth when we are about six? 7. People have (12, 24, 32) teeth when they are adults. R.I.C. Publications®

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nails mo s w ve o H Indicator

Teac he r

Reads text and answers questions to show an understanding of how snails move.

The mucus or slime a snail produces reduces the friction it would otherwise experience on various surfaces, enabling it to glide smoothly. It also provides suction so it can move vertically up windows and walls or even upside-down. Snails travel in irregular paths, often moving in circles. A snail’s speed of movement is hampered by the weight of its shell, which is quite heavy in proportion to its body.

Answers

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

1. slide, glide

foot, muscles, tighten, wavy, forward

3. slime makes it glide over surfaces easily, slime protects its body from sharp surfaces, slime helps it stick to surfaces so it doesn’t fall off

Teacher check

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Observe snails moving over different surfaces and time them to see if they are faster over some than others.

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Find and take note of where snails can be found around the school. Check in a couple of days to see if they have moved and where. Why might they have moved?

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Carefully collect snails and have them move over dark-coloured paper to observe the snail trails. Observe snails moving up windows or the glass panel of an aquarium to see the foot at work.

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Curriculum links

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

Science

NSW

TS1.1, RS1.5, RS1.6, WS1.9, W1.12

LTS1.3

1.1, 1.3, 1.10, 1.11

1.5,

Qld

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

LL 2.1, LL 2.3

Vic.

ENSL0201, ENRE0201, ENRE0202, ENRE0204, ENRW0201, ENWR0202

SCSC0201

LS 2.1, R 2.1, R 2.2, W 2.1, W 2.2

LL 2

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How snails move Read the text and answer the questions.

Have you ever watched a snail move? It seems to slide along wherever it wants to go. How does it do this? A snail has a flat kind of foot under its body. The foot has bands of muscles. These muscles stretch out then tighten up again. This makes a wavy movement that makes the snail go forward.

ew i ev Pr

Teac he r

r o e t s Bo r e p ok u Sa special gland that makes a slimy trail for the snail The foot also has

to glide over easily. You can see the silvery trails of slime over paths, potplants and the grass. The slime lets the snail move over sharp rocks and plants with pointy thorns without hurting itself. A snail can move upside-down and up walls as the slime helps it stick to the surface. Did you know that at top speed a snail can move about seven centimetres a minute!

1. Circle the two words that best describe how a snail moves.

2. Fill in the missing words from the text.

w ww

. These stretch out and then

. te .

makes a

m . u

helps it to move. The foot has bands of

A snail’s

up. This

movement that makes the snail go

o c . c e he r 3. Write two ways slime helps a snail. o t r s super •

• 4. Do you think snail can move fast?

Yes

Why/Why not? R.I.C. Publications®

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Yeast Indicator

Teac he r

Reads text and answers questions to show an understanding of yeast.

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

Yeast has been used in bread and alcohol making for a very long time.

•

In bread making, yeast feeds on the starches in flour, producing carbon dioxide. This causes the dough to rise as the carbon dioxide forms pockets or bubbles. When the dough is baked the pockets remain, making the bread soft and spongy.

•

Yeast is also used to make Vegemite™.

ew i ev Pr

•

Answers

1. Yeast is a kind of fungus that people use in making bread, beer and wine.

2. Warmth, sugars and water make the yeast ‘wake-up’.

3. Yeast makes bread dough rise because as it eats the sugars in the flour mix, it starts to grow. As it grows, it makes little bubbles of gas. These little bubbles get stuck in the dough and make it rise. 4. Hot or cold temperatures can kill yeast.

5. Answers will vary but should mention that bread would be flat.

w ww

m . u

Additional activities •

Make bread with the students. Discuss what the students can see, smell and feel as they make bread.

•

The gas released when yeast uses simple sugars is carbon dioxide. Students can experiment with CO2, such as combining vinegar and baking soda in a bottle, putting a balloon on the rim and watching the balloon inflate.

•

Students could experiment with conditions that yeast likes or doesn’t like by placing bread dough in the sun, fridge, freezer and near a warm oven and observing what happens to it.

•

Investigate how freeze-drying foods makes them last longer, and their use by astronauts and mountaineers.

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o c . che e r o t r Curriculum links s supe r English

Science

NSW

RS1.5, RS1.6, WS1.9, WS1.11

LTS1.3

2.3, 2.4, 2.11, 2.12

2.5, 2.8

Qld

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

NPM 2.2

Vic.

ENWR0201, ENRE0202, ENRE0207

SCSC0201

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Yeast Read the text and answer the questions.

If you have ever made bread, you might know that you need to add yeast.Yeast, like mould and mushrooms, is a kind of fungus.That’s right, the yeast we cook with is a living fungus! The yeast we usually use in packets for cooking is dried, and is ‘asleep’. When we add it to warm water and ingredients with sugars (like flour), it ‘wakes up’, eats the sugars and starts to grow. As it grows, it makes little bubbles of gas. When we make bread, these little bubbles get stuck in the dough and make it get bigger, or ‘rise’.

Teac he r

rise. If it is too hot, or too cold, the yeast will die. When the dough is cooked in the oven, the yeast dies. As the yeast eats sugars and grows, it also makes alcohol. This is why yeast is also used to make beer and wine.

ew i ev Pr

r o e t s Bo r e p o u khas to work for a Making bread takes a long time because the yeast S couple of hours to make the dough

1. What is yeast?

w ww

2. What makes dried yeast ‘wake up’?

. te

m . u

o c . 3. How does yeastc make bread dough rise? e her r o t s super

4. What can kill yeast? 5. What do you think bread would be like without yeast? R.I.C. Publications®

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ng fish i y l F Indicator

Teac he r

Reads text and answers questions to show an understanding of flying fish.

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

Flying fish do not have wings that they can flap, so they do not actually ‘fly’. They do, however, have large pectoral fins, which enable them to take short gliding flights through the air above the surface of the water, in order to escape from predators.

•

To prepare for a glide, the fish swim at speed close to the surface of the water, with their fins close to the body. As they leave the water, they spread their fins and the fish are airborne. In gliding, flying fish can almost double their speed. The glides are usually up to 30-50 metres in length, but some have been observed soaring over much greater distances.

•

Flying fish have different-shaped eyes from most regular water-bound fish. Most fish have curved corneas, helping them see better in the water. But the corneas of the flying fish are flattened so that they can also see when they fly.

ew i ev Pr

•

1. Flying fish swim very fast, close to the top of the water. Next, they give a big push with their tail and leap out of the water. Then they open their side fins, which spread out like wings and carry them through the air

2. Flying fish have special fins at the side of their bodies, much bigger than on other fish, which can open out like wings.

4. Teacher check. Possible answers include sugar-gliders, bats, stingrays, some geckos.

. te

Additional activities

m . u

w ww

3. Answers will vary. Flying fish move fast in the water before flying, like an aeroplane taking off. They glide through the air like aeroplanes, without ‘flapping’.

o c . che e r o t r s super Curriculum links

•

Make a flying fish paper aeroplane that uses the same gliding movement as real flying fish. Instructions can be downloaded at <http://www.paperairplanes.co.uk/glider6.php>.

•

Investigate other animals that move by gliding, such as flying foxes, or birds with large wings (e.g. albatross).

•

At <http://www.crayola.com/lesson-plans/detail/flying-fish-stabile-lesson-plan/> you can find instructions to make an interesting flying-fish stabile.

English

Science

NSW

RS1.5, RS1.6, WS1.9, WS1.11

LTS2.3

2.3, 2.4, 2.11, 2.12

2.5

Qld

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LL 2.1

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ENWR0201, ENRE0202, ENRE0207

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LL 2

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Flying fish Read the text and answer the questions.

We all know fish can swim. But did you know there is a kind of fish that can also move through the air?

r o e t s Bo r e fish get readyo to leave the water by p Flying u k to the top of the swimming very fast, close S water. Next, they give a big push with their

ew i ev Pr

Teac he r

Flying fish don’t fly like birds. More like paper planes, they ‘glide’ through the air after a big ‘push’. Flying fish can do this because they have special fins at the side of their bodies. These fins are much bigger than on other fish, and can open out like wings.

tail and leap out of the water. Then they open their side fins, which spread out like wings. These fins carry them through the air. Flying fish have strong muscles in their bodies and move their tail fins to help them fly. Some flying fish are so strong they can glide for over 100 metres.

w ww

m . u

. te

2. What features make flying fish different from other fish?

o c . c e her r o t s super 3. Can you think of any ways the flying fish’s flight is like that of an

aeroplane?

4. Do you know any other animals (not birds) that can glide? R.I.C. Publications®

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Plants Indicator

Teac he r

Reads text and answers questions to show an understanding of plants.

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

Plants are living things which need air, water, sunlight and food to grow. Plants produce their own food in their leaves through a process called photosynthesis.

•

Discuss different types of plants, such as flowering plants, non-flowering plants and vegetables. Can students name specific plants from each group?

Answers underground

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•

1. roots, stem, leaves, flower

3. collect water from the soil for the plant to drink

4. through the holes in the tips of the roots.

5. through tubes in the stem.

•

Read and discuss stories about plants, such as The tiny seed by Eric Carle, The carrot seed by Ruth Kraus and the classic tale, Jack and the beanstalk.

•

Examine a carrot fresh from the ground. Notice the little roots at the very tip and on the sides of the carrot. Explain that a carrot is a ‘taproot’ which is a big, main root that grows straight down into the ground with little roots growing out it sides. Find out which other vegetables are taproots. (Radishes, beets, turnips and parsnips.)

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m . u

Place celery in a jar of coloured water and watch as the water travels up the stem. Use a potato peeler to shave away the outer part of the celery for observation.

w ww

•

o c . che e r o t r s super Curriculum links English

Science

NSW

RS1.5, RS1.6, WS1.9

LTES1.3, LTS1.3

1.3, 1.4, 2.3, 2.4

LL1.2, LL2.1

Qld

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

SCSC 0101, SCSC 0201

Vic.

ENRE0201, ENRE0202, ENWR0201, ENWR, 0203

1.5, 2.5

R 1.2, R 1.4, R 2.1, R 2.4, W 2.1, W 2.3

LL 1, LL 2

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Plants Read the text and answer the questions.

A plant has four main parts—the roots, the stem, the leaves and the flower. The roots of a plant are usually found underground. The roots have a very important job—to collect water from the soil for the plant to drink.

Teac he r

ew i ev Pr

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

At the tip of each root is a thin sheet of living material which has tiny holes in it. Water from the soil enters the plant through these holes.

The water travels up the roots to the stem of the plant. The stem is made up of little tubes, like straws, that form a pipeline for the water to travel up to the leaves. The water from the stem is carried into the leaves through little veins on each leaf. The leaves use the water to make food for the plant.

Plants need food, water, air and sunshine to grow. 1. List the four main parts of a plant.

w ww

2. Where are a plant’s roots found?

m . u

3. What is the very important job the roots must do?

. te

o c 4. How does water from the soil enter the plant? . c e h r e o r st super

5. How does water travel from the roots to the leaves? 6. What four things do plants need to grow? •

•

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lybuttons l e B Indicator

Teac he r

Reads text and answers questions to show an understanding of bellybuttons.

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

A bellybutton, or navel, is the scar left from the removal of the umbilical cord after the birth of a placental mammal. The umbilical cord (also called the birth cord) is the tube that connects a developing baby to the placenta. It carries nutrient-rich blood from the mother to the baby and nutrient-depleted blood from the fetus back to the mother.

•

Immediately after a baby is born, the doctor or nurse places two clamps on the newborn’s umbilical cord, side by side, and the umbilical cord is cut between the clamps. A stump is left which falls off in one to three weeks, leaving just a scar—the bellybutton.

1. navel

ew i ev Pr

•

Answers

2. A bellybutton is the scar left from where a person’s umbilical cord used to be.

3. The baby growing inside its mother needs an umbilical cord to get air and food from the mother and to carry wastes away from the baby back to the mother, so she can get rid of them.

4. A doctor cuts off a baby’s umbilical cord when he or she is born because he or she starts to breathe, drink milk for food and get rid of wastes on his or her own, and so no longer needs an umbilical cord.

w ww

. te

m . u

5. Answers will vary, teacher check.

Additional activities

•

All placental mammals have a navel. While it is obvious in humans, in other mammals it usually appears as a thin hairless line. Students could bring in some pets (guinea pigs, puppies) and examine their ‘bellybuttons’.

•

Discuss growth and development, and how people change over time. How are the students different today from when they had umbilical cords?

•

Compare the way human babies grow with the way some other baby animals are born, such as fish, birds or snakes. Which animals develop os a similar way? Classify animals according to the way they grow or are born.

o c . che e r o t r s super Curriculum links English

Science

NSW

RS1.5, RS1.6, WS1.9, WS1.11

LTS1.3

2.3, 2.4, 2.11, 2.12

2.5, 2.6

Qld

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

LL 2.1, LL 2.2

Vic.

ENWR0201, ENRE0202, ENRE0207

SCSC0201

W 2.1, W 2.3, R 2.1, R 2.2, R 1.4

LL 2

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Bellybuttons Read the text and answer the questions.

Every person in every country has one, in the same spot on their bodies. But what do bellybuttons do, and why do we have them?

Teac he r

ew i ev Pr

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

A bellybutton (or navel) doesn’t actually do anything! It is the scar left from something that was very important to us when we were tiny little babies growing inside our mothers.

A baby growing inside its mother can’t breathe air or eat food like we do. Unborn babies get food and air from a tube called the umbilical cord. This cord also carries wastes away from the baby back to the mother, so she can get rid of them. When the baby is born, he or she starts to breathe, drink milk for food and get rid of waste on his or her own. The baby doesn’t need an umbilical cord anymore, so the doctor cuts it. When the bit left over on the baby’s stomach heals, the baby is left with his or her belly button.

m . u

1. What is another name for a bellybutton?

w ww

2. What is a bellybutton?

. te

o c . che e r o t r s super

3. Why does a baby growing inside its mother need an umbilical cord?

4. Why does a doctor cut the umbilical cord after a baby is born? 5. Describe your bellybutton. R.I.C. Publications®

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rete mixe c n r Co Indicator

Teac he r

Reads text and answers questions to show an understanding of a concrete mixer.

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

Walk around the school grounds and let the students point out the concrete.

•

Discuss the building of a new home. Explain that one of the first steps is to ‘lay the foundation’ which involves making a frame on the ground the shape of the house and filling it with concrete. A concrete mixer backs up to the frame and wet concrete pours out the back of the truck.

Answers

ew i ev Pr

•

1. mixing concrete

sand, cement, crushed rock, water

3. spiral blade

wet concrete is forced out the back of the truck

5. it hardens

The concrete can be mixed while the truck is driving to the construction site.

•

Make a mix of rocks, small pieces of gravel and sand. Allow students to use sieves and colanders with a variety of opening sizes to separate the different-sized particles. Explain that all three are mixed with water and cement to make the wet paste called concrete.

•

Write a narrative story about a group of children who discover a secret code which has been scrawled into some recently dried concrete near the local playground.

•

Make a ‘Concrete shake’ by blending frozen vanilla yoghurt, milk and chunks of chocolate biscuits. Follow strict hygiene so the students can drink/eat their concrete shakes.

. te

m . u

Can the students name the concrete mixers on the popular television shows Thomas and friends (Patrick) and Bob the builder (Dizzy)?

w ww

•

o c Curriculum links . ch e r er o t s super English

Science

NSW

RS1.5, RS1.6, WS1.9

PSES1.5, PSS1.5, BEES1.1, BES1.1

1.3, 1.4, 2.3, 2.4

1.7, 2.7, 1.8, 2.8

Qld

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

NPM 1.1, NPM 2.1, NPM 1.2, NPM 2.3

Vic.

ENRE0201, ENRE0202, ENWR0201, ENWR0203

SCSC0101, SCSC0201

R 1.2, R 1.4, R 2.1, R 2.4, W 2.1, W 2.3

NPM 1, NPM 2

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Concrete mixer Read the text and answer the questions.

A concrete mixer is a truck with a large drum on its back which is used for mixing concrete. The truck will mix the concrete while it is being driven to a construction site. To make concrete, sand, cement and crushed rock are put into the drum and water is added. Inside the drum is a spiral blade. As the drum spins around in one direction, the blade mixes the ingredients.

r o e t s Bo r e p ok u If the drum stops turning, the concrete will harden. If this happens, S workers climb inside the drum and use

ew i ev Pr

Teac he r

When the drum changes direction, the wet concrete is forced out the back of the truck. It travels down a chute to where it is needed.

jackhammers to break it up.

Large amounts of concrete are used for the foundations (pads) of houses and garages, and for multi-storey buildings.

1. What is the drum of a concrete mixer used for?

•

w ww

•

m . u

2. List the four ingredients used to make concrete.

. te when the drum changes direction?o 4. What happens c . c e her r o t s s r u e p 5. What happens to the concrete 3. What is inside the drum?

if the drum stops turning?

6. How does the mixing drum being on the back of a truck save time? R.I.C. Publications®

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e platypus h T Indicator

Teac he r

Reads text and answers questions to show an understanding of the platypus.

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

The platypus is a special type of mammal known as a monotreme. It is different from other mammals because it lays eggs instead of giving birth to live young. There is only one other monotreme—the echidna.

•

The platypus uses its ‘beaver-shaped’ tail to store fat.

•

Discuss if anyone has ever seen a platypus in the wild or at the zoo. Explain that a platypus is, on average, between 40 and 50 centimetres long.

ew i ev Pr

•

Answers

1. hind feet

2. bill

3. bottom of lakes and rivers

5. spurs on its back legs are sharp and release venom

6. 10

7. folds the webbing of its feet under

Additional activities

•

Write a report about the platypus’s burrow. Include diagrams.

•

Imagine it is the 1700s and an explorer who has visited Australia and seen a platypus has returned to England to describe the creature to a friend. Write and perform a sketch between the explorer and his friend. (For example:‘It is a duck-billed, beaver-tailed, otter-footed, fur-covered, egg-laying, venomous mammal!’) Does the friend believe the explorer?

•

Write a creative story about a platypus who is losing its freshwater habitat as a result of the construction of new human homes. Turn the story into a picture book.

. te

m . u

Find out which Australian coin features a swimming platypus. (The 20-cent coin)

w ww

•

o c . Curriculum links ch e r er o t s super English

Science

NSW

RS1.5, RS1.6, WS1.9

LTES1.3, LTS1.3

1.3, 1.4, 2.3, 2.4

1.5, 2.5

Qld

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

LL 1.2, LL 2.1

Vic.

ENRE0201, ENRE0202, ENWR0201, ENWR, 0203

SCSC0101, SCSC0201

R 1.2, R 1.4, R 2.1, R 2.4, W 2.1, W 2.3

LL 1, LL 2

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The platypus Read the text and answer the questions.

The platypus is an excellent swimmer. It uses its webbed front feet like paddles to push itself through water, and its hind feet to steer. The platypus folds the webbing on its feet under when it walks (or waddles) on land.

ew i ev Pr

Teac he r

r o e t s Bo r e p ok u The platypus is covered in fur S and has a rubbery bill similar in shape to a duck’s bill. The bill is very

sensitive and helps the platypus to feel its way around and find food. It uses its sharp claws to dig up food, such as shrimp and insect larvae, from the bottom of lakes and rivers. The male platypus uses the spurs on his back legs, which are sharp and release venom, to defend himself from predators.

The female platypus lays soft-shelled eggs which hatch after about 10 days. The young suckle milk from their mother’s stomach. . What does the platypus use 1 to steer when swimming?

3. Where does the platypus find its food?

m . u

w ww

2. What helps the platypus to find its way around?

. tit use to dig up its food? o 4. What doese c . c e r 5. How does a maleh platypus defend itself from predators? er o t s s r upe

6. After about how many days will a platypus egg hatch?

days

7. What does the platypus do so it can walk on land?

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Pencils Indicator

Teac he r

Reads text and answers questions to show an understanding of pencils.

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

Although the commonly used name for a graphite pencil is a ‘lead’ pencil, there is no lead in the pencil. The term has remained from the time lead was used in writing tools. Unlike lead, graphite (a form of carbon) is non-toxic.

•

When powdered graphite is mixed with different ratios of clay, different degrees of hardness are attained, which leave lighter or darker marks on the paper. Softer pencils leave darker marks but need to be sharpened or have the refills replaced more often.

ew i ev Pr

•

Answers

1. graphite

2. when a passerby saw bits of a black material hanging from the roots of a fallen tree

3. They need holders as the graphite is soft and breaks easily if held directly in the hand. 4. The code tells how light or dark a pencil is.

Additional activities

w ww

m . u

5. Coloured dye, wax and clay are mixed with graphite to make coloured pencils.

•

Create a display or different types of ‘lead’ and coloured pencils. Include those with different designs printed on the wood casing, those with and without erasers, those with various grips attached, those with refillable leads, a thick, flat carpenter’s pencil (flat so it doesn’t roll), aquarelle or watercolour pencils, and pastel or chalk coloured pencils. Note: Pencils used in make-up are also made in a similar process.

•

Graph the types of lead pencils students prefer to use; e.g. HB, 2B.

. te

o c Curriculum links . ch e r er o t s super English

Science

NSW

TS1.1, RS1.5, RS1.6, WS1.9, W1.12

PPS1.5

1.1, 1.3, 1.10, 1.11

1.7

Qld

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

NPM 2.3

Vic.

ENSL0201, ENRE0201, ENRE0202, ENRE0204, ENRW0201, ENWR0202

SCSC0201

LS 2.1, R 2.1, R 2.2, W 2.1, W 2.2

NPM 2

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Pencils Read the text and answer the questions.

Long ago, people began using soft metals such as lead for writing. They held a small piece in their hand to write with. About 500 years ago, someone was walking past a tree that had fallen over and saw bits of a black material hanging from the tree roots. This was a mineral called graphite, which was found to be better than lead for writing. But it was soft and broke easily and needed a holder to write with.

ew i ev Pr

Teac he r

r o e t s B r e oo At first, sticks of graphite were wrapped up with string as a holder.Then p kthe first pencils! the graphite wasu put into a slot in wood. These were S Many modern pencils still have a wooden holder.You need to sharpen the top when it gets blunt. Have you noticed the code printed on the pencil? That tells you how dark or light the pencil is. To make coloured pencils, coloured dye, clay and wax are mixed with the graphite. Sets of coloured pencils usually come in 12s or 24s. But some come in 120 or more different colours!

m . u

1. The name of the material used to make pencils is

w ww

2. How was it discovered?

. te

o c . 3. Why do pencilsc need holders? e her r o t s super

4. Why are codes used on pencils?

5. How are coloured pencils made? R.I.C. Publications®

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do nails gro w ow ? H Indicator

Teac he r

Reads text and answers questions to show an understanding of how nails grow.

r o e t s Bo r e pTeachers notes ok u S

The proper name for the pale half-circle just above the cuticle is the ‘lunula’ (Latin for moon).

•

It can take between three to six months for a new nail to grow completely.

•

Fingernails can tell about a person’s health.

ew i ev Pr

•

Answers

1. Nails protect the tips of the fingers and toes and help you pick up or scratch something.

keratin

3. under the cuticle

The cuticle protects the new nail as it grows out from the nail root.

5. cells

the old cells

the nail bed

7. The old cells become flat and hard.

9. The blood vessels feed the nail and make it pink.

m . u

Additional activities Examine your nails closely, then draw a ‘close-up’ sketch of one of your nails, being sure to include all lines, shapes and shadows.

•

Find out the difference between fingernails and toenails by observation and extra reading.

•

Discuss how to look after nails properly for good hygiene and health.

•

Interview some teenagers or adults who likes to paint their nails to find out why.

•

Create some ‘funky’ designs to apply to nails.

w ww

•

. te

o c . ch e Curriculum links r er o t s super English

Science

NSW

RS1.5, RS1.6, RS1.7, WS1.9, WS1.11

LTS1.3

1.3, 1.4, 1.8, 1.11

1.5

Qld

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

L&L 2.2

Vic.

ENRE0201, ENRE0202, ENWR0201, ENWR0202, ENWR0203

SCOSC0201

R 2.1, R 2.2, R 2.3, R 2.4, W 2.1, W 2.3

LL 2

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How do nails grow? Read the text and answer the questions.

Nails are very important parts of the body because their hard surface protects the tips of your fingers and toes. It also helps when you need to pick up or scratch something. Nails are made of a substance called keratin, a protein made by the cells, which also creates hair and the top layer of skin.

ew i ev Pr

Teac he r

r o e t s B r e The U-shaped cuticle on theo nail hides the nail root p o u kthe new nail as it where the nail starts to grow. The cuticle protects S grows out from the nail root. As the cells at the root of the nail grow, the

new cells push out the old cells. The old cells become flat and hard. The new nail slides along the nail bed, which is the flat surface under the nails. Under the nail bed are tiny blood vessels which feed the nail and make it pink. Fingernails grow very slowly (about 2.5 millimetres each month). They need to be looked after to keep them healthy.

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2. What is a nail made from? 3. Where is the nail root?

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4. What does the cuticle do?

o c . ch 5. What grows in the nail root? e r e o t r s su per 6. What do the new cells push out?

7. What happens to the old cells? 8. What is the flat surface under the nails called? 9. What do the blood vessels under the nail bed do?

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Dreaming Indicator

Teac he r

Reads text and answers questions to show an understanding of dreaming.

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

There are five different stages of sleep. Dreaming occurs in the Rapid Eye Movement (REM) stage. Our eyes move back and forth very quickly underneath our eyelids during this stage, even though our other muscles are relaxed. This stage follows the one where we sleep the deepest. If we wake up during or soon after the REM stage, we are more likely to remember what we dreamt.

•

Triggers for those who suffer from nightmares include watching or reading something scary before bed, problems at school or home, going through a stressful time such as the death of someone close or moving, sleeping on a full stomach, and experiencing a high fever.

Answers

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•

1. one-third, dreaming 3. (a) False

(b) False

Teacher check

(d) True

Additional activities

•

Find out who has experienced a nightmare and what might have caused it.

•

Write a narrative or a recount based on a dream or nightmare they have experienced.

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Curriculum links

m . u

Survey the class to find out who remembers their dreams. Discuss the kind of dreams those students have.

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

PDHPE/HPE

NSW

TS1.1, RS1.5, RS1.6, WS1.9, W1.12

ALS1.6, GDS1.9

1.1, 1.3, 1.10, 1.11

1.4

Qld

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

EPD 2.3

Vic.

ENSL0201, ENRE0201, ENRE0202, ENRE0204, ENRW0201, ENWR0202 HPSR0201

LS 2.1, R 2.1, R 2.2, W 2.1, W 2.2

Comprehending our world

KU 2

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Dreaming Read the text and answer the questions.

Did you know that you will spend about onethird of your life sleeping? And that when you are asleep, you spend about one-quarter of that time dreaming? Children your age need about 10 hours’ sleep each night, so you spend about two or three hours dreaming. It is not known for sure why we dream, but scientists have some good ideas.

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Teac he r

r o e t s Bo r e • Our dreams are often made up of bits and pieces of what happened p o k way of making during the day.u They think dreaming is our brain’s S sense of everything.

• Other scientists think our brain sorts out what has happened and saves the ‘important stuff’ and gets rid of the ‘rubbish’. • Another idea is that we dream about our worries.

• And another is that we dream muddled-up bits and pieces of what we are thinking about.

1. Fill in the missing words from the text.

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of our life sleeping. While

We will spend about

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Not everyone remembers their dreams, but we all dream. Some people have bad dreams that wake them up and scare them, called nightmares. Nightmares can’t hurt you as they are not real—they just seem real at the time!

sleeping, we spend about one-quarter of that time

o c . che e r o t r s super

2. Explain one reason why scientists think we dream.

3. Circle True or False. (a) Only some people dream.

True

False

(b) Everybody has nightmares.

True

False

True

False

(d) Sleep 8 hours = dream about 2 hours. True

False

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r-coaster e l l o s Indicator

Teac he r

Reads text and answers questions to show an understanding of rollercoasters.

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

Roller-coasters are believed to have originated in Russia in the 1400s when people constructed hills from ice and snow to slide down. Elevated wooden towers were used to reach the top of the artificial hills.

•

A number of different types of wheels help to make the ride smooth. Running wheels keep the roller-coaster on the track. Friction wheels control the movement from side to side. A set of wheels keeps the cars on the track even when upside down.

•

Compressed air brakes stop the ride.

Answers

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•

1. Teacher check

It is pulled by a linked chain.

3. (d) gravity

a brake

5. Teacher check

Additional activities •

Find out how other ‘fun’ rides such as slippery slides, swings, trampolines and seesaws work.

•

List other toys or machines which work by using gravity.

•

Listen to, or tell, experiences of roller-coaster rides then write a story about a frightening experience on one.

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Construct a roller-coaster track in the classroom using large, long, wooden blocks. Use a plastic toy train and string to test the track to see if it works.

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o c . che e r o t r s super Curriculum links English

Science

NSW

RS1.5, RS1.6, RS1.7, WS1.9, WS1.11

PPS1.4

1.3, 1.4, 1.8, 1.11

1.3, 1.4

Qld

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

E&C 2.2, E7C 2.3

Vic.

ENRE0201, ENRE0202, ENWR0201, ENWR0202, ENWR0203 SCSC0201

R 2.1, R 2.2, R 2.3, R 2.4, W 2.1, W 2.3

Comprehending our world

EC 2

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Roller-coasters Read the text and answer the questions.

A roller-coaster is like a railway. They are usually found in an amusement park or at a fair or festival. A roller-coaster has open cars which run up and down and turn on a sloping track. Many people ride them because they like the thrill of moving fast and making quick turns.

Teac he r

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

A group of cars with wheels are joined. They move along a pair of rails on top of a wooden or steel structure. A linked chain pulls the cars up the first steep incline (slope). When the cars reach the top of the slope, they roll free of the chain. Gravity then propels the roller-coaster downward to start. The cars drop, twist, rise and turn until the ride is finished. A brake at the starting point stops them.

1. Use your own words to write a sentence or two that explains what a roller-coaster is.

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2. How does the roller-coaster get to the top of the first incline?

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o c . 3. Circle the correct name of the force which makes the rollerc e h r coaster go through e ther twists, turns andt o sdrops. super (a) heat (b) wind (d) slopes (d) gravity (e) electricity

4. What stops the roller coaster at the end of the ride? 5. On a separate sheet of paper or on the back of the worksheet, draw a picture of a roller-coaster. Put in as many things as you can to help explain how it works. R.I.C. Publications®

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Bubbles Indicator

Teac he r

Reads text and answers questions to show an understanding of bubbles.

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

Bubbles are bits of air or gas trapped inside a liquid ‘ball’.

•

The surface layer of a liquid has a certain surface tension, which causes the layer to behave like an elastic ‘skin’. Soap or detergent is needed to decrease the surface tension of water enough to make it stretch into a bubble.The stretched surface of a bubble is very thin and sensitive to heat and dry environments. Bubbles pop when this thin membrane dries out through evaporation, or touches another dry surface.

•

Surface tension also gives bubbles their round shape. A soap film always pulls in as tightly as it can and makes the smallest possible surface area for the volume it contains. Most bubbles are spheres because this is the shape that has the smallest surface area for a given volume (the amount of air inside).

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•

Answers © R. I . C .Publ i cat i ons •f orr evi ew pur posesonl y•

1. Bubbles and balloons both have a stretchy skin that gets bigger as you blow air into it. Students may also mention that both bubbles and balloons pop. 2. The tiny bits of water that you can’t see stick together too tightly to be stretched very far.

4. Answers will vary. Teacher check

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Additional activities

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3. Soap or detergent stops the tiny bits of water sticking together so tightly, so the water can be stretched into a shiny, round bubble.

•

Provide students with a range of materials to design and make their own bubble wand, such as string, scissors, pipe-cleaners, straws. Students can investigate whether changing the shape of the blower changes the shape of the bubble.

•

Allow students to blow bubbles using a mixture that makes them last longer, such as one part of washing-up detergent, two parts of glycerin and three parts water.

•

Investigate surface tension. Conduct experiments with water to test the strength of its surface tension.

o c . che e r o t r s super Curriculum links English

Science

NSW

RS1.5, RS1.6, WS1.9, WS1.11

PPS2.4

2.3, 2.4, 2.11, 2.12

2.8

Qld

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

NPM 2.2, EC 2.1

Vic.

ENWR0201, ENRE0202, ENRE0207

SCSC0201

W 2.1, W 2.3, R 2.1, R 2.2, R 1.4

NPM 2

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Bubbles Read the text and answer the questions.

When you blow down a straw in a drink, you can make bubbles—bits of air (a gas) that get trapped in your drink (a liquid). Bubbles can also be blown into the air with soapy water. These bubbles are bits of air trapped in a very thin, round ball of watery liquid.

Teac he r

ew i ev Pr

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

The bubbles we blow in the air are a lot like balloons. Balloons have a stretchy skin of rubber that gets bigger as you blow air into the balloon. Bubbles also have a very thin, stretchy ‘skin’ that gets bigger as we blow. What gives bubbles their stretchy skin?

If you dip a bubble wand into plain water and try to blow a bubble, it won’t work. Water is made up of tiny little bits (much too small to see) that stick together strongly. These tiny bits usually stick together too tightly to be stretched into big, round bubbles. When we add soap, or detergent, to the water, it stops the tiny bits of water sticking together so tightly, and the water can be stretched into a shiny, round bubble.

1. How is a bubble like a balloon?

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m . u

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2. Why can’t you blow a bubble from normal water?

o c . che e r o t r s su 3. What makes water stretchy enough to form a bubble? per

4. Describe the last time you blew bubbles. R.I.C. Publications®

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Sirens Indicator

Teac he r

Reads text and answers questions to show an understanding of sirens.

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

A crank is a device for transmitting motion. It consists of an arm projecting from, or secured at right angles at the end of, an axis or shaft which receives or gives motion.

•

Types of sirens used may vary.

•

The spinning motion inside some industrial sirens is so fast that if fingers were poked in, they would be chopped off!

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•

Answers

1. police cars, fire engines, ambulances

True

3. The air was forced through the siren by a pump.

fan, holes, disc, sounds

5. cars, houses, building sites etc.

•

Learn and practise the correct procedure for a fire or emergency drill in school.

•

Visit a police station, fire station or ambulance station and ask the officers to turn on the siren for a short time.

•

Write an acrostic for SIREN; for example, Sounds loud Inside the vehicle Remember fire drills Emergency No running, walk fast

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Use body parts or percussion instruments to create an emergency siren sound.

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o c . che e r o t r s super Curriculum links English

Science

NSW

RS1.5, RS1.6, RS1.7, WS1.9, WS1.11

PPS 1.4

1.3, 1.4, 1.8, 1.11

1.3, 1.4

Qld

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

E&C 2.2, E&C 2.3

Vic.

ENRE0201, ENRE0202, ENWR0201, ENWR0202, ENWR0203

SCSC0201

R 2.1, R 2.2, R 2.3, R 2.4, W 2.1, W 2.3

EC 2

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Sirens Read the text and answer the questions.

Sirens are used on emergency vehicles such as police cars, fire engines and ambulances to warn people to move out of the way.

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

Teac he r

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Sirens are machines designed to make a very loud, and sometimes painful, noise. The first sirens sat on the bumper or roof of a police car, ambulance or fire engine. They were originally turned by a crank and, later, by an electric motor. A pump forced air through the siren. Inside the siren was a disc or drum which had a pattern of holes around the edge of it. The disc spun in front of a jet of air or spinning fan which pushed pulses of air out through the holes. When the pulses of air come out, loud sounds were heard.

Modern sirens are recordings played through the sound system of the vehicle. A button is pushed and the siren comes on. Some sirens on emergency vehicles can make different sounds, called ‘yelps’ and ‘wails’.

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1. Name some places where emergency sirens can be found.

. te o 3. How did the air get into the siren? c . c e her r o t s super 2. Sirens are machines. True or False

4. Complete the sentence.

pushed air through

A spinning

and made

in a come out.

5. Write two other places where sirens or alarms can be found. R.I.C. Publications®

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cling glas y c s Re Indicator

Teac he r

Reads text and answers questions to show an understanding of recycling glass.

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

Coloured glass contains colouring agents which cannot be removed so green and brown coloured glass can only be used to make more green and brown glass. Sometimes it is recycled and used to make fibreglass or in concrete products.

•

Domestic waste glass is called ‘cullet’. Cullet makes up about 70% of each new glass product made.

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•

Answers

1. Teacher check. Answers should be similar to: Recycling is a way of using and changing old things to make new things instead of wasting them.

2. (1) The glass jars and bottles are taken to the recycling centre.

(2) The jars and bottles are sorted by colour.

(3) They are cleaned and labels and lids are removed.

(4) The glass bottles and jars are crushed and checked.

(5) The crushed glass is mixed with other materials and melted.

(6) The new glass is moulded into new glass products.

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Additional activities

•

Find out where the nearest glass recycling centre is located.

•

Use clean glass jars and bottles to create a series of musical instruments.

•

Collect and display glass bottles and jars of various sizes, shapes and colours to see how many different kinds there are.

•

Investigate the various ways manufacturers indicate that a product can be recycled or is made of recycled materials.

•

Find out how recycling paper works.

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o c . che e r o t r s supe r Curriculum links English

Society and environment

NSW

RS1.5, RS1.6, RS1.7, WS1.9, WS1.11

SSS1.7

1.3, 1.4, 1.8, 1.11

1.10

Qld

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

SRP 2.1, SRP 2.2

Vic.

ENRE0201, ENRE0202, ENWR0201, ENWR0202, ENWR0203

SOSE0203

R 2.1, R 2.2, R 2.3, R 2.4, W 2.1, W 2.3

R 2.1, R 2.2

Comprehending our world

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Recycling glass Read the text and answer the questions.

Recycling is the process of treating waste products so that new products can be made from them. Glass bottles and jars can be cleaned and sorted for collection and recycling. The glass bottles and jars are taken to the recycling centre where they are sorted by colour. They are cleaned and labels and lids are removed.

Teac he r

such as sand and melted in a furnace. The new glass is moulded into new glass bottles and jars. Glass bottles and jars that cannot be made into new glass containers can be used in concrete or to make fibreglass or glass beads.

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r o e t s Bo r e p and checked again ok The glass is thenu crushed for any left-over pieces of plastic or metal. The S crushed glass is mixed with other raw materials

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2. Write the correct number next to each step to show the correct order in the recycling process. The first one has been done for you.

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o c . ch The new glass is moulded into new glass products. e r er o t s sup er The crushed glass is mixed with other materials and melted.

They are cleaned and labels and lids are removed.

The jars and bottles are sorted by colour.

The glass bottles and jars are crushed and checked.

1 The glass jars and bottles are taken to the recycling centre.

3. Tell a friend what you think about recycling materials such as glass. R.I.C. Publications®

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Mirrors Indicator

Teac he r

Reads text and answers questions to show an understanding of mirrors.

r o e t s Bo r e pTeachers notes ok u S

A mirror image is a backwards image.

•

A particle is a minute portion, piece or amount; a very small bit.

•

Photons bounce back from the surface of a mirror at the same angle at which they hit it.

•

Objects can be seen in two ways — either because they reflect light OR because they emit light.The stars and the sun emit light but the moon reflects light.

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•

Answers

1. Teacher check. Answers will be similar to: A mirror is glass with a painted or metal back; you can see your reflection in it.

2. (a) photons (little particles of energy)

(b) bounce back in different ways/act differently

3. (a) The photons are scattered when they bounce back.

(b) The photons are absorbed (pass through).

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4. reflection

Additional activities

•

List eight other smooth, shiny surfaces which give a reflection.

•

Draw diagrams to show how photons act when they hit a rough surface, water and a mirror.

•

Investigate how mirrors in a ‘fun house’ work.

•

Use a dictionary to write a definition for words such as ‘reflect’,‘metal’,‘particle’,‘absorb’ and ‘water’.

•

Use small, rubber, bouncing balls and varied types of surfaces to illustrate the ways photons act on different surfaces.

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o c . che e r o t r s Curriculum links supe r English

Science

NSW

RS1.5, RS1.6, RS1.7, WS1.9, WS1.11

PPS1.4

1.3, 1.4, 1.8, 1.11

1.3

Qld

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

E & C 2.2

Vic.

ENRE0201, ENRE0202, ENWR0201, ENWR0202, ENWR0203

SCSC0201

R 2.1, R 2.2, R 2.3, R 2.4, W 2.1, W 2.3

EC 2

Comprehending our world

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R.I.C. Publications®

Mirrors Read the text and answer the questions.

A mirror is a reflecting surface, usually made from glass with a metallic backing. Mirrors must have light in order to make them work. Light is made up of photons (little particles of energy). Photons act differently when they hit different surfaces.

ew i ev Pr

Teac he r

r o e t s Bo r When photons hit p ane object with a rough o u surface, they bounce back but are scattered k around. When S they scatter, the object that was hit by the photons is seen.

When photons hit objects such as water, they can pass through or be absorbed. Photons can also be partly absorbed by objects such as leaves. When photons hit a smooth surface such as a mirror, they bounce straight back and are not scattered around. Some of the photons enter the eye so a person looking in a mirror can see himself/herself. This is called a reflection.

1. Use your own words to write a definition of a mirror.

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2. Complete the sentences. (a) Light is made up of

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o c . . che e r o t 3. Write what happens forr each type of surface s when photons hit it. super (b) When photons hit different types of surfaces, they

(a) a rough surface

(b) water (c) a mirror 4. What is the light which bounces straight back into eyes from a smooth, polished surface called? R.I.C. Publications®

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Castles Indicator

Teac he r

Reads text and answers questions to show an understanding of castles.

Castles were usually the home of a monarch (king or queen), a noble or someone loyal to the monarch. The word ‘castle’ comes from the Latin word for ‘fortress’. Early castles were built from earth and timber. Stone castles were built between 900 and 1400 BCE. Besides being a home and fortress, castles served as prisons, barracks, treasure houses, weapons and food storage, and as centres for local government.

Answers

1. For protection from enemies. 2. Hills could be hard for the enemy to climb and the enemy could be seen easily.

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•

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

3. (a) arrows could be fired through them

(b) round walls made it harder to shoot arrows at

(d) it could be pulled up to seal off the castle

Additional activities

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4. very thick outer walls/inner walls inside outer walls

•

Read stories of castles and medieval times such as The legend of King Arthur.

•

View photographs of castles on the Internet.

•

After reading and viewing fiction and nonfiction stories about castles, students choose a person or character who inhabited a castle and write a narrative from his/her point of view. It could be a king; his wife, the queen; a noble; a knight; a child; or even a bird or a mouse!

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o c . ch Curriculum links e r er o t s super English

HSIE/SOSE

NSW

TS1.1, RS1.5, RS1.6, WS1.9, W1.12

CCS1.1, ENS1.5

1.1, 1.3, 1.10, 1.11

1.3, 1.4

Qld

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

TCC 2.1, PS 1.1

Vic.

ENSL0201, ENRE0201, ENRE0202, ENRE0204, ENRW0201, ENWR0202 SOSE0203

LS 2.1, R 2.1, R 2.2, W 2.1, W 2.2

Comprehending our world

PS 2.1, PS 2.2, TCC 2.1

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Castles Read the text and answer the questions.

Castles are large forts and were first built more than one thousand years ago. They were the homes of important people, their families and workers. Castles were built for protection from enemies. They had many features that made it hard for enemies to enter. Castles were often built on top of a steep hill that was hard to climb and made it easy to see the enemy coming. The outer walls were usually very thick—sometimes up to nine metres. They had narrow slits in them so arrows could be shot at enemy attackers.

Teac he r

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r o e t s Bo r e p o u Inside the outer walls were inner walls for morek protection. A deep S ditch filled with water, called a moat, often surrounded the castle. A

drawbridge lay across the moat but was raised when the castle was under attack. Round walls made it harder to shoot arrows at each part of the castle. Castles were very important in the past.

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2. Why were they often built on a hill?

m . u

1. Why were castles built?

. te o 3. Explain what each of these parts of a castle wasc for. . c e r (a) slits in walls: h er o t s super

(b) round walls: (c) moat:

(d) drawbridge: 4. List one other feature a castle had. R.I.C. Publications®

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Comprehending our world

mmunities o C Indicator

Teac he r

Reads text and answers questions to show an understanding of communities.

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

Communities are groups of people from a variety of backgrounds who work together and share common ideals, goals, needs and interests.

•

People in a community have roles and responsibilities which help the community function. Community members provide for each other’s needs by providing goods and services.

•

Local councils also provide things such as entertainment, recreation and town planning as well.

•

Community groups include sporting groups, church groups, charity and volunteer groups, scouts and girl guides, community services groups, surf lifesaving clubs, craft and hobby groups, senior citizens clubs, youth clubs, entertainment and cultural groups, child-care centres and library groups.

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•

1. A community is a group of people who come together for various reasons.

2. Local councils provide services such as refuse collection, libraries, parks and gardens, council buildings, community services and community health. 3. police, fire and ambulance officers

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4. Teacher check. Answers will vary.

Additional activities

•

Select an item obtained in the community such as a book or box of cereal and construct a flow chart, as a class, showing the people and processes needed to get the item from point of origin to consumer.

•

Find out which community groups, students and their family members belong to. Tally and graph. Find out which student belongs to the most community groups.

•

Find out the name of a member of the local council.

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o c . che e r o t r s Curriculum links supe r English

Society and environment

NSW

RS1.5, RS1.6, RS1.7, WS1.9, WS1.11

CUS1.3, SS1.7, SS1.8

1.3, 1.4, 1.8, 1.11

1.7, 1.10

Qld

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

CI 2.4, SRP 2.4

Vic.

ENRE0201, ENRE0202, ENWR0201, ENWR0202, ENWR0203

SOSE0202, SOSE0203

R 2.1, R 2.2, R 2.3, R 2.4, W 2.1, W 2.3

R 2.1, R 2.3, C 2.2, C 2.3

Comprehending our world

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R.I.C. Publications®

Communities Read the text and answer the questions.

A community is a group of people who come together for various reasons. It takes many different jobs and many different people to make a community work.

r o e t s Bo r e p ok u Police,S firefighters and ambulance officers work to keep

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Teac he r

The local council looks after things such as rubbish collection, libraries, parks and gardens, council buildings, community services and community health.

community members safe and well. Many people work to provide goods and services to meet the needs of others in the community. Family members work outside the home to earn money to buy the things a family needs, like food and electricity. Some family members work at jobs at home, such as looking after young children or running a home business.

In a family, different people have different roles and responsibilities, such as putting out the rubbish, picking up toys, cooking meals, mowing the lawn or buying groceries.

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1. What is a community?

2. What does a local council do?

. te o 3. Write the names of three groups of people whose job it is to keep c . chesafe and well. r people in a community e o t r s s r u e p

4. Explain how people in a community satisfy their needs. R.I.C. Publications®

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Comprehending our world

Birthdays Indicator

Teac he r

Reads text and answers questions to show an understanding of birthdays.

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

In early human civilisation, people had no way of marking time, so little attention was paid to birthdays. When people learned to record passing time and developed a calendar, they began to celebrate special events such as birthdays. Birthdays were initially held to honour only prominent people;‘common’ people rarely celebrated their birthdays.

•

In some countries, people celebrate a ‘name day’ or ‘saints day’, the name birthday of the saint they are named (or baptised) after, rather than their own.

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The song ‘Happy birthday to you’ is recognised around the world and has been translated into dozens of languages. It is one of the three most popular songs in the English language.

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1. A birthday is the celebration of the day a person was born. Many people, around the world, have a cake with candles, sing ‘Happy birthday to you’ and receive gifts on this one day every year.

2. It is thought that birthday celebrations might have begun a long time ago to protect people from ‘evil spirits’ that came when a person turned a year older. Friends and family would visit the birthday person, share good thoughts and wishes, and make noise to scare away the evil spirits.

4. Answers will vary. Teacher check.

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3. Some people believe we have a cake with candles on birthdays because a long time ago, in Greece, people used make a round (or moon-shaped) cake for the goddess of the moon, and light candles and torches to send her messages, wishes or prayers.

o c . che e r o t r s super Additional activities

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Students could select a country and research the way birthdays are celebrated there. A good site is <http:// www.birthdaycelebrations.net/traditions.htm> which has information on birthday celebrations in a number of countries.

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Students could write about their own special family traditions on birthdays.

Curriculum links English

SOSE

NSW

RS1.5, RS1.6, WS1.9, WS1.11

CUS1.3, CCS1.1

2.3, 2.4, 2.11, 2.12

2.7, 2.9

Qld

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

CI 2.3, TCC 2.1

Vic.

ENWR0201, ENRE0202, ENRE0207

SOSE0101

W 2.1, W 2.3, R 2.1, R 2.2, R 1.4

C 2.2, TCC 2.1

Comprehending our world

www.ricpublications.com.au

R.I.C. Publications®

Birthdays Read the text and answer the questions.

A birthday is a celebration of the day a person was born. Many people, around the world, have a cake with candles, sing ‘Happy birthday to you’ and receive gifts on this special day every year. No-one is sure when people first started celebrating birthdays. Some people think they began a long time ago. To protect people from ‘evil spirits’ that came when a person turned a year older, friends and family would visit the birthday person and share good thoughts and wishes. They made noise to scare away the evil spirits.

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Teac he r

r o e t s Bo r e p o u k The reason we have a cake with candles is also not S known for sure. Some people think it’s because a long time ago, in Greece, people used to make a round (or moon-shaped) cake for the goddess of the moon, and light candles and torches to send her messages, wishes or prayers. This might be how we started the tradition of having cakes and blowing out the candles to make a wish.

The ‘Happy birthday to you’ song is more than one hundred years old. It was written by two sisters, Mildred and Patty Hill, and was first called ‘Good morning to all’. It’s the most popular English song in the world.

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1. What is a birthday?

2. How and why did people perhaps start celebrating birthdays?

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o c . che e r o t 3. How is it thought cakesr and candles became s part of birthdays? super

4. Describe how your last birthday was celebrated. R.I.C. Publications®

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Comprehending our world

l Fools’ Da i r p y A Indicator

Teac he r

Reads text and answers questions to show an understanding of April Fools’ Day.

Different countries celebrate April Fools’ Day in different ways. In France, you might find a paper fish stuck to your back. You will be called ’poisson d’avril’ (April fish). In Portugal, it is celebrated on the Sunday and Monday before Lent—the time for fasting before Easter. People throw flour at each other. In Scotland, you can be called an April ‘gowk’ (cuckoo). In many countries, people play tricks only up until midday. If a trick is played later, then the trickster is the ‘April Fool’.

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r o e t s Bo r e p ok u S Teachers notes Answers

1. (a) It was celebrated on 1 April

(b) Because a different calendar was used at that time.

2. some people wanted to keep celebrating it on 1 April/others forgot the date had changed 3. April Fool, trick, hurt 4. Teacher check

Additional activities •

Compile a class book of tricks to play on April Fools’ Day.

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Write a recount or narrative about a trick that has been played on them or a trick they have played on someone else.

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Role-play being the trickster or being tricked on April Fools’ Day.

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Find out how April Fools’ Day is celebrated in other countries around the world.

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o c . che e r o t r s super Curriculum links English

HSIE/SOSE

NSW

TS1.1, RS1.5, RS1.6, WS1.9, W1.12

CCS1.1, CCS1.2, CUS1.3

1.1, 1.3, 1.10, 1.11

1.1, 1.3, 1.7

Qld

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

TCC 2.1, TCC 2.4, CI 2.3

Vic.

ENSL0201, ENRE0201, ENRE0202, ENRE0204, ENRW0201, ENWR0202

SOSE0203

LS 2.1, R 2.1, R 2.2, W 2.1, W 2.2

C 2.2, TCC 2.2

Comprehending our world

www.ricpublications.com.au

R.I.C. Publications®

April Fools’ Day Read the text and answer the questions.

April Fools’ Day is celebrated in many countries on 1 April. It is a day for playing tricks on people.

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

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Teac he r

It is thought the day started in Europe about 500 years ago. At that time, New Year’s Day was celebrated on 1 April because a different calendar was used. When the calendar changed to the one we use today, New Year’s Day was celebrated on 1 January. Some people wanted to keep celebrating it on 1 April. Others forgot the date had changed and kept on celebrating it on 1 April. These people were teased and called ‘fools’. Now we play tricks on people on 1 April and call them ‘April Fool!’ if they fall for the trick. A trick might be telling someone there is spider on their shoulder, pretending their shoelace is undone or putting salt instead of sugar in the sugar bowl. The tricks are played in good fun and are not meant to hurt anyone.

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(b) Why was it celebrated on this day?

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2. Give two reasons why people in the past were called ‘fools’ on 1 April. • •

o c . che e r o t r s super

3. Fill in the missing words from the text. We call someone ‘

’ if they fall for the

being played on them. The trick is not meant to

anyone.

4. What is a trick you could play on April Fools’ Day? R.I.C. Publications®

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Comprehending our world

Bicycles Indicator

Teac he r

Reads text and answers questions to show an understanding of bicycles.

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

Bicycles obey the laws of physics—force, motion, gravity, inertia and friction.

•

When young children are first learning how to ride a bike, they often fall off because they don’t pedal fast enough to keep the bike moving forward.

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A bike works a bit like a gyroscope (an apparatus consisting of a rotating wheel mounted on an axis to move freely in some or all directions).

•

The upside down A-shape of the frame is extremely strong.

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•

Answers

1. Cyclists push the pedals forward in a circular motion which makes the bicycle go forward.

2. Cyclists squeeze the handbrake which exerts a force to stop the forward motion of the bicycle. 3. (a) friction (b) inertia

4. The triangular shape of the frame is designed to distribute the cyclist’s weight more evenly. As the cyclist leans forward to hold the handlebars, the weight is shared between the front and back wheels.

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Additional activities •

Find and look at pictures of the first bikes invented and unusual bicycles such as the Penny farthing.

•

Discuss and make a list of rules to use when riding bicycles.

•

Explain why many young children ride tricycles.

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Look at pictures of competition gear worn by competitive cyclists and explain why helmets have changed so much for competitive use.

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o c . ch e Curriculum links r er o t s super English

Science

NSW

RS1.5, RS1.6, RS1.7, WS1.9, WS1.11

PPS1.4

1.3, 1.4, 1.8, 1.11

1.3, 1.4

Qld

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

E&C 2.1, E&C 2.2, E&C 2.3

Vic.

ENRE0201, ENRE0202, ENWR0201, ENWR0202, ENWR0203 SCSC0201

R 2.1, R 2.2, R 2.3, R 2.4, W 2.1, W 2.3

Comprehending our world

EC 2

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R.I.C. Publications®

Bicycles Read the text and answer the questions.

Bicycles are machines made up of wheels, pedals, gears and brakes.

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

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Teac he r

When a cyclist starts to pedal a bike, he/she pushes the pedals forward in a circular motion. This creates a force which makes the bike go forward. When the bike has to stop, the cyclist squeezes the handbrake, which exerts another force to stop the motion of the bike.

When the wheels go fast enough, they create a force which keeps you up, so instead of falling down to the ground (pulled by gravity), the bike and cyclist go forward. Oil on bike chains and gears stops friction. Friction slows objects down and stops one surface from sliding on another. Oil helps the gears turn easily and stops them from wearing out.

When a bike is pedalled forward very fast and then the brake is applied suddenly, the bike will continue to move forward for a short time and may even skid. Inertia is a force which makes moving objects want to keep on moving.

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2. How does a cyclist make the bicycle stop?

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1. How does a cyclist make the bicycle go forward?

3. What is the name of the force which: (a) slows down the objects? (b) makes moving objects want to keep moving? 4. Why do you think a bicycle has a triangular frame? R.I.C. Publications®

www.ricpublications.com.au

Comprehending our world

Drought Indicator

Teac he r

Reads text and answers questions to show an understanding of drought.

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

There are many definitions of drought because it impacts on environments, social and economical aspects. A general definition is that a drought is a lack of rainfall over a period of time, resulting in a water shortage for an activity, group, or part of the environment. It is not just a lack of rainfall, but more specifically not enough water to meet agricultural, human, or environmental needs.

•

Drought is caused by fluctuations in global climate, which are a combination of the systems of atmosphere, oceans, ice masses and biosphere. El Niño is the most widely known climatic irregularity playing a part in Australia’s recent drought.

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Answers

1. A drought is a time of very dry weather when there is not enough rain.

2. When lakes and rivers start to dry up, plants and farm crops start to die. Dry or dead plants can make bushfires more dangerous and spread quicker. Animals may die because the plants they eat are gone, and there is not enough water for them to drink. 3. Droughts might lead to more bushfires because the lack of water kills plants. The dead and dry plants catch fire and burn easily, so bushfires start easier and spread quicker

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Additional activities

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4. Answers will vary, but might include water restrictions, home gardens dying, unable to wash cars, less food/ food becomes more expensive, water saving practices in the home.

•

Plan ways water can be conserved at school.

•

Students could select an occupation or community figure.They decide how long-term drought could effect that person and the job he or she does.

•

Investigate places around the world that are currently affected by drought.

•

Look at the water cycle and how changes in it can create drought.

o c . che e r o t r s super Curriculum links English

SOSE

NSW

RS1.5, RS1.6, WS1.9, WS1.11

ENS1.6

2.3, 2.4, 2.11, 2.12

2.4

Qld

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

PS 2.1, PS 2.2

Vic.

ENWR0201, ENRE0202, ENRE0207

SOSE0203

W 2.1, W 2.3, R 2.1, R 2.2, R 1.4

NSS 2.1

Comprehending our world

www.ricpublications.com.au

R.I.C. Publications®

Drought Read the text and answer the questions.

A drought is a time of very dry weather when there is not enough rain. Small droughts happen sometimes, usually in summer, but these are not too harmful. Sometimes, though, droughts can go on for months, years, or even decades, and cause a lot of problems.

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

Drought doesn’t just affect plants and animals, it affects people, too.The lack of water, making crops and food plants die, means people have less to eat. Less crops and water means farm animals die, so we have less meat to eat. Often, people have to stop watering their gardens and washing their cars.

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Teac he r

When there is not enough rain, lakes and rivers start to dry up. Plants and farm crops that usually use this water start to die. Dry or dead plants burn easily, so bushfires start easier and spread quicker. Animals may die because the plants they eat are gone, and there is not enough water for them to drink. Without moisture and plant roots, soil becomes dry and blows away.

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2. How does drought affect plants and animals?

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o c . che e r 3. Why might droughts lead to more bushfires? o t r s super

4. How might your life be different during a bad drought? R.I.C. Publications®

www.ricpublications.com.au

Comprehending our world

Sled dogs Indicator

Teac he r

Reads text and answers questions to show an understanding of sled dogs.

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

Sled dogs (also called sleigh dogs or sledge dogs) are dogs that are used to pull a sled or sleigh over snow or ice by means of harnesses and lines. A sled is a wheel-less vehicle on runners.

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Sled dog teams may consist of three to 24 dogs.Teams are usually hitched in pairs that pull on lines attached to a central gangline (or towline) for races and travel along narrow paths.

•

Many Australian states have sled dogs clubs or associations.

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Answers

1. A sled dog is a dog that pulls a sled over ice or snow, with a harness and lines.

2. A gangline is used to connect a dog or pair of dogs to the sled so they can pull it.

3. Malamutes, huskies and akitas are breeds that are often used as sled dogs because they are strong, fast dogs with thick fur to keep them warm.

Additional activities

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4. Answers will vary but should mention that the booties protect the dogs’ paws against the cold, icy ground or sharp objects.

•

Investigate other forms of animal transport and how they have changed over time.

•

Sleds, once a common form of transport over snow and ice, have been replaced by other forms of transport. Research some of these kinds of transport (such as aeroplanes, snowmobiles).

•

Students could find out about other working dogs, such as sniffer dogs, police dogs or farm dogs.

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The Iditarod Dogsled Race in Alaska is a famous dog sled race. In 1925, part of the Iditarod Trail was used to rush diphtheria serum by dog mushers and their dogs to Nome. Investigate this race and its interesting history.

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o c . che e r o t r s Curriculum links supe r English

SOSE

NSW

RS1.5, RS1.6, WS1.9, WS1.11

SSS1.7

2.3, 2.4, 2.11, 2.12

2.4

Qld

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

SRP 2.2

Vic.

ENWR0201, ENRE0202, ENRE0207

SOSE0203

W 2.1, W 2.3, R 2.1, R 2.2, R 1.4

R 2.1

Comprehending our world

www.ricpublications.com.au

R.I.C. Publications®

Sled dogs Read the text and answer the questions.

Sled dogs have been used for over one hundred years to pull people in sleds. A sled is a kind of transport with no wheels. It has runners that slide it over snow or ice when pulled. Sleds are usually pulled by groups of sled dogs called a ‘team’.

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

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Teac he r

Sled dogs wear a harness, connected to a line that pulls the sled. Usually a few pairs of dogs are joined to a line called a gangline or towline. The dog or dogs at the front of the line are called lead dogs. These are very clever dogs, often females. The dogs behind them are called the team and swing dogs, which are strong and fast.The dogs closest to the sled are the biggest and strongest dogs, called wheel dogs. These dogs all work together to pull the sled. Sometimes sled dogs wear booties (small coverings like socks) to protect their feet. Malamutes, huskies and akitas (strong, fast dogs with thick fur) are dog breeds that are often used to pull sleds.

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1. What is a sled dog?

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o c . che e r o t r s suused 3. What sorts of dogs are often sled dogs, and why? peasr 2. How is a gangline used?

4. What do you think the booties protect sled-dogs’ feet against? R.I.C. Publications®

www.ricpublications.com.au

Comprehending our world

s plant u t c s Ca Indicator

Teac he r

Reads text and answers questions to show an understanding of cactus plants.

Like most plants, cactuses consist of 90 per cent water but their efficiency in storing water allows them to survive for extremely long periods in hot, dry areas with infrequent rain. Besides the reason mentioned in the text, a cactus’s spines help to protect it from animals that want to eat its stem to obtain water and food. The spines also attract moisture that forms when the warm air becomes cooler at night. The ‘dew’ drips off the spines onto the ground where the shallow roots absorb it.

Answers

1. low rainfall/hot place

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•

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

2. The leaves have become spines and don’t lose water like ordinary leaves.

3. The roots are close to the surface and pick up water before it all evaporates. 4. The stem is fleshy inside and expands to store water.

Additional activities

•

Identify where the name ‘cactus’ from—the Greek word ‘kaktos’ meaning ‘thistle’.

•

After viewing pictures of cactuses in a desert scene in a book or on the Internet, paint or sketch a scene showing different types of cactuses.

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Provide a miniature cactus bought from a nursery for students to study. Some students may also have these at home to bring for display.

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o c . che e r o t r s super Curriculum links English

Science

NSW

TS1.1, RS1.5, RS1.6, WS1.9, W1.12

LTS1.3

1.1, 1.3, 1.10, 1.11

1.5

Qld

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

LL 2.1, LL 2.3

Vic.

ENSL0201, ENRE0201, ENRE0202, ENRE0204, ENRW0201, ENWR0202 SCSC0201

LS 2.1, R 2.1, R 2.2, W 2.1, W 2.2

Comprehending our world

LL 2

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R.I.C. Publications®

Cactus plants Read the text and answer the questions.

Ouch! When we think of a cactus we imagine a plant with spines. Most types of cactus do have spines and they are there for a reason. Cactuses live in dry areas where it doesn’t rain very often. Most of them are found in desert areas in North America. The spines you see are actually leaves. They do not lose water like ordinary leaves, which is important if you live in a desert.

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

Teac he r

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The roots of a cactus spread out under the ground close to the surface. In this way, the roots pick up any water from rain before it dries up in the hot sun. Cactus stems are very thick and hard on the outside. But inside, they are very fleshy so they can stretch and store lots of water for the plant to use during times when it doesn’t rain.

Cactuses grow in shapes that are best for storing water. They can be a ball shape, a tube shape or a barrel shape.

1. Circle the words that best describe where a cactus lives. forest

low rainfall

hot place

2. What is special about the leaves of a cactus?

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cold place

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wetland

o c . c e r 3. How do the roots h of e a cactus help it to get water? o t r s s r u e p

4. What is special about the stem of a cactus? R.I.C. Publications®

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Comprehending our world

S le e p Indicator

Teac he r

Reads text and answers questions to show an understanding of sleep.

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

The four stages of sleep combined are called a ‘sleep cycle’. During the night, a person goes through a sleep cycle about every 90 minutes. The longer you sleep, the more sleep cycles you have.

•

Dream sleep is also called REM (Rapid Eye Movement) sleep.The longest period of REM sleep usually occurs in the hours just before you wake up. A person may have a dream that lasts for one hour in this time.

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•

Answers

1. light sleep, true sleep, deep sleep, dream sleep

light sleep

3. fast

true sleep

nine hours

5. deep sleep

7. giraffe, sheep, cat, python

•

Discuss ways which help people to fall asleep more easily; for example: warm shower/bath before bed; reading or listening to quiet music (rather than watching television or playing computer games); warm drink; no caffeinated drinks before bed or at all.

•

Find out the average sleep times per 24-hour period of other animals. Write a class story about a group of animals and how their different amounts of sleep causes a problem which must be solved.

•

Students describe a recent dream to the class.

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Conduct a survey to determine the average amount of sleep per night of students in the class. How many students are meeting the requirement of nine hours per night (for seven- to 11-year-olds)?

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o c . Curriculum links ch e r er o t s super English

Science

NSW

RS1.5, RS1.6, WS1.9

LTES1.3, LTS1.3

1.3, 1.4, 2.3, 2.4

1.5

Qld

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

LL 1.1

Vic.

ENRE0201, ENRE0202, ENWR0201, ENWR0203

SCSC0101, SCSC0201

R 1.2, R 1.4, R 2.1, R 2.4, W 2.1, W 2.3

LL 1, LL 2

Comprehending our world

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R.I.C. Publications®

Sleep Read the text and answer the questions.

During the night people have four different types of sleep—in this order. • Light sleep — When you first fall asleep, you are half awake and half asleep. The muscles in your body twitch and you can be woken up easily.

r o e t s Bo r e p ok u • Deep sleep — During deep sleep, you breathe very slowly. If woken S up now, you may feel confused for several minutes. (Some children

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• True sleep — In true sleep, your heart rate slows down and your body temperature drops.

wet their beds or sleepwalk when in deep sleep.)

• Dream sleep — Your brain is very busy during dream sleep. You breathe faster and your eyes move from side to side while you are dreaming. Adults need about eight hours sleep a night and children nine hours. Animals have very different amounts of sleep.A cat may sleep for 12 hours, a python 18 hours, a sheep 3.8 hours, and a giraffe only 1.9 hours.

•

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2. In which sleep does your body twitch?

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3. During dream sleep, do you breathe fast or slow?

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o c . ch 4. In which sleep will you need e r er o your blanket? t s super 5. In which sleep are you most likely to sleepwalk?

6. How much sleep do you need each night?

hours

7. List the animals from the text in order from least sleep to most sleep.

Least sleep

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pace probe s A Indicator

Teac he r

Reads text and answers questions to show an understanding of a space probe.

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

Discuss with the class the fact that, as some of the planets in our solar system are such enormous distances from the Earth, it would take astronauts flying in a spacecraft many years to reach them.

•

Once the text has been read with the class, ask the students what they think happens to a space probe once it stops working.

•

The Messenger spacecraft was launched in 2004 and will not arrive at its destination, Mercury, until 2011.

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•

Answers

1. to do research

planets, moons, comets, asteroids

3. parachute

5. 20

rover

7. They take photographs and gather information, to send back to Earth.

Additional activities

•

Students sketch their own designs of space probes,‘landers’ and ‘rovers’.

•

Students present a brief oral presentation to the class beginning with: ‘If I were a space probe, I would like to observe/land on because ...‘.

•

Work in a small group to discover how a space probe is able to fly without an engine.

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Choose a well-known space probe to research and present an information poster about. Choose from: Luna 1, Voyager 1, Voyager 2, Spirit, Opportunity, Cassini.

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o c . che e r o t r s super Curriculum links English

Science

NSW

RS1.5, RS1.6, WS1.9

ESES1.6, ESS1.6

1.3, 1.4, 2.3, 2.4

1.2

Qld

Refer to curriculum documents on http://www.qsa.qld.edu.au EB 1.1, EBD 1.4

Vic.

ENRE0201, ENRE0202, ENWR0201, ENWR, 0203

SCSC0101, SCSC0201

R 1.2, R 1.4, R 2.1, R 2.4, W 2.1, W 2.3

EB 1, EB 2

Comprehending our world

www.ricpublications.com.au

R.I.C. Publications®

A space probe Read the text and answer the questions.A space probe is a remote-controlled robotic space craft which is launched into space to do research.

Space probes fly near planets, their moons, comets and asteroids. They are programmed to collect information and take photographs of the objects, then send the images back to scientists on Earth.

r o e t s B r e oprobe travels across A ‘rover’ space o p u k or moon. The the surface of the planet S rover space probe, Opportunity, landed

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Teac he r

Some space probes, called ‘landers’, parachute down to the surface of a planet or moon.

on Mars in 2007 and has explored 10 kilometres of the planet.

Space probes help us to learn about our solar system. Most are designed not to return to Earth. In 2008 there were about 20 space probes in space.

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2. List four objects space probes gather information about.

o c . 4. Do most spacec probes return safely to Earth?e her r o t s r 5. How many space probess were ine our solar system in 2008? up 3. What helps a ‘lander’ space probe to land?

6. Name the type of space probe which travels across the surface of a planet. 7. How do space probes help us to learn about our solar system?

R.I.C. Publications®

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Comprehending our world

Landfill Indicator

Teac he r

Reads text and answers questions to show an understanding of landfill.

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

Covering the rubbish with soil not only prevents bad smells but stops oxygen from entering the landfill. The lack of oxygen prevents materials (which are normally biodegradable) from decaying. This protects the environment from contamination through land, air and water pollution.

•

In some countries, it is required by law that the gas methane, which is given off from decaying organic waste, be collected. The methane gas is then burned or used as an energy source.

•

Discuss what the students think happens once a landfill is full. Can the area be used for something else? (Yes. They are used for parks, golf courses and car parks.The area is generally not used for new homes or buildings due to the unsettled ground.)

Answers

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1. An area where rubbish is placed and buried.

garbage dump, rubbish tip

3. bulldozers

rats, flies

5. The rubbish is covered by a layer of soil.

To stop poisonous liquids seeping into the ground and into our drinking water.

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Additional activities As a class, create a list of questions for students to ask their parents about the family’s rubbish disposal, reduction and recycling habits.

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Find out what ‘biodegradable’ means. Find pictures and samples of biodegradable rubbish.

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Wearing gloves, empty out a rubbish bin at the end of day. Students sort the rubbish into categories and discuss how each category can be reduced and/or recycled.

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Students write a narrative story about a trip with their dad to the local landfill to dump rubbish.What remarkable discovery was made?

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o c . ch e Curriculum links r er o t s super English

SOSE

NSW RS1.5, RS1.6, WS1.9

ENS1.5, ENS1.6, ENS2.6

1.3, 1.4, 2.3, 2.4

1.4, 1.6, 2.4, 2.6

Qld

Refer to curriculum documents on http://www.qsa.qld.edu.au PS 1.5

Vic.

ENRE0201, ENRE0202, ENWR0201, ENWR, 0203

SOSE0103, SOSE0203

R 1.2, R 1.4, R 2.1, R 2.4, W 2.1, W 2.3

PS 1.1, PS 1.2, PS 2.1, PS 2.2

Comprehending our world

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R.I.C. Publications®

Landfill Read the text and answer the questions. A landfill is an area where rubbish is placed and buried. The area begins as a big hole in the ground. Other names for landfill include ‘garbage dump’ or ‘rubbish tip’.

When people put their rubbish out to be collected, it is tipped into the back of a garbage truck. The truck drives to the landfill where the rubbish may be weighed and inspected. It is then unloaded on top of other rubbish.

r o e t s Bo r e p ok u Shave a layer of plastic or clay underneath them to Modern landfills Teac he r

Big machines, such as bulldozers, spread the rubbish. At the end of the day, it is covered by a layer of soil which stops the rubbish from giving off bad smells and attracting rats and flies.

Some countries have so many people, landfill areas are overflowing. Always try to reduce the amount of rubbish you make, and recycle when you can.

ew i ev Pr

stop any poisonous liquids from seeping into the ground and into our drinking water.

2. What are two other names for landfill?

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and

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3. Which machine spreads the rubbish?

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o c . che and e r o t r s su r 5. What happens at the end of p thee day? 4. Bad smells could attract which two creatures?

6. Why do modern landfills have plastic or clay underneath them?

R.I.C. Publications®

www.ricpublications.com.au

Comprehending our world