Australian Curriculum Science: Year 2 - Ages 7-8 by Teacher Superstore

RIC-6695 4.5/1226

Titles in this series: Australian curriculum science (Foundation) Australian curriculum science (Year 1) Australian curriculum science (Year 2) Australian curriculum science (Year 3) Australian curriculum science (Year 4) Australian curriculum science (Year 5) Australian curriculum science (Year 6) Australian curriculum science (Year 7)

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

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Foreword Australian curriculum science – Foundation to Year 7 is a series of books written specifically to support the national curriculum. Science literacy texts introduce concepts and are supported by practical hands-on activities, predominantly experiments. All Science Understanding and Science as a Human Endeavour substrands for each level are included. Science Inquiry Skills and overarching ideas underpin all topics. Australian curriculum science is a complementary resource to the previously released R.I.C. series, Primary science. Australian curriculum science – Foundation Australian curriculum science – Year 1 Australian curriculum science – Year 2 Australian curriculum science – Year 3 Australian curriculum science – Year 4 Australian curriculum science – Year 5 Australian curriculum science – Year 6 Australian curriculum science – Year 7

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Titles in this series are:

Teachers notes ................................................................ iv – vi

How can materials be combined? .................................. 38–40

Science inquiry skills overview .............................................. vii

Jelly crystals and water: a great combination ........................ 41

Report format ...................................................................... viii

Why are materials combined? ........................................ 42–44

Experiment format ................................................................ ix

Just add water! .......................................................................45

Biological sciences ........................................................ 2–29

Earth and space sciences ..............................................46–65

What are living things ? ...................................................... 2–4

What are Earth’s resources? ........................................... 46–48

Space junk or proof of life? .................................................... 5

Investigating Earth’s resources .............................................. 49

What is ‘growing and changing’? ....................................... 6–8

How do we use Earth’s resources? ................................. 50–52

How can we find out if something has changed? ..................... 9

How is butter made? ............................................................. 53

How do people grow and change? ................................. 10–12

Where does water come from? ....................................... 54–56

How you’ve grown! ................................................................13

‘Magic’ water experiment ...................................................... 57

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How do trees grow and change? ..................................... 14–16

Could Earth’s resources run out? ................................... 58–60

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Grow a gum tree ....................................................................17

How can we encourage water saving at school? ..................... 61

How do animals change as they grow? ............................ 18–20

Can science help us understand resources? ................... 62–64

What will it look like? ........................................................... 21

Turn old paper into jewellery ................................................ 65

What is the life cycle of a butterfly? ................................ 22–24

Physical sciences ........................................................ 66–81

The life cycle of a silkworm moth ......................................... 25

How can you make things move? ..................................... 66–68

How does science help us care for pets? ....................... 26–28

Use the force! ........................................................................ 69

Make a plant pet .................................................................. 29

What else makes things move? ........................................ 70–72

Chemical sciences ...................................................... 30–45

Just hanging around .............................................................. 73

What is it made of? ........................................................ 30–32

What makes things move fast or slow? ............................. 74–76

Which material makes the best plane? .................................. 33

How does the strength of a force affect a pinwheel? .............. 77

What can different materials do? ................................... 34–36

How do toys from around the world use forces? ............. 78–80

What do the recycling symbols mean? .................................. 37

Make a toy boat .................................................................... 81

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Teachers notes Each book is divided into four sections corresponding to the four substrands of the Science Understanding strand of the curriculum. Shaded tabs down the side of each book provide a quick and easy means to locate biological sciences, chemical sciences, Earth and space sciences or physical sciences substrands. Science as a Human Endeavour units or questions, as set out in the Australian Curriculum, are included in all substrands. Science Inquiry Skills are included in all units. The skills utilised are listed on each teachers page. The six overarching ideas (Patterns, order and organisation; Form and function; Stability and change; Scale and measurement; Matter and energy; and Systems) underpin each science literacy text page and are included as much as possible throughout the comprehension pages. Each substrand is divided into a number of four-page units, each covering a particular aspect and following a consistent format.

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The four-page format of each unit consists of: • a teachers page

• student page 1, which is a science literacy text about the concept with relevant diagrams or artwork

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• student page 2, which includes comprehension questions about the literacy text • student page 3, which involves a hands-on activity such as an experiment.

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FOUR-PAGE FORMAT Teachers page

The first page in each four-page format is a teachers page which provides the following information:

• A shaded tab gives the Science Understanding substrand.

What are living things? •

Inquiry skills focus: Questioning and predicting Planning and conducting Processing and analysing data and information Communicating

• Read page 3. Discuss and check for understanding. Students complete page 4.

Background information

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• The Inquiry Skills focus covered within the four pages is set out.

• The lessons provides information relating to implementing the lessons on the following student pages.

• Early finishers could colour the living things on page 3 in a single colour.

• The things around us can be classified as either living or non-living. The major difference between living and non-living things is that all living things are made up of one or more cells. Living things show the following main life functions at some time:

• The content focus (the particular aspect of the unit covered in that set of four pages) is given.

Pages 3 and 4 should be used in conjunction.

• Show the students the living plant and the artificial plant. Ask them to describe some of the ways they are the same, then some of the ways they are different. Discuss how one of them is alive or living and the other is not. Discuss what the students think defines the real plant as being living.

− Growth: Living things increase in size and can repair some damaged parts.

• The aim of the activity on page 5 is for students to use their knowledge of the characteristics of living things to determine if the unidentified objects from space are living or not. Discuss their answer to item 5 and why some students may have different answers.

− Movement: Living things can change their position in their environment by themselves. Plants, while slower and more limited in their movement, can also move.

Page 4

Answers

− Reproduction: Living things create similar organisms to themselves.

1. (a), (c), (d), (e) 2. Living: duck, frog, plant, grass, bee 3. Teacher check. Answers could include changes such as a plant grows taller, wider, changes colour, grows or drops flowers or fruits, loses leaves, grows leaves, changes shape. 4. Answers could include plants don’t appear to move, eat food or have ‘babies’. 5. Two of the following: butterfly, grass, bird, tree. 6. Teacher check. Science as a human endeavour question Use and influence of science An ecologist is a biologist who studies the relation between organisms and their environment.

− Sensitivity: Living things can sense and respond to stimuli in their environment.

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Biological sciences

• The title of the four-page unit is given.

The lessons

Content focus: Defining living things

• Answers and explanations are provided where appropriate for student pages 2 and 3 (the comprehension questions relating to the text and the final activity in the set of four pages).

o c . che e r o t r s super − Respiration: Living things convert energy from the environment (food) for use, a process usually requiring oxygen.

− Elimination/Excretion: Life functions create wastes which must be removed from the organism.

− Feeding/Nutrition: All living things need to take in food for the nutrients required for growth and energy.

•

Non-living things do not reproduce. They may change and increase in size due to certain natural processes, but do not develop or adapt to the environment. They do not respond to stimuli, require air, food or water. The term ‘non-living’ is introduced to students at a later stage in the science curriculum.

Page 5

1. Item 1: No. Item 2: Yes. Item 3: No. Item 4: Yes. Item 5: Was probably living since it appeared to be able to move to escape. Discuss this with the students. 2. Teacher check: using air, changing food to energy, responding to cold 3. Teacher check: e.g. by putting the item near a fire, by shining a torch on it

• Things that were once part of a living thing, such as wood, fruit and cut grass are usually classified as ‘once living’. • Useful websites:

− <http://www.zephyrus.co.uk/characteristics.html> has pictures and descriptions of the seven characteristics of living things − <http://www.teachersdomain.org/resource/tdc02.sci.life.colt. alive/> contains a video where students look at a variety of images and decide if they are living or non-living

Preparation • Obtain a living pot plant or flowering plant, and an artificial plant.

• Background information, which includes additional information for teacher and student use and useful websites relating to the topic of the section, expands on the unit.

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• Preparation states any material or resources the teacher may need to collect to implement a lesson, or carry out an experiment or activity.

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Teachers notes FOUR-PAGE FORMAT (continued) Student page 1 The second page in the four-page format is a science literacy text which introduces the topic. This page provides the following information:

• A shaded tab down the side gives the Science Understanding substrand.

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• The title of the unit is given. This is in the form of a question to incorporate science inquiry skills and overarching ideas. • Instructions are given for reading the text.

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• The science literacy text is provided.

• Relevant diagrams or artwork enhance the text, or are used to assist student understanding of the concepts.

Student page 2

The second student page consists of a series of questions or activities relating to the literacy text. They aim to gauge student understanding of the concepts presented in the text. Many of these questions relate to overarching ideas relevant to that age level as stated in the Australian Curriculum Science.

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• The title, which is the same as the text page, is given.

• A shaded tab gives the Science Understanding substrand.

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• Questions or activities follow. These relate to the text on the previous page.

Where relevant, a question relating to Science as a Human Endeavour may be included as the final question on this page. This assists in keeping the strands interrelated. This question is indicated by the icon shown to the left. R.I.C. Publications®

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Teachers notes FOUR-PAGE FORMAT (continued) Student page 3 The third student page provides a hands-on activity. It may be an experiment, art or craft activity, research activity or similar.

• A shaded tab gives the Science Understanding substrand.

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• The title is given. This will be different from the previous two pages, but will be a related to the concept focus of the unit.

• An adapted procedure for an experiment, craft activity or a research activity is given.

Science as a Human Endeavour units and questions

Those four-page units which are related specifically to Science as a Human Endeavour substrands are indicated by the icon shown.

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Where Science as a Human Endeavour questions occur within Science Understanding units, they are also indicated by the use of the icon. Explanations and answers relating to these questions are given on the appropriate teachers page.

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Science inquiry skills overview Biological sciences PAGES

Questioning and predicting

Planning and conducting

Processing and analysing data and information

Evaluating

Communicating

2–5 6–9 10–13

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14–17

—

18–21

— —

26–29

PAGES

Chemical sciences

Questioning and predicting

Planning and conducting

Processing and analysing data and information

30–33

34–37

38–41 42–45

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22–25

Evaluating

Communicating

Earth and space sciences Questioning and predicting

Planning and conducting

Processing and analysing data and information

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46–49

50–53

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54–57 58–61 62–65

Evaluating

Communicating

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—

Evaluating

Communicating

Physical sciences

PAGES

Questioning and predicting

Planning and conducting

Processing and analysing data and information

—

66–69 70–73 74–77 78–81

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Report format Title Classification What is it?

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Description

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Conclusion What I think about it.

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Experiment format Title Goal Materials

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Steps

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Results

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Conclusion

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What are living things? •

Inquiry skills focus: Questioning and predicting Planning and conducting Processing and analysing data and information Communicating

Pages 3 and 4 should be used together.

Background information

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• Early finishers could colour the living things on page 3 in a single colour.

− Growth: Living things increase in size and can repair some damaged parts.

− Movement: Living things can change their position in their environment by themselves. Plants, while slower and more limited in their movement, can also move.

Answers Page 4

− Reproduction: Living things create similar organisms to themselves.

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− Sensitivity: Living things can sense and respond to stimuli in their environment.

− Respiration: Living things convert energy from the environment (food) for use, a process usually requiring oxygen.

− Elimination/Excretion: Life functions create wastes which must be removed from the organism. − Feeding/Nutrition: All living things need to take in food for the nutrients required for growth and energy.

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• Non-living things do not reproduce. They may change and increase in size due to certain natural processes, but do not develop or adapt to the environment. They do not respond to stimuli, require air, food or water. The term ‘non-living’ is introduced to students at a later stage in the science curriculum.

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• Things that were once part of a living thing, such as wood, fruit and cut grass are usually classified as ‘once living’. • Useful websites:

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Biological sciences

The lessons

Content focus: Defining living things

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− <http://www.zephyrus.co.uk/characteristics.html> has pictures and descriptions of the seven characteristics of living things. − <http://www.teachersdomain.org/resource/tdc02.sci.life.colt. alive/> contains a video where students look at a variety of images and decide if they are living or non-living. Preparation • Obtain a living pot plant or flowering plant, and an artificial plant.

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Read the text. You know that you are alive. What about the things around you? Which things around you are living, too? Look at the picture below and read what makes something a living thing. The tree started as a seed. It grew and is now a plant that looks like its parent plant. Things around it, like light and heat, can make it change. Parts of the tree can move very slowly. It uses water, air and nutrients. Without these things, it will die.

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The animals were born, have grown and will one day die. Without food, water and air, they will get sick and die. The big rabbit has had babies (offspring) that look similar to it. They can move by themselves in different ways. Animals are living things.

Plants are living things.

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o c .need to eat, che e The children were born, have grown and changed.r They o r st s breathe and drink, otherwise they getr sick or die. When they are uwill pe

adults, they will be able to have babies. They can move by themselves. People are living things. People, plants and animals are living things. We know they are living things because they can grow; change and move by themselves; use food, air and water; use food to make energy; have offspring; and react to the world around them. R.I.C. Publications®

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Biological sciences

What are living things? – 1

What are living things? – 2 1. Circle what most living things can do. (a) grow

(b) run on batteries

(d) use food and water

(e) breathe air

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2. Look at the pictures below. Decide which things are living. Write the name of each living thing in the box. Living

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3. Living things change. Write two ways a plant can change.

4. Why might some people think a plant is not a living thing?

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Biological sciences

Use the text on page 3 to complete the following.

. te o 5. Write the names of two living things in the picture on page 3 (other than c . ch e the children, rabbits and tree) below. r er o st super 6. Look around you. Write two living things that you can see.

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Astronauts have brought back some items from their space mission. Help them work out if anything is living. They have done some tests and recorded the results in a table. 1. Read the astronauts’ notes in the table. Work out which things are living. Write your answer in the last column. Movement

Offspring Using food Growth or Respond Living? or seeds or water change to light or (Yes or heat. No) Not that we It didn’t It changed No, not could see. use food or when we even to water. bent it. move from fire. Not that we Tried to It grew It ran could see. eat an bigger. away from astronaut’s fire. finger. A small Not that we It only No. bit broke could see. changed off when when it it was broke. dropped. Had small Used water. It grew It slowly seeds. taller. followed light.

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Yes. It had Item to be kept in 2 a cage. It fell when we knocked Item it off the 3 table.

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r o e t s Bo r e p ok Moved when u Item the wind S 1 blew on it.

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Moved very Item slowly. 4

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It escaped Item before 5 testing.

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o c . the astronauts have tested to help work out if the items 2. What else could c e h r er o were living? st super 3. How might the astronauts have tested for ‘respond to heat or light’?

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Biological sciences

Space junk or proof of life?

What is ‘growing and changing’? Page 8

Inquiry skills focus: Questioning and predicting Planning and conducting Processing and analysing data and information Communicating Background information

1. When living things grow, they get heavier and taller, and change. They can usually do more things and look different. 2. Teacher check. Answers might include the tree has grown taller, has more branches, has more leaves, is heavier and has flowers. 3. Teacher check. Answers might include same eye colour, same number of fingers/toes/limbs, same hair colour, same skin colour. 4. 2, 1, 4, 3 5. (a) Answers should indicate their hands are bigger, their fingers longer, maybe the skin is a little rougher. (b) No. 6. Students should respond that they have not changed in exactly the same way. One student might be taller or shorter, have lost more or less teeth, have longer hair, weigh more or less, have bigger or smaller feet. Science as a Human Endeavour question Use and influence of science An animal scientist or zoologist studies animals.

• The appearance and activity of people, animals and plants changes as they go through a complete life cycle. • Be aware of any adopted students or stepchildren in your class and sensitivities they may have with not looking similar to their adoptive or step-parents. • Useful website:

− <http://www.bcps.org/offices/lis/models/life/index.html> provides information and links about the changes animals and people go through. Preparation

Page 9

1 (a) a ruler or tape measure (b) scales 2. camera, video camera, paints or coloured pencils 3. Teacher check. As it is an adult, it will probably not grow much more in length. It might continue to grow in weight, its behaviour might change as it gets older, its diet should stay the same.

• Teachers could ask students to bring in a picture of themselves as a baby. The students can try to guess who belongs to each picture. The lessons

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• All living things grow and their features change over the course of their life. Growing and changing is part of an organism’s ability to find and use available resources, reproduce and survive.

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• Pages 7 and 8 should be used together.

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• The aim of the activity on page 9 is for students to understand some ways change and growth in living things can be observed, measured and recorded.

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Answers

Content focus: Growth and change in ourselves

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Read the text. Plants, animals and people usually get heavier and taller as they go through life. This is called growing. Some plants and animals grow quickly, others take a long time. As living things grow, they also change. They look different and do different things. Some things change quickly, some things take a long time; some things change a lot and others only a little.

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growing and changing until you die. How have you already grown and changed?

You have more hair.

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r o e t s Bdifferent and are able to r e You have grown from a baby to a child. You looko pwhen you were a newborn. o do more than you could Ask long as you have the u things you needS (water, food, shelter, clothing, love and air) you will keep

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You have grown teeth (and maybe lost some, too). You know and can say thousands of words.

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o c . che e r o t r s supe r Your hands, arms Your body parts look different.

and legs can do more things. You are much heavier and taller. You have stronger muscles. R.I.C. Publications®

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Biological sciences

What is ‘growing and changing’? – 1

What is ‘growing and changing’? – 2 1. What happens to animals and plants when they grow?

2. Write two ways the tree behind the child on page 17 grew and changed.

r o e t s Bo r e p o u 3. Write two ways in which your body is the same now as k when you were S (a)

(b)

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a baby.

4. Look at the changes in these hands as they have grown. Order them from youngest (1) to oldest (4).

5. Look at and feel your own hands.

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(a) How have they grown and changed?

(b)

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Use the text on page 7 to complete the following.

. te back to the way they were seven yearsoago? Can they change c . che e r o r st super

6. Has the person sitting next to you grown and changed exactly the same as you have? If not, explain how you’ve grown differently.

A human biologist studies people. Use books or the internet to find out what kind of scientist studies animals. AUSTRALIAN CURRICULUM SCIENCE

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You can use your senses and equipment to find out if or how an animal or plant has changed. You can observe it over time to see if it: • looks (size, colour, shape), smells or feels different • eats different food (or nutrients), or different amounts of food • does different things

r o e t s Bo r e p ok u S2 weeks 2 months 5 months

• is heavier or stronger.

The table below shows some scientists’ observations of how a rabbit grew and changed from 2 weeks old to adult.

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Rabbit Appearance

Grass, hay, More grass, © R. I . C.P u b l i c a t i ons grains grains, hay, vegetables • f o r r e v i e w p u r p o s e sonl y• 1 kg 2 kg 200 g Weight Length Behaviour

5 cm Stays in the nest area. Eyes opening.

10 cm 20 cm Eyes open. Hopping, Playing and leaping moving out of nest.

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Drinking milk from mother

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Diet

. tthe scientists have used to find changes ino 1. What woulde the rabbit’s: c . c e (a) length? her r o t s super (b) weight? 2. The scientists use a pencil to record the rabbit’s appearance. What other equipment could they have used to record it?

3. The rabbit at 5 months is an adult. What do you think might happen to its weight, length, diet and appearance from then on? Will they change, or not? Fill in the last column of the table with your predictions. R.I.C. Publications®

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Biological sciences

How can we find out if something has changed?

How do people grow and change? • Pages 11 and 12 should be used together. • If possible, show the students some pictures of people at different ages: baby, child, adolescent, adult, elderly person (or ideally, pictures of one person at different stages of life). Compare the appearance of the people in the different stages. Discuss what has changed, both in appearance and what they think each person can do. Ask the students what could affect the change and growth of a person.

Inquiry skills focus: Questioning and predicting Planning and conducting Processing and analysing data and information Evaluating Communicating Background information

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• The human life cycle can be divided into different stages in a number of ways. In this section, the stages are defined as infancy, childhood, adolescence, adulthood and old age.

Answers Page 12

• The lengths of these stages vary across individuals, cultures and time. Development in the stages is affected by environmental and physiological factors, as well as differing experiences.

1. Teacher check 2. 5, 1, 3, 2, 4 (Learnt to walk, learnt to dress themselves, lost a tooth, started secondary school, learnt how to drive) 3. Teacher check 4. Teacher check. Answers could include they both need care, perhaps they cannot do much by themselves, they might not be able to move around well. 5. Teacher check. Answers should include that people don’t get the things they need, they might not grow as well or as much as they could, they might not be able to do as many things or be as strong. 6. Teacher check 7. Teacher check. Answers should indicate that the students’ parents will play an important part in the way they grow and change. Students who have carers or are adopted might state that these adults will also play a part in their development.

• While children do not usually look exactly the same as their parents, they have similarities to both their genetic parents and siblings.

− <http://www.bcps.org/offices/lis/models/life/humanchart.htm> has a chart with the different stages of human development that can be used as a discussion at the conclusion of the activity.

− <http://www.bbc.co.uk/schools/ks2bitesize/science/living_ things/moving_growing/read3.shtml> shows a sequence of human life stages.

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Preparation

• For the activity on page 13, students will need equipment such as a tape measure or height chart to measure their height.

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1. Teacher check. Students should at this age vary in height from 108–142 centimetres, so answers should be somewhere in the range of a 58–92 cm increase in height. 2. Teacher check 3. The students will not have all grown the same amount. Students should explain that because people grow in a way similar to their parents, and the students have different parents, they will grow differently. They have also grown differently because people grow at different rates. 4. Teacher check 5. Students should give realistic estimates based roughly on the heights of their parents. Students with tall parents might indicate greater height development than those with shorter parents.

• Ensure students understand the meaning of ‘needs’.

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• Useful websites:

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• The activity on page 13 is designed to help the students understand how they have grown and changed, and predict how they will continue changing. By comparing the change in height with others in the classroom, they will also understand that people change and grow at different rates. Encourage students to think of how tall their parents are, and use the measuring tape or chart to help them estimate their own height at age 30.

• Human development from birth to adult is long compared to most other species. This length is related to the dependence humans have on brain development and learned behaviour (rather than genetically programmed responses) for survival.

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The lessons

Content focus: Changes that occur during the growth and development of humans

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Read the text.

When people are born, they are called babies or infants. They are small and can not do much on their own. They drink milk and have to be looked after. As toddlers, they learn to move around and eat solid foods by themselves.

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People usually grow and change in a similar way to one or both of their parents. Sometimes, people change earlier or later than others, or grow more or less than others, but they all go through changes in the same order.

Children from 2 to 11 years are very active and can do many things. They grow taller and stronger. They learn to run, read, ride a bike and write. They still need a lot of care from their parents.

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(or into adults. Their bodies grow and change a lot, and so do their interests and abilities. They need less care from their parents than they did as children.

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Most adults can take care of themselves and others. They stop growing as much as they did when they were younger. Many adults have jobs and children of their own.

When people get older (or elderly), they might not be able to see, hear or walk as well as they could when they were younger, or do as much by themselves. Their skin gets wrinkles and their hair might turn grey or even fall out. R.I.C. Publications®

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Biological sciences

How do people grow and change? –1

How do people grow and change? – 2 1. Write the name of someone you know who is: (a) an infant (b) elderly

r o e t s Bo r e p ok u Sdrive 3. Draw yourself learning to Learnt how to

2. Number these life events from 1 (first) to 5 (last).

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walk.

Learnt to walk Lost a tooth Learnt to dress themselves

Started secondary high school

4. Write one way a baby might be similar to a very old person.

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Biological sciences

Use the text on page 11 to complete the following.

5. What might happen to the way people’s bodies grow and change if they don’t get healthy food, medical care, enough sleep, and exercise?

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o c . che e r o t r sthe same size now as you sup r e 6. Imagine your body hadn’t grown and you were were as a baby. What would you find difficult to do?

7. Which people will play a part in the way you grow and change?

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You have grown, and will continue to grow, in a way similar to your parents. 1. A newborn baby is often around 50 cm long. Measure yourself now. How much taller have you grown? Height now:

r o e t s Bo r e p ok 50 u S cm

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–

4. Remembering that people often look like their parents, draw what you think you will look like when you are 30 years old.

cm grown

2. Find out how much two friends have grown. Write their answers below.

Friend 1

Friend 2

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Name: Centimetres grown:

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3. Have you all grown the same? Why/Why not?

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5. Estimate how tall you will be when you are 30.

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How you’ve grown!

How do trees grow and change? • Pages 15 and 16 should be used together. • Cut an apple in half. Show the students the uncut side. Discuss what they know about apples and how they grow into apple trees. Show them the cut side with the seeds displayed. Talk about how the tiny seeds grow into tall trees. Discuss the ways trees grow and change. Ask if the students think all trees look the same all year long. If not, how do they change?

Inquiry skills focus: Questioning and predicting Planning and conducting Processing and analysing data and information Communicating Background information

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• The aim of the activity on page 17 is for students to collect fallen gumnuts from around local gum trees, plant the seeds they contain, then predict how their seeds will grow. Teachers could collect gumnuts ahead of time. If they are not old and dry (older nuts often contain seeds that will be more likely to germinate), place them in a container or paper bag and leave in a dry place until the valves in the top of the gumnut open, releasing the seeds.

• Some trees change from season to season. Evergreen plants have leaves in all seasons while deciduous plants completely lose their foliage during winter (or in tropical areas, in the dry season). In autumn many deciduous plants have leaves that change colour.

Answers Page 16

1. 4, 3, 6, 2, 1, 5 (is a seed, roots grow, a stem grows, branches grow, leaves grow, is called a seedling) 2. The tree is (over) ten years old. 3. roots - take water and nutrients from the soil; trunk - takes water and nutrients from the roots to the leaves; leaves - use sunlight for energy to make food 4. Answers should indicate that a seed landing in cold, dry soil will not open and start to grow. Seeds only open when there is enough moisture and warmth in the soil. 5. Teacher check Science as a Human Endeavour question Use and influence of science A pomologist studies fruit and nut trees. He or she may specialize in developing new fruits, discovering existing fruits, handling crop pests, coping with changing climatic conditions, and other issues which pertain to the cultivation, harvest, and sale of fruit.

• The leaves take carbon dioxide from the air, which, along with sunlight and water, is used to create oxygen and glucose. Plants use glucose as food for energy and as a building block for growing. The process of turning water and carbon dioxide into oxygen and sugar is called photosynthesis.

− <http://aggie-horticulture.tamu.edu/kindergarden/Fun/project. htm> has a large number of fun activities students can participate in based around a plant theme.

− <http://www.nationalregisterofbigtrees.com.au/tree_register_ gallery.php> is a gallery showing various varieties of tall trees.

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Preparation

• Obtain an apple and, if a nature walk with the students to collect gumnuts is not possible, collect old gumnuts.

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Page 17

• Students might need access to a dictionary or the internet to answer questions on page 16.

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1. Teacher check. The tree drawn should resemble the tree the seed came from. 2. Trees keep growing throughout their lives. They will only stop growing if destroyed by nature (fire, lightning, floods, parasites, other plants and animals etc.) or people (fire, pollution, poisons, logging etc.), or if they don’t get enough water, soil nutrients or sunlight. 3. Teacher check

• Collect the materials listed for the experiment on page 17.

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• Useful websites:

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• Trees grow from seeds. Usually, seeds fall to the ground. If the conditions are right the seed will germinate (sprout from a seed and begin growth), roots first followed by a stem, branches and leaves. Unlike humans, trees keep growing throughout life. As they grow, they change in shape and appearance to look like their parent plant.

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Biological sciences

The lessons

Content focus: Growth of a tree and changes it undergoes as it grows

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Read the text. Trees, like most plants, usually start life as a seed that has fallen to the ground from a tree. If the soil is warm and moist enough, the seed will open. Roots start growing down into the soil. They take water and nutrients from the soil. The plant uses these things to start growing.

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r o e t s Bo r e p ok Next, a stem startsu growing up to the light. Branches grow Sleaves grow from the branches. The stem holds from the stem and

the branches and leaves up so they can get sunlight. The leaves use sunlight (along with water and air) to make food for the plant. The stem also carries water and nutrients from the roots to the leaves. This small plant is called a seedling.

As the tree gets bigger, it needs more food and air, so it grows more leaves. The tree grows taller and the stem gets thicker. The stem is now called a trunk. The tree starts to look like its parents. This young tree is called a sapling.

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Trees keep growing for as long as they live and can live for a very long time. Some trees can grow as tall as 100 metres, or live for thousands of years. If you find a tree that has been cut down, you will see rings in its trunk. The rings show how many years the tree has grown. Each ring shows one year of growth.

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o c . che e r o t r s super Some trees look different at different times of the year. They have leaves that change colour in autumn or fall off in winter. Some grow beautiful flowers in the spring that turn into fruit, while others have cones. Trees can get ‘sick’ and die. They can get diseases or be attacked by insects. If they don’t have the right temperature and enough water, light and nutrients they can die. They can be destroyed by fire, humans, weather, poisons, animals and disease. R.I.C. Publications®

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Biological sciences

How do trees grow and change? – 1

How do trees grow and change? – 2 1. Put the events in a tree’s life in order from 1 to 6.

2. How old is this tree?

branches grow

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a stem grows

is called a sapling roots grow is a seed

leaves grow

3. Draw a line to match the tree part to the job it does. roots

•

trunk

•

leaves

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• takes water and nutrients from roots to leaves

• use sunlight forb energy to make food ©R . I . C .Pu l i ca t i ons • •f •v take water and nutrients from then soil orr e i e wp ur pose so l y•

4. What do you think might happen to a seed if it landed in very cold, dry soil?

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Biological sciences

Use the text on page 15 to complete the following.

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5. Look around you and draw a tree you see (or one you can remember). How old do you think it is? Why did you guess this number?

Use a dictionary or the internet to find out what a pomologist does. AUSTRALIAN CURRICULUM SCIENCE

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Grow a gum tree Biological sciences

How do gum trees grow and change? Let’s find out! Materials: • dried gumnuts (with seeds inside) • seed raising mix

• water

• small trowels • gardening gloves

• small plant containers or plastic pots with holes in the bottom

r o e t s B r e oTap the seeds from the 1. Collect fallen, dry p gumnuts from your local area. o u k gumnut onto a sheet S of paper. Teac he r

Procedure:

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2. Fill a pot with seed raising mix to within 2 cm of the top of the pot. Press and smooth the surface of the mix lightly. 3. Lightly sprinkle a few seeds on the surface of the mix. Carefully put a thin layer of seed raising mix over the top. 4. Label the pot with the date and name of the tree the nut came from, or a drawing of the gumnut. 5.

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1. Remember which tree you found your gumnut under, or use the internet or books to find out what sort of tree it came from. Write the name of the tree and draw what you think your seed will look like when it has grown.

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Predictions:

o c . che e 2. What are three things that might stop your tree r o r growing forever? st super

3. How long might it be until your tree grows nuts of its own? R.I.C. Publications®

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How do animals change as they grow? Page 20 1. Teacher check. Answers should include an animal that is born alive, such as those mentioned in the text (cow, dog, cat, horse, lion, whale). 2. Hatch from an egg: butterfly, snake, swan, turtle. Born alive: cow, cat, goat, dog, whale, snake. 3. Answers could include two of the following: should indicate that the elephant calf will grow taller and heavier, will lose much of its hair, will become stronger, will grow tusks and will learn. 4. Teacher check. A lamb (baby sheep) has four legs, wool, a similar body shape, and most of the other basic physical features of its parents. 5. Teacher check

Inquiry skills focus: Questioning and predicting Planning and conducting Processing and analysing data and information Communicating Background information

• As an animal grows, it changes in size and shape. Some animals, such as moths and frogs, go through a complete metamorphosis. Others go through an incomplete metamorphosis.

Page 21

• A kid is a baby goat. Different goat types have different colourings. A male goat is called a buck or billy and a female adult a doe or nanny. Teacher check final column.

• Useful websites:

− <http://www.peepandthebigwideworld.com/about/games. html/> Scroll down to ‘Round and round’ and click to explore examples of different life cycles.

• A poult is a baby turkey (or the young of the pheasant or a similar bird). A male turkey is called a tom and the female a hen. Teacher check final column.

− Watch baby chicks hatching at <hhttp://www.msichicago.org/ online-science/videos/video-detail/activities/the-hatchery/>. Preparation

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• Animals come into the world in different ways, but all grow, change and develop into creatures that closely resemble one or both of their parents. This process might take a few weeks or many years.

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• A tadpole is a baby frog. The adult is called a frog. Teacher check final column.

• For the last section of the chart, students should draw and write the name of a baby animal of their choice, then draw and write the name of the adult of that animal. They should also complete the last column. Teacher check all sections.

• Obtain picture books or pictures of animals and their offspring.

• Students will need access to nonfiction books about animals or the internet to complete page 21 . The lessons • Pages 19 and 20 should be used together.

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Answers

Content focus: Animals grow and reproduce, with offspring similar to the parents

• If possible, complete pages 2 to 5 of this book before this lesson. Reflect on the ways the students have grown and changed since they were little babies. Ask them if they think animals grow and change in the same way or differently. Ask the students to share things they know about how different animals are born, grow and change.

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• The aim of the activity on page 21 is for the students to investigate some unusual names of young animals, and to investigate and record some of the ways an animal’s features change as it grows into an adult. They will also observe how some animals take a long time to go through these changes, while others take a relatively short time.

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How do animals change as they grow? – 1 Biological sciences

Read the text.

r o e t s Bomothers lay eggs. Their r e Some animal p okthe egg and later u babies grow inside S hatch out. Some animals, like turtles,

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Most animals have two parents. Some animals start their lives growing inside the bodies of their mothers. They are born alive and usually look like their parents. Cows, dogs, cats, horses, lions and whales are born this way.

snakes and lizards, look like their parents. Others, like chickens and swans, change as they grow to look more like their parents.

Some animals go through big changes in the way they look. These animals usually hatch from eggs. Frogs and many insects (such as flies and butterflies) change the way they look a number of times before finally looking like their parents.

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Animals do different things as they grow. Tiger cubs are playful, but they become fierce, dangerous hunters. Puppies drink milk when they are born but eat meat when they get older. Some chicks are looked after by their mothers but learn to take care of themselves.

No matter how animals look and act when they are born, they all change and grow to become like one or both of their parents. For some animals, like flies, this takes just a few weeks. For others, this takes many years. R.I.C. Publications®

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How do animals change as they grow? – 2 1. Write the names of two animals that start their lives the same way as you do.

2. Sort these animals into the table below: butterfly

r o e t goat dog whale swan s Bo r e p o u Hatch from an egg Born k alive S cow

cat

snake

3. Write two ways this baby elephant will change before it becomes an adult. • •

turtle

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4. Write two ways a baby sheep (lamb) looks like its parents.

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5. Draw a line to match each baby animal to its parent.

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Use the text on page 19 to complete the following.

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Use the internet or books to help you find out what kind of animals these babies are, and what they will look like as adults. 1. Colour each baby animal in the chart correctly. 2. Write what each parent is called, then draw and colour one parent for each animal.

r o e t s Bo r e p ok u 4. Fill in the last section with an animal of your choice. S Baby

Adult/Parent

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3. Write some changes each animal will go through, and about how long those changes will take, as it grows and changes into an adult.

What changes? How long will the changes take?

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poult

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tadpole

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What will it look like?

What is the life cycle of a butterfly? • Pages 23 and 24 should be used together. Discuss what the students think the term ‘life cycle’ means before reading the text. Ensure they understand terms such as ‘larva’, ‘moult’, ‘pupa’ and ‘chrysalis’.

Inquiry skills focus: Questioning and predicting Planning and conducting Processing and analysing data and information Communicating Background information

• Students should observe, discuss and record the stages of the silkworm moth, using brief notes. Ask them to predict and verify questions you ask and they think of; e.g. Will the silkworms crawl out of the box/tray? Are silkworms of the same age the same length? Can the adult moth fly? Do silkworms ever rest? How many times do they moult before spinning a cocoon? How long are the silkworms’ cocoons (pupas)?

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• Most insects completely change their size, shape and colour during a life cycle of four stages from egg, larva, pupa to adult. This is called complete metamorphosis. These insects include butterflies, moths, flies, ants, bees and beetles.

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Answers

Page 24

• Some insects, such as grasshoppers, mantises, cockroaches, termites and dragonflies, have three stages—egg, nymph and adult. This is called incomplete metamorphosis. There is no pupal stage. The nymph (larva) looks similar to the adult. Moulting takes place as the nymph grows and wings develop externally during this stage.

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1. 4 – butterfly, 2 – lava, 1 – egg, 3 – pupa/chrysalis 2. Most eating occurs at the caterpillar stage. 3. It has to moult because it grows so much and needs a larger skin, which doesn’t grow with it. 4. The egg and pupa stages both involve growing inside something, and the insect doesn’t eat during these stages. 5. The eggs are a similar colour to the leaf so they blend in and are harder for other animals to find and eat. 6. Adult butterflies do not eat, so they can’t be eating the farmer’s vegetables. The butterflies do lay eggs onto the leaves that hatch into caterpillars that eat the vegetables. So the vegetables are probably being eaten by caterpillars. Science as a Human Endeavour question Use and influence of science Possible answers: Butterflies help pollinate flowering plants; as caterpillars and butterflies they provide food for birds, people enjoy watching butterflies.

• Insects such as silverfish, springtails and lice have no metamorphosis. They hatch from eggs looking like miniature adults, and grow larger over time as they moult. • Useful websites:

− <http://www.youtube.com/watch?v=7AUeM8MbaIk> Using time lapse photography, this video shows the life cycle of a monarch butterfly. − <http://www.youtube.com/watch?v=hZCAgDBv-CU> Using time lapse photography, this video shows the life cycle of a silkworm moth. Preparation

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• Reference books or the internet will need to be available for students to answer the last question on page 25.

Page 25

Brief description of each stage (in total, about two months):

• Silkworms eat only fresh mulberry leaves. (They can survive on lettuce leaves but will not produce good quality silk.) Students who have access to mulberry trees may be able to provide silkworm moths/ eggs. School science supply stores or pet supply stores are other sources. An easy way of keeping them is to provide a large cardboard box or a tray lined with newspaper or similar. They need to be kept at room temperature, but not in direct sunlight. Silkworms do not need water, just fresh supplies of mulberry leaves daily. Their home must be cleaned daily to remove droppings and old leaves. Silkworms’ skin is easily damaged, so they should not be over-handled.

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The lessons

Content focus: Life cycle of a butterfly

Egg

– Adult female moth lays hundreds of tiny, sticky, pale yellow eggs in neat rows on mulberry leaves. Larva – Newly-hatched silkworms look like tiny threads. Take four to six weeks to grow into smooth, creamy, fat worms about six to eight centimetres long. Shed skin (moult) four times. Do not crawl away. Just eat and eat. Stop eating when mature and spin a soft white cocoon around themselves, from one continuous thread of silk. Cocoon hardens in air. Pupa – This stage takes two to three weeks. Adult – This stage lasts about two days. A wet, crumpled moth emerges. Dries to pearly white colour. Can not fly as body is too heavy in relation to wings. Does not eat. Flutters a bit to find a mate. Males die soon after mating. Females die after laying eggs.

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Read the text. Butterflies, like many insects, have four stages in their life cycle. At each stage they go through changes in how they look and what they do.

An adult female butterfly lays many eggs, usually on the underside of a leaf. The eggs are often a similar colour to the leaf so they are hard for spiders or wasps to find and eat. Inside each egg, a larva begins to grow.

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EGG

LARVA

When the larva (caterpillar) is ready, it hatches out. The caterpillar feeds on the plant and grows. It eats lots, and grows so much that its skin becomes too small and the caterpillar has to moult (its skin splits off). Caterpillars moult several times.

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out of the chrysalis. Its wings are wet and crumpled and at first it can not fly. When the wings dry and harden, the butterfly can fly away. Most butterflies don’t eat – they only

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When the caterpillar is fully grown it attaches itself to a leaf or twig. It moults one last time. Underneath is a hard case called a chrysalis or pupa. The chrysalis does not move, eat or drink. The wings, legs and rest of the butterfly grow inside the chrysalis. R.I.C. Publications®

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What is the life cycle of a butterfly? – 1

What is the life cycle of a butterfly? – 2 1. Number the stages of a butterfly’s life cycle in order from 1 to 4. butterfly

larva

egg

pupa/chrysalis

2. At which stage does the most eating happen?

4. How are the egg and pupa stages similar?

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r o e t s Bo r e p ok 3. Why does a caterpillar need to moult? u S Teac he r

Biological sciences

Use the text on page 23 to complete the following.

6. A farmer has a problem. Something is eating his leafy vegetables. He thinks it might be adult butterflies. Write what you could say to the farmer to explain why it is not adult butterflies, and what is really eating his vegetables.

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Scientists who study butterflies are called lepidopterists. Find out ways they have discovered butterflies are helpful in the garden. AUSTRALIAN CURRICULUM SCIENCE

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The life cycle of a silkworm moth Biological sciences

Like butterflies, silkworm moths have four stages in their life cycle. Observe the changes that happen during each stage. Draw or photograph each stage, record the date, record any measurements and write brief notes about your observations in the table below.

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

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Egg

Pupa

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How does science help us care for pets? • Pages 27 and 28 should be used together. • Discuss the needs of living things. Ask the students how we know about these. Direct the discussion to how the knowledge of these needs come about through scientific observation, testing, recording and learning about pets over time.

Inquiry skills focus: Questioning and predicting Planning and conducting Processing and analysing data and information Communicating Background information

• The activity on page 29 is designed to give students (especially those who do not have a pet) an opportunity to create a pet that they can care for. Access to the internet or relevant nonfiction books will allow them to research how best to care for their plant pet.

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

• Science has helped people to understand and cater to the needs of animals, especially those we keep as livestock and pets. A knowledge of the needs of pets, and how they can be met, is an important part of pet ownership. Scientific learning over time has helped humans find out how to ensure pets of all kinds receive the correct diet and health care.

Page 28 1. 2. 3. 4.

(b), (c), (e), (f) (b) (a) Answers should indicate that a cat eating only people food would not be getting the nutrients it needs and would possibly get sick. 5. Answers will vary but should indicate that science helps us to understand pets so we can give them the correct food and care they need in order to be healthy. 6. Answers will vary. 7. Answers will vary but should indicate that a veterinary scientist studies the diseases and health maintenance of animals.

• If possible, invite a veterinarian to visit the class and talk to the students about ways to look after pets and how science helps us do this. • Useful websites:

− <http://www.funnygames.co.uk/take-care-of-your-pets.htm> is a game students can play online where they practise caring for a pet dog.

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− <http://www.brainpopjr.com/health/beresponsible/ caringforpets/grownups.weml> is a website with general information about caring for pets.

Page 29

1. Answers should indicate that the students can find out about what food their plant needs by researching books, viewing documentaries or looking on the internet. Some students might answer that they could find out by experimentation. 2. Answers should indicate that science will help them to understand what their plant needs, and the best ways to care for their plant. Science may provide ‘medications’ (pesticides, fertilisers) that can help the plant be healthy.

Preparation

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• Collect the materials listed for the plant pet activity on page 29. Ensure the students understand the term ‘needs’ as it applies to living things.

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The lessons

Science as a Human Endeavour unit : Use and influence of science Content focus: Science helps us care for pets

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Read the text. Pets are living things that people care for. Pet owners have to care for their pets properly to make sure each pet stays healthy. But how do they know what is best for their pets? We use science to help care for our pets. Science has helped us find out what pets need to stay healthy.

r o e t s Bo r e p o u Science helps us to understand how living things grow k and how S their bodies work.

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Food

Through science, we know that different animals need to eat different foods. Pets need to have the right amount of food that has the nutrients for them to stay healthy. Science has helped us to find out which foods make animals ill. Some foods people eat, like chocolate, are bad for dogs, cats and birds. Grapes, onions and tomatoes are not good for dogs or cats. Because we know what foods are good or bad for our pets, we can make sure they get the right food and stay healthy.

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Health

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Science helps us to understand which things in the environment can harm animals. We know that some plants, worms, fleas and other tiny insects can harm or even kill pets. Because scientists have studied these plants and insects, and how they harm pets, they have been able to make medicines that can stop them from harming our pets. Science helps us to understand our pets. It helps us know what we need to do to care for them properly. It gives us medicines to make them better when they get sick. Science helps us care for pets in so many ways! R.I.C. Publications®

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Biological sciences

How does science help us care for pets? – 1

How does science help us care for pets? – 2 1. Which foods could make a pet dog sick? (a) cheese

(b) onions

(d) fish

(e) grapes

(f) chocolate

r o e t s Bo r e p ok u S They took them to school so they could learn.

2. What does the word ‘studied’ in ‘... scientists have studied these plants and insects, and how they harm pets ...’ mean? Underline the correct one. (a)

(b) They watched, did tests and learnt about the plants and insects to understand them. (c) They watched a cartoon about plants and insects.

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3. How could a pet owner know if his/her pet is not well? Tick the correct box.

(a) He/She notices changes in the way it is eating or behaving. (b)

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Biological sciences

Use the text on page 27 to answer the questions.

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5. How does science help us care for pets?

6. If you could be a scientist who studies pets and how to keep them healthy, what kind of pets would you study? 7. What does a veterinary scientist do?

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Make a plant pet Biological sciences

Plants can be pets, too! They are living things that need water, air, sunlight and nutrients. Caring for a pet plant means making sure it gets all these. Follow the instructions to make a plant pet. Materials:

r o e t s Bo r e p ok u S • flowering plant seeds • water • 2 pipe-cleaners

• potting mix

• paints and brushes

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• 1 small plastic seedling or pot plant container with drainage holes

• gardening gloves

Procedure:

1. Place the plastic container upright on a flat surface. Paint a face on it.

2. Make a loop at the end of each of the pipe-cleaners. Insert the other end of each pipe-cleaner through a section the bottom of the plastic container. Fix it in place so it stays there.

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3. With gloves on, fill the plastic container almost to the top with potting mix. Plant the seed in the container and cover it with a thin layer of potting mix. 4. Water your plant pet and place it in a sunny position.

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o c . 1. Different foods are needed by different pets. How will you find out what c e r kind of food will beh best your plant pet?t efor o r s super

Questions:

2. How can science help you to keep your plant pet alive and healthy?

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What is it made of? Answers

Content focus: Definition of ‘materials’ Identification of materials in everyday objects

Page 32 1. (a) bricks (b) plastic and metal 2. (a) Teacher check. Desks are probably made using metal and plastic or wood. (b) Answers should indicate what it looks like, how it feels etc. (c) Answers should indicate that the materials used to make the desk are strong and hard, while a table made from glass would not be. 3. wood: bookcase; paper: books; fabric: toy. 4. The mobile phone and the table on page 31 are similar because they are both made from plastic and metal. 5. Answers will vary. Examples include windows, bottles, drinking glasses, spectacles (glass); doors, furniture (wood). 6. Answers will vary. Students might suggest a very durable toy or furniture. Science as a Human Endeavour question Use and influence of science Answers will vary

Inquiry skills focus: Questioning and predicting Planning and conducting Processing and analysing data and information Communicating Background information

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• A material is any substance with specific properties that goes into the makeup of a physical object. Objects can be made of one or more materials, such as paper, wood, glass or metal. • Materials scientists study materials. They test different properties of materials and explore how these properties can be used to create new things. • Materials can be used as they occur naturally, or created by people; for example, oil is used to make plastic and sand is heated to make glass.

Page 33

• Useful websites:

Teacher check

− <http://www.crickweb.co.uk/ks1science.html#materials2d> is an interactive activity where students can label everyday materials.

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− <http://www.whystudymaterials.ac.uk/students/fun/scanbot. asp> is an interactive game where students can search a house looking for objects made from plastic, glass, metal and wood. Preparation • Obtain the objects listed below to introduce the lesson.

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The lessons

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• Pages 31 and 32 should be used together.

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• Collect a number of objects made from the everyday materials discussed on page 31 (paper, plastic, wood, cardboard, glass, fabric, metal). Show the students these objects (such as a wooden spoon, wooden ruler, plastic cube or counter, plastic drink bottle, metal spoon, soft drink can or set of keys, glass jar, glass bottle, cotton shirt, woollen jumper, exercise book, empty cereal box, newspaper) and discuss what they are and what they are used for. Then discuss the materials they are made from before reading page 31.

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• The aim of the activity on page 33 is for students to understand that, because of their properties, different materials are better suited to some jobs than others. An aircraft, for example, needs to be made of materials that are both strong and light. The lesson should be taken outside or in a large, undercover area. The sheets of different materials need to be the same size. This activity could be done in small groups to save resources. • Students should compare results and discuss any different observations and results at the completion of the activity.

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What is it made of? – 1 Read the text. The objects around you are made of different things.

plastic

wood metal

glass

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brick

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Scissors are made of plastic and metal.

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Often, a number of materials are used to make an object.

. te o and a substance called graphite. c . c e r A jacket can beh made from fabric, er o t s super

A lead pencil is made using wood

metal

and elastic. A mobile phone can be made from metal and plastic. Some materials, like wood, cotton and wool, are found in nature. Others, like plastic and cardboard, are made by humans. R.I.C. Publications®

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The things they are made of are called materials. There are many different kinds of materials. People use different materials to make all sorts of things. Look at some materials in the picture below. fabric

What is it made of? – 2 Use the text on page 31 to complete the following. 1. In the picture on page 31, which materials were used to make: (a) the wall? (b) the desks?

r o e t s Bo r e p o u How do you know it is made from these materials? k S

2. (a) Which materials is your desk made from?

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3. Draw a line from the material to something in the picture made using that material.

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(b)

4. How are the mobile phone and the desk (on page 31) similar?

. te o 5. Name one object in your home made with these materials; c . che e r (a) glass (b) wood t o r s super

6. Imagine you have discovered a new material. It is strong (like metal or wood) and soft (like silk or wool). What could you make with it?

On the back of this sheet, draw one item you have at home. Write what it is made of and why you think that material was used. AUSTRALIAN CURRICULUM SCIENCE

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Which material makes the best plane? Materials: • tape measure • A4-sized sheets of different materials, such as aluminium foil, paper towel, thin cardboard, photocopying paper and tissue paper Procedure: 1. Make one plane from each material, each exactly the same way:

(c) Do the same fold again, folding the top edge to the centre crease. (d) Fold the plane in half on the centre crease so the folds are on the inside. (e) Fold each side down to make wings.

3 2

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3. Throw each plane exactly the same way from a ‘starting line’ and measure how far it flies. Record the distances in the chart opposite.

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. te o c 1. (a) Which material made the plane that flew the furthest? . che e r o t r (b) Was your guess right?s Yese No s r up

Results and conclusions:

2. (a) Which plane flew the shortest distance? (b) Why do you think it didn’t fly very far?

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(b)

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r o e t s Bo r e p ok Open it up.u Fold the two outside Sto the middle crease. top corners

(a) Fold the sheet in half lengthwise to make a crease.

What can different materials do? The lessons

Content focus: Properties of a range of everyday materials

• Pages 35 and 36 should be used together.

Inquiry skills focus: Questioning and predicting Planning and conducting Processing and analysing data and information Communicating Background information

• Teachers could allow students to play a game of ‘rock, paper scissors’. Discuss the properties of paper, scissors and rock. Explain that all materials have different things they can do that make them better for some uses than others. Ask the students to share some ideas about the uses different materials around them can be put to. • The aim of the experiment on page 37 is for students to understand what some of the symbols they might see on packaging mean. This can help them to make informed choices about the products they choose. Students should compare their results in small groups after completing this activity.

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

• Materials have properties—basic or essential attributes that can distinguish them from other materials and which can be detected using the senses.

Answers

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Page 36

1. Plastic is good for use in water bottles because it is transparent, waterproof, strong and flexible. 2. Answers could include: (a) any item of clothing, paper, eraser, book, pencil case, power cords, posters (b) tables or other furniture, wall, board, computer, scissors (c) table, water bottle, plastic desk mat, window 3. Recycling means using old things to make new things. 4. Glass and rubber are both waterproof. Some students may also say they are both strong. 5. Answers may vary but should indicate that because paper is absorbent, weak and flexible, a chair made from it might not be strong enough and could collapse. 6. Answers will vary. Science as a Human Endeavour question Use and influence of science Answers will vary.

• There are many other properties, including malleability, magnetic abilities or the ability to conduct heat or electricity or insulate. These are not covered at this level. • An object can be made of several different materials; e.g. a toy car can be made of metal, plastic and rubber.

− <http://www.strangematterexhibit.com/properties.html> and <http://www.bbc.co.uk/schools/scienceclips/ages/5_6/ sorting_using_mate_fs.shtml> are both interactive activities where students can learn about and test the properties of certain materials.

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− <http://www.e-gfl.org/e-gfl/custom/resources_ftp/client_ftp/ ks2/science/material_matters/index.htm> is a site where students can learn about and experiment with the properties of a number of everyday materials. Preparation

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Page 37 1.–3. Teacher check

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• Many materials have properties that allow them to be recycled. • Useful websites:

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• Some common properties include hardness (resistance to scratching and pressure), strength (the amount of force needed to break the material by pushing or pulling down), toughness (resistance to breaking by cracking), elasticity (ability to return its original shape when a force is removed), absorbency (ability to soak up a liquid) and how waterproof (resistance to liquids) they are.

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• For the experiment on page 37, teachers might wish to prepare and place out a variety of materials such as some fabric swatches, pieces of plasticine, aluminium foil, pieces of foam, polystyrene, thin or thick plastic, flat rock, paper towel, tissue paper and so on for the students to choose from. Students will also need access to water to be able to test the materials for absorbency.

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What can different materials do? – 1 Read the text. Some materials are strong, others are soft, and some can bend. Some can be used again and others cannot. These things a material can do are its properties. Most materials have many properties. The table below gives information about some properties materials can have.

r o Opposite property e t s B r eglass oo p Opaque Transparent u S (you cellophane - cannot be seenk - it lets light through

Examples

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wood gold

can see through it)

water

through

Waterproof - does not let water through or soak up water

plastic wax

Absorbent – soaks up water

paper towel cotton (fabric)

Strong - hard to break or squash

Rigid or inflexible – does not bend or twist

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brick bone china

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wool Flexible - can bend or be twisted rubber easily, without breaking leather

Some materials have properties that allow them to be used more than once. For example, some planks of wood are so strong and last a long time, they can be taken from old furniture or houses and used to make new products. A piece of paper cannot be written on again once you’ve used both sides, but it can be quite easily shredded, mixed with water to make a pulp, and made into new paper. Used glass and plastic can also be broken down then remade into new glass or plastic in factories. Using materials more than once means less new materials are used up. Using old things to make new things is called ‘recycling’.

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You can find out if the products you are using are made from recycled materials, or can be recycled, by looking for the recycling symbol (also called the möbius loop). R.I.C. Publications®

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Examples

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Property

What can different materials do? – 2 Use the text on page 35 to complete the following. 1. What properties of plastic make it good for use as water bottles?

2. Write one thing you can see that is made from a material that is:

o e t s (b)r strong Bo r e p ok (c) waterproof u S 3. What does ‘recycling’ mean? 4. Write one property glass and rubber both have.

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(a) flexible

6. Next to each object, draw a picture of something with a similar property. Write the name of the property on the line provided. plastic cup

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kitchen sponge

Make a list of as many things as you can find at home that have the recycling symbol. AUSTRALIAN CURRICULUM SCIENCE

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What do the recycling symbols mean? Some products you use have different recycling symbols. What do they mean? 1. Read about the different symbols in the chart below. 2. Find items with those symbols. 3. Tally how many items with each symbol you can find.

usually A circle around three arrows found on means the product is made paper and with recycled material. cardboard The three arrows around a number means the material plastics is a type of plastic that can be recycled. There are different kinds of plastics.

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Results:

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. te did you find the least of? o 2. (a) Which symbol c . c e hthere r (b) Why do you think were so few things with this symbol? er o t s super 1. Draw the symbol you found most often.

3. Write about anything you found that had no recycling symbols (the material, what it was used to make, why you think it has no symbol).

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metals

symbol.

Tally

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Uses r o e t s Bo r e p ok plastics, Anything that can be u S has the recycling paper, recycled Description

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Symbol

Item found with that symbol

How can materials be combined? The lessons

Content focus: Combining materials

• Pages 39 and 40 should be used together.

Inquiry skills focus: Questioning and predicting Planning and conducting Processing and analysing data and information Communicating

• Read the text on page 39 explaining the concepts and discussing the pictures. Encourage the students to give examples of materials that change colour when mixed, and materials that will make a new material when mixed. Ask the students what substances they have seen produce bubbles when mixed. • Assist the students to answer the questions on page 40 if necessary.

Background information

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

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• Mixing some materials together can create a new substance. In this case, a chemical change has taken place which usually cannot be reversed. The original materials cannot be easily retrieved. Properties can be altered when materials are combined. Mixing and stirring, either rapidly or slowly, is an important part of chemical reactions.

Answers Page 40

1. (a) change (b) different 2. (a) Yes (b) Yes (c) Yes (d) Yes 3. A chemist finds out what happens when some materials are mixed with others. 4. (a) sugar (b) Answers could include stirring, shaking, using heat or hot water, adding more water. 5. (a) water (b) cement (c) blue Science as a Human Endeavour question Use and influence of science Aboriginal Australians made an ochre paint by grinding ochre and mixing it with saliva, blood, orchid sap or yolk to paint onto bark, rock or their bodies.

• The process of dissolving forms a solution. When a solid is dissolved in a liquid, the liquid is called a solvent and the solid is called the solute. Solutions can be separated into their original components. • Useful websites

− <http://www.bbc.co.uk/schools/ks2bitesize/science/materials/ reversible_irreversible_changes/play.shtml> has a game where students can find out which substances dissolve in water. − <http://www.cwmbachjunior.co.uk/6d-science.shtml> has a range of games and information about mixing materials.

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Preparation

• Students may have carried out preliminary experiments by mixing sand, soil or clay with water in free play activities. They may also have completed scientific activities in other learning areas such as art and craft. For example when colouring a large circle in the centre of a sheet of blotting paper using coloured markers and dropping water from an eye-dropper onto the coloured circle, the water makes the colour spread outwards.

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Page 41

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• Mixing materials together creates a mixture. The substances are physically combined and can be separated again by methods such as sieving, filtering or evaporating. The change can be reversed and a new material is not formed. For example, salt when dissolved in water can be retrieved by evaporation.

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• Collect the materials listed for the activity on page 41. Be aware of any students who may be diabetic or have food colouring allergies. It is advisable to have a number of spoons available so students can use a different spoon each time. Ensure the mixture is cooled sufficiently after the addition of boiling water for the children to safely taste. After completing the experiment, ask questions such as ‘What might have happened if we had mixed the jelly with cold water?’, ‘What might have happened if we had mixed two packets of crystals into the same volume of water?’, ‘Why do you think some people gave different answers to question 2?’

• This set of pages explores some of the ways materials can be combined. They include both mixing and dissolving.

Students’ observations of the jelly at the different stages should use different adjectives to describe the smell, feel, appearance and taste of the jelly. 1. Answers will vary as each student describes what happened in his/ her own words; however, students should be able to use the word ‘dissolve’. 2. Answers will vary. The jelly goes through two marked changes as it moves from a crystal form to a liquid, then from the liquid mixture into solid, wobbly jelly. Students could choose either of these changes. 3. Answers will vary. Some students might suggest that the jelly will become like crystals once more; others that the jelly will become hard.

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How can materials be combined? – 1 Read the text. Materials can be combined (put together) in many ways. Different things can happen when materials are combined.

If you stir a little bit of sugar into a glass of water, it seems to disappear. This is called dissolving. Usually, the dissolved materials can go back to the way they used to be. For example, salt dissolves in water to make salty water. When the water dries up, the salt is left behind.

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new material. For example, plaster of Paris is a white, powdery substance which hardens when mixed with water and left to dry. Powdery cement combined with sand, stones and water makes a new material called concrete. Concrete dries into a very hard and strong material. Once they have changed, these materials cannot easily go back to the way there were.

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Chemists and materials scientists are people who work to try to find out what happens when some materials are mixed together. They record and try to explain what they see, smell, hear, taste or feel when things are mixed. They can use what they find out to make new materials or products. R.I.C. Publications®

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r o e t s Bo r e p ok u Sometimes it is harder to see or separate S materials once they have been put together.

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When some materials are combined, you can see the different materials in the mixture. It can be easy to separate them again. Fruit salad and muesli are both mixes where it is possible to see and separate the different parts.

How can materials be combined? – 2 Use the text on page 39 to complete the answers. 1. Copy the correct word to complete the following. change

different

(a) Mixing different materials can make them

ways. r o e t s B r e o p 2. Write ‘Yes’ or ‘No’. When mixed, some materials ... o u k S (a) change colour.

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(b) make a new material.

white

grey

(d) cannot be separated.

3. In your own words, write what a chemist does.

4. (a) Which sweet material dissolves when mixed in a cup of hot tea?

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(b) Materials can change in

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(b) What could a person do to make this material dissolve faster?

o c . c e her r 5. Finish these science ‘sums’. o t s super (a) dirt + = mud (b) sand + stones (c) yellow paint

+ water

= concrete

paint = green paint

Use books or the internet to find out what Australian Aboriginals traditionally made by grinding ochre rock to a powder and mixing it with saliva, animal blood, sap or egg yolk. AUSTRALIAN CURRICULUM SCIENCE

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Jelly crystals and water: a great combination Scientists record what they see, smell or feel before, during and after things are combined. You will need: • jelly crystals

• hot water

• spoons

• plastic jug

What to do:

r o e t s Bo r e p ok u After jelly has Before water has Sadding water After cooled and set been added (when it is cool enough to touch)

Looks

Feels

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Jelly

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Smells

Tastes

. te o c 1. What happened when the jelly crystals were mixed . with water? che e r o t r s super

Questions:

2. When did you notice the biggest change in way the jelly looked?

3. What do you think might happen to the jelly if all the water dried out of it?

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Follow the directions on the jelly packet to make jelly. Write how the jelly looks, feels, tastes and smells at each stage.

Why are materials combined? The lessons

Science as a Human Endeavour unit: Use and influence of science Content focus: Materials are combined for particular purposes

• If possible, complete pages 34 to 37 of this book before this lesson. • Pages 43 and 44 should be used together. • Teachers could show the students a number of everyday items and discuss what they are made of and what the properties of these materials are. Discuss why these properties make the material suitable for use in making that item.

Inquiry skills focus: Questioning and predicting Planning and conducting Processing and analysing data and information Communicating Background information

Teac he r

• Materials have properties, basic or essential attributes that can distinguish them from other materials and which can be detected using the senses.

Answers Page 44

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1. Answers could include rubber in the soles, used because it is strong, flexible, lasts a long time and helps to grip; the laces made of cotton, leather or fabric because they are flexible; leather because it lasts a long time and is flexible. 2. Answers will vary. Some answers could include (a) rubber, metal, plastic (b) glass, wood, metal (c) flour, sugar, egg, grains, butter. 3. (a) Soap is combined with water to make a mixture that helps to clean people or objects. (b) Hot water and cold water are combined to make warm water. (c) Pasta is combined with boiling water to cook the pasta. 4. Adding straw to a mud brick makes it harder to break by squeezing or tearing and so makes it stronger. 5. The following items should be circled: racing car, fishing rod, space shuttle and the boat.

• A material can be described in a variety of ways. Glass, for example, is hard, transparent and brittle. This combination of its properties helps determine its use. The choice of a material for a task can also be influenced by cost and time.

• An object may be made of a combination of several different materials. These materials are used because of their properties. Some properties of materials are more important than others when deciding what to use.

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• Mixtures are made by combining two or more materials in the absence of any chemical reaction. When a chemical reaction does take place, a completely new substance is created and the original substances cannot easily be recovered.

Page 45

• Useful website:

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1-2.Teacher check 3. The salt and sugar should dissolve in water. The flour and oil should not mix well. The flour may form lumps. The oil may appear to mix but after a while will settle in a layer on top of the water; the same applies to the vinegar. 4. (a) Answers may vary but the flour and water mix can be used as a simple glue. If students have other answers ask them to explain their answer. (b) The vinegar and oil mixture can be used as salad dressing. Students who have not tasted salad dressing before may not come up with this answer and might suggest something else.

− <http://www.bbc.co.uk/learningzone/clips/which-material/2464. html> is a video where Cinderella’s fairy godmother talks about choosing the right material to make Cinderella’s shoes for the ball. Preparation

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• Collect oil, water, vinegar, salt, flour and a number of plastic spoons and clear plastic cups for the experiment on page 45.

AUSTRALIAN CURRICULUM SCIENCE

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

• The aim of the activity on page 45 is for students to predict, then test, observe and record what happens when various materials are mixed. They will also think about what some of these mixtures could be used for. Discuss what happened with the students and ask questions such as ‘What if we added more … (salt/flour/water)?’, ‘Why do you think the oil and water doesn’t mix?’, ‘What sort of things could we do to try to make them mix better?’, ‘Which materials dissolved the quickest?’, ‘Which materials settled after stirring ceased?’

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Why are materials combined? – 1 Read the text. Materials are often combined. Combining materials in different ways can make an object, material or mixture that is better in some way; it might be lighter, stronger, stretchier or tastier.

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• Yeast, sugar, flour and water are combined with heat to make bread, a new material that is light, soft and good to eat. Foods are often combined to create different flavours and textures. Many things can be combined and heated to make something useful.

Some materials are joined together because their properties combine to make an object that is right for the job. vinyl • Shoes are made by gluing or sewing a number of different materials together. Leather, rubber, plastic, canvas, fabric and foam are often used to make shoes. These materials are light, durable and flexible, and combine to make shoes that are comfortable, look foam good and give feet good support.

cloth

rubber

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Some materials are made by combining (but not fully blending) different materials to make a better material. Usually, one material holds everything together, while the other makes it stronger.

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• People have made bricks out of mud and straw for thousands of years. Mud is good at sticking together and, when dry, is hard and strong, but easy to break by bending. Straw is hard to break by stretching but is easily crumpled. By putting pieces of straw in a block of mud and letting it dry, a strong brick is made that is hard to break by squeezing or tearing. • Aeroplanes must be made of materials that are both strong (to take off, land and carry heavy loads) and light (to lift into the air). In the past they were made from aluminium (a light, strong metal), but newer planes are made using composites. These are plastics with other materials mixed through them. These new materials are even lighter and stronger than aluminium. R.I.C. Publications®

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Some things are mixed together to become something very different.

Why are materials combined? – 2 Use the text on page 43 to complete the following. 1. Write two materials used to make your shoes and which of their properties you think makes them good for the job they are doing. (a) (b)

r o e t s Bo r e p(b) (c)o u k S

2. Write two materials used to make each object.

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3. Why are these materials combined at home? (a)

(b) hot water and cold water: (c) pasta and boiling water:

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4. How can adding straw to a mud brick make it stronger?

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(a)

o c . c e he r 5. Circle the things that could benefit from being made from composites that o t r s s r upe are light, hard and strong.

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Just add water! Materials: • salt

• flour

• six clear containers

• vinegar

• vegetable oil

• water

• teaspoons

• sugar

Instructions: 1. In the second column, write what you think will happen when each material is stirred into water or vinegar.

r o e t s Bo r e p 3. In the last column, write or draw what happened.o u k S Materials What I think will happen What happened 1 tablespoon salt + 1/2 cup water

1 tablespoon oil + 1/2 cup water

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1 tablespoon sugar + 1/2 cup water

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1 tablespoon flour + 1/2 cup water

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4. (a) Which mixture would make the best glue?

(b) Mix the oil and vinegar well and taste it by dipping in a clean finger. What do you think this mixture could be used for?

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2. Stir the amounts of each different material into a different container.

What are Earth’s resources? Answers

Content focus: Definition and examples of Earth’s resources

Page 48 1 Plant resource tomatoes, nuts, wood

Inquiry skills focus: Questioning and predicting Planning and conducting Processing and analysing data and information Evaluating Communicating Background information

wind

• Some natural resources are renewable; they can be replaced continuously by natural processes at the same rate (or faster) than they are being used. They include the sun (solar energy), wind power, and trees. Some resources are considered to be finite, as they become depleted more quickly than they can regenerate. These resources are called non-renewable resources. They include coal, oil and natural gas.

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meat, eggs, wool

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• People use natural resources as raw materials to make (manufacture) a huge range of goods.

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− <http://www.fossweb.com/modulesK-2/PebblesSandandSilt/ activities/findearthmaterials.html> is an interactive game where students can try to find the things on screen that are made from Earth materials such as pebbles, sand and silt.

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1. Teacher check. The students should note the differences in the way soil feels, looks, goes through the sieve and acts when water is added or when it is added to water. Students might also write that the soil smells different. 2. Answers will vary. Students will use a combination of prior knowledge and their observations to predict which sample would be better to grow plants in. (The soil would be better because it holds more moisture for the plant’s roots and contains more nutrients.)

− <http://www.neok12.com/diagram/Natural-Resources-01.htm> is an interactive game where students can match resource words and pictures.

Preparation

Air resource

2. Teacher check. Answers could include water, air, grains, fruit, vegetables and petroleum. 3. Teacher check. Answers should indicate natural resources are the things that grow, or form, in, or on, Earth that people use to live and to make things. 4. Natural resources (coloured green): the sun, clouds, tree, grass, dog, lake, rocks, birds, flowers; Resources made by people (coloured blue): house, bucket and spade, bicycle, rubbish bin, rope and tyre swing and road. 5. Answers will vary. Science as a Human Endeavour question Use and influence of science A geologist is a person who studies the Earth and the processes which shape it. The natural resources they study would include the land, rocks, minerals, metals and fuels.

• Earth’s (natural) resources are the raw materials supplied by the earth and its processes that are used by humans (and other living things) to meet their wants and needs. These resources include soil, air, water, forests, plants, animals, fossil fuels, and naturally produced metals and minerals. Although sunshine isn’t one of the Earth’s resources (coming from the sun), it is a natural resource.

• Useful websites:

Animal resource

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• Collect the materials listed for the experiment on page 49; samples of moist soil and dry sand (collected from areas free of broken glass etc. and unlikely to be contaminated with animal faeces), one large bowl or plate for each sample, magnifying glasses, clear plastic cups, water, tablespoons and sieves. The lessons • Pages 47 and 48 should be used together.

• The aim of the experiment on page 49 is to allow students to explore some of the properties of sand and soil. Teachers might wish to use more than two samples (using yellow sand, gravel, silt, clay or dirt collected from under a tree), or allow students to collect their own samples from around the school. • Discuss the test, compare results and ask the students to suggest which other sands or soils could have been included to better investigate the different properties of sands and soils. AUSTRALIAN CURRICULUM SCIENCE

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What are Earth’s resources? – 1 Read the text.

r o e t s Bplants grow on Earth. r Many kinds of o e p ok and animals Plants are used by people u S for food and shelter. People also use

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Every minute of every day, you use things; clothes, pencils, books, cups, chairs, buildings, air, food and water. The things we use are called resources. Some resources are built or made by people. Others grow or form in, or on, the Earth. The resources from Earth are called natural resources. Earth has many natural resources which we use to help us live and make things we need and want.

plants to make many other things. Wood, vegetables, flowers, fruits, nuts, cotton and even rubber from rubber trees are plant resources.

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There are many different kinds of animals on Earth. Some kinds of animals are raised on farms for food (such as meat, eggs and milk) or wool. Other animals can be pets, while some are wild. They are all natural resources.

There are many different kinds of rocks, soils and sands on Earth. Rocks are made up of minerals (hard, non-living parts of rocks that occur in nature) and take many years to form. Inside the Earth, underground, are many other things like petroleum (oil), gold and silver that people dig up and use.

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The light and warmth of the sun reaching the Earth is also a natural resource. Its light and warmth is used by people and plants.

Everything people make uses Earth’s resources. But people cannot make natural resources; they are only made naturally. Some resources can grow or form again; new animals can be born and new plants can grow. But some resources, like petroleum and gold, cannot be replaced. R.I.C. Publications®

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Air, wind and water are natural resources. Plants, animals and people all use air and water to survive.

What are Earth’s resources? – 2 Use the text on page 47 to complete the following. 1. Write the name of each natural resource below in the correct place in the chart. meat

eggs

Plant resource

tomatoes

nuts

wool

Animal resource

wind

wood

Air resource

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3. In your own words, write what a natural resource is.

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r o e t s Bo r e p you use every day. ok 2. Write two natural resources u S • •

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4. In the picture below, colour the natural resources GREEN.

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5. Which natural resource do you think is the most important? Why?

What does a geologist do? Which natural resources does he or she study? Use a dictionary or the internet to find out. AUSTRALIAN CURRICULUM SCIENCE

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Investigating Earth’s resources Sand and soil are natural resources that are used for different things. Sand is very small pieces of rock. Soil is sand mixed with tiny bits of dead plants and animals. There are many different kinds of soil and sand. Follow the instructions to find out more about soil and sand using your senses and some simple science tools.

Soil

What colour is it? How does it feel? Does it stay together when you squeeze it in your fist?

Sift it through a sieve. What happens?

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Add some water to it. What happens? Does it soak up the water? Mix a tablespoon of it into a clear cup of water. What happens?

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o c . che Results and predictions: e r o t r s super 1. How is soil different from sand? 2. (a) Which do you think would be best for growing plants?

(b) Why? R.I.C. Publications®

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Sand r o e t s Bo r Look at it with a e p ok magnifying glass. u What can you see? S

How do we use Earth’s resources? Answers

Content focus: How Earth’s resources are used by humans

Page 52

Inquiry skills focus: Questioning and predicting Planning and conducting Processing and analysing data and information Evaluating Communicating

Background information

1. (a) tree, wood, paper (b) cow, milk, cheese (c) mineral, metal, coin 2. (a) Three of the following: power (electricity), plastic, crayons, make-up, fuel, shoes/clothes, CDs and DVDs. Some students might write other answers not mentioned in the text which can be teacher checked. (b) Teacher check. If all the petroleum is used up, people will not be able to make plastics, crayons, make-up, fuel for cars, CDs or DVDs. Cars and other forms of transport will have to find different fuels; people will have to find different ways to make things. 3. Teacher check as answers will vary. Students are probably using paper, pencils, tables, light, power, electricity, air, a building, clothing and footwear, possibly some jewellery. 4. Answers could include petroleum (for plastics, fabric), sand (glass tables), animals (leather on sofas), cotton (fabric on chairs or sofas). 5. (a) Silica has to be melted at very high temperatures for it to change into glass. (b) Answers will vary, but the correct answer is no, glass cannot change back into silica. Science as a Human Endeavour question Nature and development of science Teacher check

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• Everything humans use in the physical environment comes initially from natural resources; the raw materials provided by the Earth and its processes, and the sun. All of Earth’s resources are exploitable by humans for useful purposes.

• Some students might find it difficult to understand that everything they use originally comes from the Earth, not just out of a packet. An excursion to a bakery or ice-cream factory where goods are produced from natural resources might help students to understand the concept. • This set of pages could be used as an introduction to an activity such as making bread, where students investigate the process of making everyday foods or goods using different resources. • Useful websites:

− Watch how rubber bands are made at <http://www.howcast. com/videos/192928-How-Rubber-Bands-Are-Manufactured>

1. (a)-(b) Students should record observations about the appearance and smell of the cream before and after shaking it, recording what had changed and what (if anything) had not. 2. Butter purchased from the supermarket usually has salt and colouring added. The butter made from cream without additives should appear paler than standard butter and taste slightly sweeter. 3. The students should mention that the experiment used cream (from cows), the glass or plastic of the container (silica or petroleum), the knife (metal/minerals) and any other items they used. 4. Teacher check. The students will reflect on the experiment and might identify the shaking for a long period of time as being the hard part. They might suggest using a beater or other equipment to make the task easier.

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Preparation • Collect the materials listed for the experiment on page 53. The lessons

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Page 53

− <http://www.ranken-energy.com/Products%20from%20 Petroleum.htm> provides a list of some of the many items made using petroleum.

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• Pages 51 and 52 should be used together.

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• The aim of the experiment on page 53 is for students to observe change and to understand how some of Earth’s resources are made into other resources that people use. It is best advised that students work individually or in pairs, making a small quantity so the results will be apparent quickly. Baby food jars or clear, empty film canisters are ideal for use in this experiment. • Encourage the students to share their observations and discuss any differences.

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How do we use Earth’s resources? – 1 Read the text. People use the things that grow or form in, or on, our planet (natural resources) to survive and make the things they use every day. Coins, metals and jewellery are made from gold and other minerals dug up from underground.

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People need fresh water to drink. We also use it to wash, clean and cook with, to grow plants and swim in.

Clay is a kind of soil used to make bricks. A special sand (silica) is melted at very high temperatures to make glass.

Cardboard, paper and pencils come mostly from trees. Trees are cut down and turned into everyday items in factories. Trees are also used to make furniture.

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(such as guide dogs, and work horses) and even wild animals in the zoo are natural resources. We use them for entertainment and to help do jobs.

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CDs, DVDs, fuel for cars and planes, crayons, plastic and make-up are made using petroleum. Some car tyres, gloves and balloons are made from the sap of rubber trees.

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o c . che e The food we eat comes r o t from plant and animal r s super resources. Animals are raised on farms for meat, eggs and milk. Cows’ milk is used to make cheese, yoghurt, butter and cream. The seeds, leaves and roots of different plants are eaten as foods or used to make other foods. R.I.C. Publications®

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Clothes all begin as Earth’s resources. Some clothes are made from cotton, which grows on plants, others from sheep’s wool. Other clothes, including some shoes, are made from materials using petroleum. Shoes can also be made from leather, which is the skin of animals. 51

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Earth and space sciences

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Power (electricity) is made using different resources. When we use cars, planes, lights, fridges and microwaves, we are using power from natural resources like the sun, natural gas or petroleum.

How do we use Earth’s resources? – 2 Use the text on page 51 to answer the questions. 1. Which comes first? Write the words in order from natural resource to the item we use. For example, cow leather

shoes

(a) paper, tree, wood (b) milk, cow, cheese

r o e t s Bo r e ppeople make using petroleum? ok What are three u things S

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2. (a)

(b) What might happen if all the petroleum on Earth is used up?

3. (a) Write one thing you are using right now.

5. (a)

(b)

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4. What other natural resources, other than wood, could be used to make furniture (sofas, chairs, beds, tables)?

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(b)

. tehappen to silica sand to make it change intooglass? What has to c . che e r o t r s s r u e p Do you think glass can change back into silica sand? Explain your answer.

Draw three things you use every day at home. Write what they are and which natural materials were used to make them. AUSTRALIAN CURRICULUM SCIENCE

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How is butter made? How easy is it to make butter? Find out for yourself! Materials: • small jar or container with a tight-fitting lid • thickened cream • plain biscuits or bread • butter knife Procedure:

r o e t s Bo r e p ok u 2. Shake the jarS until you feel something solid moving in the jar. This could take 10-15 minutes. 3. Carefully tip out the white liquid (buttermilk).

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1. Pour the cream into the jar or container until about 1/2 – 2/3 full. Put the lid on tightly.

4. Swirl some cold water in the jar and tip it out to remove the rest of the buttermilk. Spread the butter on some bread or a cracker and eat! Observations and results:

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(b) How did the cream look and smell after shaking?

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2. Does the butter you made look and taste the same as or different from the butter you normally eat? How?

3. List three of Earth’s resources that you used in this experiment.

4. What was hard about making butter? How could it be made easier?

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1. (a) How did the cream look and smell before shaking?

Where does water come from? Inquiry skills focus: Questioning and predicting Planning and conducting Processing and analysing data and information Evaluating Communicating

• The aim of the experiment on page 57 is for students to create a small cycle of evaporation, condensation and precipitation. The sun will heat the water in the bowl, which will evaporate. When the rising water vapour touches the cling film, it will cool and condense. With the help of the pebble or weight providing a sloping surface, the resulting droplets will eventually drip down into the small bowl or cup in the centre of the large bowl. Students will notice how the water that collects in the small bowl or cup is clear, rather than the colour of the water in the bowl surrounding it.

Background information

• Discuss the experiment and what went right or wrong, or what might have influenced the results (such as the tightness of the cling film or the temperature on the day) after completing the experiment.

Content focus: The water cycle

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

Page 56

1. (a) No (b) Answers will vary but should state that the water doesn’t disappear, it changes into water vapour when it is heated by the sun. 2. 3, 4, 1, 2 3. Condensation - water vapour cooling and turning back into water. Precipitation - water droplets falling to the ground. Evaporation warmed water turning into water vapour. 4. The sun heats the water and changes it into water vapour. 5. (b) condensation 6. Rainwater is collected in dams or reservoirs. (Note: Water may also be taken from underground via bores.) It is then cleaned and carried in large pipes underground to streets. Smaller pipes carry the water into the house where it comes out of the taps. Science as a Human Endeavour question Use and influence of science: Australian Aboriginals used their knowledge of trees, animals and landscape features to find water, such as from the trunk of the red mallee tree, water trapped in waterholes, rocks, tree hollows or underground after rainfall, and the location of shaded waterholes.

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• The Earth has a fixed amount of water which keeps going around, changing states, in the water (or hydrological) cycle. The sun’s heat evaporates water from bodies of water on the Earth’s surface. (Plants also lose water to the air through a process called transpiration, not discussed at this level.) The water vapour eventually condenses, forming tiny droplets in clouds. When the clouds cool, precipitation (rain, hail, sleet, or snow) occurs, and water returns to the land (or ocean). Some of the precipitation soaks into the ground (some of it gets trapped underground, becoming groundwater), but most of it flows downhill, eventually returning to the ocean. • The water supply system network is the system that provides a supply of water to people in a community.

− <http://apps.southeastwater.com.au/games/education_ kidsroom_wcactivity.asp> is an interactive animation about the water cycle.

Preparation

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− <http://games.gippswater.com.au/game_cycle.asp> is an interactive game where students can label the parts of the water cycle.

• Collect a kettle, cold spoon and glass of iced water to demonstrate evaporation and condensation (see below).

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• Collect the materials listed for the experiment on page 57. The lessons

• Pages 55 and 56 should be used together.

Page 57

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1. Having completed pages 55-56, the students should predict the water in the large bowl getting warmed will turn into water vapour. Some students might also guess that this water vapour will condense on the cling film and drip into the cup. 2. After a few hours, some of the water in the large bowl should have turned into water vapour, condensed on the cling film and dripped into the cup or smaller bowl. They should note that the water in the smaller cup or bowl is clear. 3. Students should include in their description the evaporation, condensation and precipitation of water.

• If possible, demonstrate evaporation and condensation. Boil a kettle in the classroom and discuss what happens to the water when it gets hot. Describe how the steam (condensed water vapour) goes up. Carefully hold a cold spoon above the steam. Discuss how the invisible vapour turns back into water again when it cools. Teachers could also demonstrate condensation by putting some iced water into a glass and discussing the beads of water forming on the outside of the glass (from water vapour in the air cooling when it touches the cold glass and condensing back into water).

AUSTRALIAN CURRICULUM SCIENCE

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• Useful websites:

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Where does water come from? – 1 Read the text, starting at 1 , to find out where water comes from. 2 Water vapour starts to ‘float’

3 As more water condenses,

up into the sky. When it gets quite high, where it is cold, it starts to cool down again. When water vapour cools, it changes back into small drops of water. These droplets begin to ‘stick’ together, making clouds. When water vapour cools and turns back into water, it is called condensation.

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

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4 The precipitation falls back into

1 The water in puddles, lakes, rivers

the oceans, lakes or rivers, or falls on land. There it either soaks into the earth and is used by plants and animals, or runs over the soil and collects in the oceans, lakes, rivers or dams. There the sun warms it up and the water cycle starts all over again.

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and the ocean gets warmed by the sun. Just like the water in a kettle that changes when it gets hot, the warmed water lying on Earth starts to change—into water vapour. This process is called evaporation.

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Fresh water is collected in dams (or reservoirs) for people to use in their homes. It is first cleaned, then carried in large pipes underground to your street. Smaller pipes carry the water into your house, where it can come out through taps in the laundry, kitchen, bathroom and garden. Some people collect rainwater from their roofs and store it in tanks to use in their own homes. R.I.C. Publications®

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the clouds of droplets start to get heavy. When the clouds are so heavy that the air cannot hold the droplets anymore, they start to fall down from the sky. This is called precipitation. Water can fall as rain, hail or snow.

Where does water come from? – 2 Use the text on page 55 to complete the following. 1. (a) Does water in puddles just disappear?

yes

(b) If not, what happens to it?

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3. Join each word to its description.

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r o e t s Bbeen done for you. r 2. Order these pictures frome 1 to 4. The first one haso p ok u S

©R . I . C .Pub l i c a t i o ns • water droplets falling to the ground •f o r e i ewwater pu r pointo sewater son l y• precipitation • r •v warmed turning vapour condensation •

• water vapour cooling and turning back into water

4. What helps water change into water vapour?

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•

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evaporation

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5. Your warm, moist breath on a cold window makes a cloudy mist on the glass. What is this is an example of? (a) the water cycle

6. How does water come to your kitchen tap?

Find out how Australian Aboriginals used their knowledge of the environment to find water in the desert. (Try <http://www.start-anew-life-in-australia.com/aboriginal-food.html>) AUSTRALIAN CURRICULUM SCIENCE

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‘Magic’ water experiment Materials: • large, clear glass bowl

• 1-2 cups water

• small pebble

• food colouring

• large elastic band

• cling film

• smaller bowl or cup

r o e t s Bo r e p ok u S 2. Place the small bowl or cup carefully inside (in the

Procedure:

middle) of the large bowl. Keep it empty.

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1. Pour the water into the bottom of the large glass bowl. Add a few drops of food colouring to the water.

3. Cover the top of the large bowl with cling film. Secure it if necessary with an elastic band, but don’t stretch the top too tightly.

© R. I . C.Publ i cat i ons Carefully put the bowl in the sunlight (for example next to a window) for •f orr evi ew pur posesonl y• a few hours. Be careful not to spill any water into the cup in the middle of

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Predictions, results and conclusions:

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the bowl.

1. What do you think will happen to the water in the large bowl?

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o c . che e r 2. Describe what you can see after a few hours. o t r s super

3. Explain what happened to the water. (Continue on the back of this sheet.)

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4. Place a pebble or small weight in the centre of the cling film so it sags down slightly in the middle.

Could Earth’s resources run out? The lessons

Content focus: Conserving Earth’s resources

• Pages 59 and 60 should be used together.

Inquiry skills focus: Questioning and predicting Planning and conducting Processing and analysing data and information Communicating Background information

• Page 59 gives a brief introduction to conservation of resources. A more in-depth study of reducing, recycling and reusing could be conducted after completing these pages. • The aim of the activity on page 61 is for the students to identify how water is used at school, think of ways water is potentially wasted, and to create a poster to encourage others to use water carefully. Before conducting the lesson, teachers might wish to read a version of Tiddalick the frog and discuss what might happen to people, plants and animals if supplies of fresh water dwindle. Students could go around the school in small groups and find places where water is used or teachers could send the students to specific places. Also show students some posters and discuss the clear and simple text, eye-catching images and colours used.

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• Natural (Earth’s) resources are the things from the environment which are useful to humans. Earth’s increasing human population puts pressure on the resources available as more food, water and materials are required. Earth’s resources need to be protected, monitored and used carefully in a sustainable way.

Answers

• Easter Island is a historical example of natural resources being used in an unsustainable way. The population and culture developed over 600 years, but the neglect of the environment resulted in disaster. Diminishing resources were fought over by the people and as the amount of protein available fell, the population turned to cannibalism. (This fact has not been mentioned in the text.)

Page 60

1. The good soil on Easter island went away because the people living there had chopped down all the trees. Without tree roots holding the soil, it blew or washed away. 2. Recycled into paper: envelope, paper bag (if clean), cardboard box. Recycled into glass: soft drink bottle, wine bottle; Cannot be recycled: rock, old shoe. 3. Answers should indicate that recycling paper means that fewer trees need to be cut down to make paper. 4. (a) Answers could include using it to make a paper aeroplane, drawing, printing or writing on the back of the page, cutting up the paper to use as notepaper, colouring it and using it as wrapping paper. (b) Answers could include scrap paper, clothing, tissue box, recyclable plastic drink bottles, books. 5. Answers might include advice about conserving resources or the consequences of the people’s actions. Science as a Human Endeavour question Use and influence of science Students should visit weather bureau sites such as <http://water.bom. gov.au/waterstorage/awris/index.html> to view state dam levels.

• Resources recovery conserves natural resources by reprocessing used materials for further use. As well as such recycling activities, goods and natural materials can be reused and the amounts used reduced. • Useful websites:

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− <http://kids.nationalgeographic.com/kids/games/actiongames/ recycle-roundup/> is an interactive game where students can sort rubbish according to whether it is recyclable or not. Another recycling sorting game can be found at < http://www. primarygames.com/holidays/earth_day/games/landfillbill/index. htm>.

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− <http://www2.seattle.gov/util/waterbusters> is a water saving game (interactive).

Preparation

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• This lesson is a brief introduction to resource conservation.

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• Collect A3 paper, paint or markers for the activity on page 61.

Page 61

• Teachers could print or find pictures of Easter Island to show the students where it is and what it looks like to help them understand it is a real place. Discuss the lack of trees on the island, even today.

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Places where water is used could include the sinks in the toilets, the toilet (flushing), drinking fountains, sinks in the art room or wet area, staffroom, sprinklers outside etc. Ways to save water could include washing paintbrushes in a bucket instead of under running water; at the fountains, don’t play with water; in the toilets, turn the taps off when you finish washing your hands and use the correct flush button; tell a teacher or the gardener when you see a leak or sprinklers being left on.

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Could Earth’s resources run out? – 1 Read the text. People first came to Easter Island about 1500 years ago. The island had plants, animals and palm tree forests. The people cut down trees—to build houses, to burn for warmth, to clear land to farm and to help move heavy stone statues. Slowly the forests disappeared, until there were no trees left.

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Without trees or tree roots to hold the good soil for growing plants, it blew away or washed into the sea. This meant the plants on the farms couldn’t grow. The animals had no food and soon were gone. The people had little food. But they were stuck on Easter Island ... with no wood left to build boats, they could not escape.

© R. I . C.Publ i cat i ons Recycling means using old things to make new things. For example, used •f orr evi ew pur posesonl y• paper and cardboard can be recycled into new paper so that fewer trees are

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cut down. Old glass can be made into new glass so less silica is dug up. Old plastic can be made into new plastic so less petroleum is used. When things are recycled, fewer new resources are used. Instead of throwing things out after they have been used once, we can reuse them. We can use both sides of a sheet of paper, use plastic bags many times, fix old furniture and use some containers more than once.

. te o We can reduce the amount of rubbish we make and the c . c e power and water we use. We can turn off lights andr appliances he o t r sand use public r u when we do not need them ons (to save power) pe transport, walk or ride bikes instead of driving (to use less petroleum resources).

We can be careful about how much fresh water we use. We only have a limited supply of cheap, freely available water. Turning off dripping taps, having short showers and turning off the tap when we brush our teeth are ways we can help to use a very precious resource carefully. R.I.C. Publications®

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Sadly, this is a true story. Because the people who lived on Easter Island did not use its resources carefully, many of them ran out. We have to use Earth’s resources carefully or some of them, too, could run out. We can reduce, reuse and recycle to conserve resources and make sure there are enough for everyone.

Could Earth’s resources run out? – 2 Use the text on page 59 to complete the following. 1. What caused all the good soil on Easter Island to go away?

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Recycled into paper

Recycled into glass

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2. Can these things be recycled? How? Write the word for each picture in the correct place in the table.

Cannot be recycled

3. How can recycling paper help save Earth’s tree resources?

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4. (a) Write two ways you could reuse this sheet of paper.

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o c . che e r o t r s supe r 5. Imagine you could go 1500 years back in time to Easter Island and speak (b) Write two more things you can see that can be recycled or reused.

to its people. What advice could you give them?

Use the internet to find out the water supply levels in your state. AUSTRALIAN CURRICULUM SCIENCE

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How can we encourage water saving at school? All living things need water. Fresh, clean water is one of Earth’s most precious resources. Using it carefully is so important—there is a limited amount that is easy to get and without it, people, plants and animals can’t survive. 1. Walk around your school and find three places where water is used. Then fill in the chart below.

r o e t s Bo r e p ok u S Ways water might be wasted here

Ways people can use water more carefully here

3. Plan your poster:

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2. Choose one place to make a poster encouraging people to save water.

. te o Why should people do this? c . che e r o t r s super Title (What do you want people to do?)

How can people do this?

What colours and pictures will you use?

4. Make your poster on a separate sheet of A3 paper. R.I.C. Publications®

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Place where water is used

Can science help us understand resources? Answers

Science as a Human Endeavour unit : Nature and development of science Content focus: The role of scientists and science in understanding resources

Page 64 1. Pollution is something that makes water, air or land very dirty or unhealthy. 2. (a) true (b) false (c) true 3. Burning coal to make power involves the use of a resource that will run out, while using solar power uses a renewable source and creates less pollution. 4. Two of the following: solar power, wind power, water power 5. Teacher check. Answers could include water samples, insects, other aquatic animals, plants, soil or mud samples. 6. Teacher check. Answers should indicate that it could become unhealthy for people to live there. 7. Teacher check 8. An environmental scientist might ask questions about the impact of the factory on the environment, such as whether there will be pollution, whether there are special plants or animals that might be affected etc.

Background information

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

• The discovery, use and conservation of resources involves the work of many different types of scientists. They pose questions and research, study, test and experiment to find solutions to these questions. • These pages are a brief introduction to the topics of pollution and renewable energy. Teachers may wish to investigate these topics further after completing the lesson.

Page 65

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Inquiry skills focus: Questioning and predicting Planning and conducting Processing and analysing data and information Evaluating Communicating

1. Answers will vary, students should be able to predict that changing the length of the triangles will alter the size (thickness) of the beads. 2. Teacher check. Wrapping paper could be reused to wrap another gift, used to make cards or other craft activities, shredded to use at the bottom of gift baskets, used to cover books etc. 3. Answers will vary. 4. Answers will vary.

• Useful websites:

− <http://water.epa.gov/learn/resources/measure.cfm> describes some of the equipment scientists use to measure water quality, how they collect water and what they do.

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• An environmental scientist uses scientific knowledge of the natural world to protect nature. There are many different types of jobs that environmental scientists do. Some of those are included in the text.

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Earth and space sciences

− <http://www.energychest.net/energy_sources/es_ renewableenergy.html> provides information about different types of renewable energy.

Preparation

• These pages are designed to be done after completing pages 46-53 and 58-61. Ensure the students understand the following terms: ‘resources’, ‘petroleum’, ‘power’ (electricity) and ‘sample’.

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• Collect a number of clean, empty boxes, tins, plastic (water, juice and milk bottles) and paper or cardboard containers for the activity on page 65. The lessons • Pages 63 and 64 should be used together.

• The aim of page 65 is for the students to engage in a practical activity involving reusing common materials. If wrapping paper or coloured magazines are not available, newspaper can be used and each bead painted later.

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Can science help us understand resources? – 1 Read the newspaper articles.

POLLUTION TROUBLE

WHO IS KEEPING AN EYE ON OUR RESOURCES?

Scientists are investigating how some human actions make pollution. Pollution is something that makes water, air or land very dirty or unhealthy. It comes from many things, like smoke, factories, car exhaust, rubbish, oil and litter. Scientists measure pollution with different equipment. They also study plants and animals to find out if they are affected by pollution. They have found that pollution in some areas is making plants, animals and people unhealthy.

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Scientists ask questions about how we can use Earth’s resources, how much we have used and have left.

Because of these findings, other scientists are working to find ways to help us reduce pollution.

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They do tests and collect samples to find answers to these questions. Scientists have found out (and helped others to understand) that the ways we are using some of Earth’s resources are creating problems for our planet.

COULD NEW DISCOVERIES SAVE EARTH’S RESOURCES?

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We use power all the time. It is usually made by burning petroleum, coal or natural gas—resources that will one day run out. Scientists are trying to find new ways to make power, using energy that comes from renewable resources (that can be used again and again)—like wind power, water power and solar energy from the sun. These kinds of energy also create less pollution.

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Some scientists are trying to make new materials that reduce pollution. Scientists have found out how to make bioplastics (plastics made from plants) instead of plastics made from petroleum. Bioplastics use renewable resources and could create less pollution. R.I.C. Publications®

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Different kinds of scientists find, measure and study the Earth’s resources to learn more about them. Scientists can help us to learn how to use them carefully.

Can science help us understand resources? – 2 Use the text on page 63 to complete the following. 1. What is pollution?

r o e t s Botrue false r e p o truekfalse u Bioplastics are made using petroleum. S true false

2. Colour true or false.

(a) Wind energy can be changed into power.

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(b)

3. Write one way that burning coal to make power is different from using solar energy for power.

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5. Write two samples a scientist might collect from a river.

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6. What could happen to you if your town became very polluted?

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7. Imagine you are a scientist studying resources. What would you like to discover? Why?

8. Talk about what sort of questions an environmental scientist might ask about plans to build a new factory next to your town. AUSTRALIAN CURRICULUM SCIENCE

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Turn old paper into jewellery Materials: • old magazines or wrapping paper

• pencil or pen

• string or thin elastic

• scissors

• glue

• thick skewers or knitting needles

• ruler

r o e t s B r e 1. Draw long triangles, each about 2 cm wide ato theo base p and 15 cm long,u on the back of your paper. Cut outk the S triangles.

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Procedure:

2. Put glue on the back of the tip (last 3 cm) of the triangle.

3. Starting with the wide end, wrap the triangle tightly around the skewer or knitting needle. The tip should stay in the centre.

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1. What might happen to the beads if you changed the length of the

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triangles?

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o c . che e r o t r s syoup r ethe 3. Which part of the activity did u find most difficult?

2. Write one other way you could reuse sheets of wrapping paper.

4. How could you have made it easier? (Include any equipment you could have used.)

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4. Make enough for a necklace or bracelet. They can be coated with varnish to make them stronger. Thread them when dry.

How can you make things move? The lessons

Content focus: Pushes and pulls are forces Forces make things start or stop moving and change shape or direction

• Pages 67 and 68 should be used together. • Place a variety of classroom objects or toys out in the classroom. Ask students to show you some different ways of moving the objects. Ask if the objects can move by themselves when they are standing still. Discuss how something has to happen to them otherwise they can’t move, and that what makes them move are forces, such as pushing or pulling. Demonstrate pushing and pulling and discuss how we can push and pull things in different ways to make them move, stop or change direction. Ask some students to move the toys while the others identify the action as either a push or a pull.

Inquiry skills focus: Questioning and predicting Planning and conducting Processing and analysing data and information Evaluating Communicating

Background information

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• Teachers might wish to discuss with students things that are not safe to stop by pushing or pulling, such as spinning fans, cars and power tools. • The activity on page 69 is designed to give students the opportunity to experiment with pushes and pulls as they manipulate playdough. They could also manipulate clay or plasticine. This activity is best done on large, flat, clean surfaces.

• Isaac Newton formulated laws of motion and gravitation that explain how objects move when a force acts on them. Newton found that objects at rest will remain at rest unless acted upon by forces.

Answers Page 68

• In discussing pushes and pulls, some students might suggest that a ball can move on its own if it rolls downhill or is blown by the wind. Teachers might like to extend the learning at this point to briefly explain gravity and the way it acts as a force that pulls (see pages 70-73).

(a) pull (b) pull (c) pull (d) push (a) Forces (b) pull (c) push Answers will vary depending on each child’s door. Students could either push or pull the ball using their hands or feet to change its direction, but most commonly a push would be used. 5. Answers will vary. Science as a Human Endeavour question Nature and development of science Answers will vary but could include chairs, doors, drawers and windows.

− <http://www.firstschoolyears.com/science/resources/games/ forces/pushes.htm> is a simple activity where students can sort pictures as being examples of either push or pull forces.

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− <http://wsgfl2.westsussex.gov.uk/aplaws/intergames/science/ v5_CyrilsCheese2.swf> is an interactive game where students have to help a mouse move his cheese by choosing to push or pull it.

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1.–3. Teacher check Conclusions (a) The students should be able to conclude that the harder you push an object such as a ball of playdough, the further it moves. (b) Answers will vary, but the students should mention that push and pull forces can change the shape of the dough in different ways.

− <http://www.ngfl-cymru.org.uk/vtc/push_pull/eng/Introduction/ InteractiveWhiteboardActivity.htm> offers two interactive push and pull activities. Preparation

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• Useful websites:

1. 2. 3. 4.

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• Pushes and pulls are forces, acting in opposite directions, that can start or stop an object moving or change its direction or shape. Forces are at work when we push a door open, pull on socks or open a bottle. Because forces cannot be seen, some students might find it difficult to gasp the concept introduced in this section.

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• Obtain a number of movable toys or classroom objects to demonstrate pushing and pulling.

Physical sciences

• Make (or purchase) playdough for the activity on page 69.

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How can you make things move? – 1 Read the text. You can move in different ways. You can run, walk, roll and jump, as fast or slowly as you like — whenever you want! I can move, too. But I can only move when someone, or something, moves me. If you press me away from you, I move away. This is a ‘push’. If you drag or tug me towards you, I move in that direction. This is a ‘pull’.

Push

Pull

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r o e t s Bo r e p ok u S Objects can move in different ways, but they do not move unless something makes them. Something that makes an object move is called a force. Pushes and pulls are forces. You can move things by ... pushing them

down

forwards or backwards

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down

forwards or backwards

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We can also use push and pull forces to make something: • change shape • stop moving • change direction

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and pulling them

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How can you make things move? – 2 Use the text on page 67 to complete the following. 1. Next to each picture, write if it is a push or a pull. (a)

(b)

(d) r o e t s Bo r 2. Fill in the missing words. e p ok u (a) Smake objects move.

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(c)

(b) Moving an object towards you uses a

force.

3. Which force do you use to open the door into your home?

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5. Draw yourself using a...

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4. Imagine a ball is rolling towards you. How could you change its direction using a push or a pull?

Physical sciences

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Make a list of things in the classroom that you can change or move using a push force. AUSTRALIAN CURRICULUM SCIENCE

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Use the force! What can you do to a ball of dough using forces? Materials: • a ball of playdough

• ruler

• flat surface

Instructions: 1. Push your hand into the playdough. What happens to its shape?

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3. Roll the playdough into a ball. (a) Push it gently from a line on a flat surface. Measure how far it rolls.

(b) Push it harder from the same line. Measure how far it rolls. (c)

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r o e t s Bo r e p okits shape? u 2. Pull the playdough with two hands. What happens to S

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to make it stop?

(e)

. te o c Drop it. What happened? Were you right? . che e r o t r s super

Conclusions:

On the back of this sheet, write what you discovered about: (a) how pushing a dough ball hard or soft affects how far it moves. (b) what push and pull forces can do to the shape, movement and direction of ball of dough. R.I.C. Publications®

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(d) What do you think would happen to its shape if you dropped it from as high as you could reach?

What else makes things move? The lessons

Content focus: Gravity, wind and water can move objects

• Pages 71 and 72 should be used together.

Inquiry skills focus: Questioning and predicting Planning and conducting Processing and analysing data and information Evaluating Communicating Background information

• If possible, complete pages 66-69 of this book prior to completing these pages. Remind the students that objects cannot move unless something else pushes or pulls them. Show the students an object, such a pen or a ball, and ask them what would happen if you let go of it. Ensure they respond that it will drop down. Demonstrate, then ask what they think caused the object to move that way, and not up or across. Ask for suggestions of other things that come down to Earth.

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

• The aim of the experiment on page 73 is for students to experiment with objects always being pulled downwards, regardless of the way they are held, by gravity. Answers

Page 72

• Earth’s gravity keeps its inhabitants on the ground, causes objects to fall and gives things on Earth (including air) weight.

1. Gravity is a force that pulls objects (including people, plants and animals) downwards towards the Earth. 2. One of the following: Gravity can make water fall as rain, water flow downhill, water fall in waterfalls, or make water run. 3. Teacher check. Children might draw themselves floating. 4. Two of the following: sand, shells and rocks 5. Answers will vary. They should describe how large waves are created when fast winds blow over a long distance of the surface of the ocean for a long time. 6. Egg timer: gravity pulls the grains of sand down to the bottom of the timer, so without gravity the sand wouldn’t fall down. Slide: gravity pulls things at the top down to the bottom of the slide, so without gravity people and objects wouldn’t move easily down the slide. Fountain: Gravity pulls the water back down to the basin of the fountain. Without gravity, the water would float instead of coming back down to the fountain.

• Wind itself is caused in part by gravity. Air particles in the atmosphere are drawn downward by gravity. Pressure in the air creates an upward force working opposite gravity’s pull. This creates air pressure, and changes in air pressure in turn create wind. • Most waves are generated by wind blowing over water on the surface of the oceans. The wind first creates ripples, then smaller waves and larger ones. Waves caused by direct blowing wind are called wind waves. After the wind ceases to blow, wind waves are called swell (waves which were generated elsewhere, or some time ago).

− <http://www.kenttrustweb.org.uk/kentict/content/games/ waterPlay_v3.html > has an interactive water tray where students can experiment with water, the way it moves and the way things can move in or on it.

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− <http://www.teachersdomain.org/resource/phy03.sci.phys.mfw. zweightlessness/> demonstrates a gravity experiment (water in a cup with holes will fall out of the holes, but if the cup is dropped the water will not come out of the holes). Preparation

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1. Answers will vary but students should respond that the paperclip always hangs in the same position, pointing down, regardless of the position of the ruler. 2. (a) hanging objects at school could include mobiles, swings, ceiling lights or fans, pictures on walls. (b) Teacher check

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• Collect the materials needed for the experiment on page 73 (string, scissors, rulers, sticky tape and paper clips).

Physical sciences AUSTRALIAN CURRICULUM SCIENCE

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• Useful websites:

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• Gravity is a force of attraction that exists between any two masses, bodies or particles. It is not just the attraction between objects and the Earth; it is a universal attraction between all objects. Anything which has mass has a gravitational pull.

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What else makes things move? – 1 Read the text. Hold a pencil out and let it go. What happens? It falls down to the ground. Objects cannot move by themselves — they have to be pushed or pulled by something else. So what ‘invisible’ thing makes objects move down to the ground?

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All things near the Earth fall down, towards the Earth, unless something holds them up. They move this way because of gravity. Gravity is a force that pulls things towards the Earth. You can’t see gravity, but you can see it working. If you kick a ball up into the air, it will go up for a while, then come back down. Gravity pulls it down. Without gravity, the ball would keep going up and up. If you trip on something, you fall down — because of gravity. Gravity is what keeps you, plants and animals on the ground. It keeps food on your plate and buildings on the ground. Without it, if you jumped, you would keep going up! Gravity makes water move. Rain is water drops being pulled to the Earth because of gravity. Gravity pulls water in rivers downhill and helps create waterfalls. Gravity makes water ‘run’, and running water can make things move. It can push sand, rocks and other things along.

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o c . che e r o t r s s up er Like gravity, wind can make water move. When it blows over the surface of the ocean, wind creates waves. The size of the waves depends on how fast, for how long and how far the wind blows across the top of the water. The greater these three things are, the larger the wave. Waves can move sand, shells and rocks on the shore.

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Another ‘invisible’ thing that can make objects move is the wind. Wind is moving air. It can make kites fly, sailboats move along the top of water, clouds move in the sky and leaves blow off trees. Sometimes wind can be strong enough to pick up or knock down whole buildings.

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What else makes things move? – 2 Use the text on page 71 to complete the following. 1. In your own words, write what gravity is.

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

3. Draw what might happen to you if there was no gravity.

4. Write two things waves can move.

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2. Write one way gravity can make water move.

5. How does wind create large waves?

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6. Write why these things couldn’t work without Earth’s gravity.

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Just hanging around Does gravity always pull hanging things the same way? Materials: • string

• scissors

• ruler

• paperclip

• sticky tape

Instructions: 1. Cut about 30 cm of string.

r o e t s Bo r e p ok u 3. Hold the rulerS in three different positions. Draw the positions in the chart.

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2. Tie one end of the string to a paperclip. Tape the other end of the string onto one end of the ruler. When the clip is still, write the direction it hangs in each position. Sketch of ruler Position 1

Sketch of ruler Position 2

Sketch of ruler Position 3

Position 3

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Position 1

Questions:

. tpositions? o in different e c . che e r o t r s super 2. (a) Name two objects at school (in the classroom or playground) that hang down.

(b) What could be some problems if gravity did not pull these objects the way it does?

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1. What did you notice about the way the paperclip hangs when the ruler is

What makes things move fast or slow? The lessons

Content focus: The strength of a push or pull affects how an object moves

• Pages 75 and 76 should be used together.

Inquiry skills focus: Questioning and predicting Planning and conducting Processing and analysing data and information Evaluating Communicating

• If possible, complete pages 66-69 of this book before these pages. Remind the students that objects cannot move unless something else pushes or pulls them. Show them a toy car and demonstrate or allow students to experiment with moving it different distances and at different speeds. Ask them what other factors affect the way the car moves. Teachers could also allow the students to play a game where they try to keep a balloon in the air without letting it touch the ground. Ask them to try using different strengths of pushes and pulls.

Background information

• Ensure the students understand terms such as ‘strength’, ‘strong’, gentle’ and ‘force’.

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

• The aim of the activity on page 77 is for students to experiment with forces and movement by using different strengths of forces to move an object. They will need to be very careful when using the pins. It is advisable that teachers assist students with this part of the activity.

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• An object’s motion is affected by many factors. The strength of the push or pull, incline, surface (friction) and the mass and shape of the object itself all affect how it will move. This section focuses on the strength of pushes and pulls and how they affect the movement of an object.

• The pinwheels made by different students might spin differently. Discuss with the students why this might have happened.

• The amount of change in position and motion of an object is related to the strength of the push or pull (force). The stronger the push or pull, the faster the object moves. The weaker the push or pull, the slower the object moves.

Answers Page 76

• Speed is also affected by the strength of the push or pull. Speed is a measure of the amount of distance covered per unit of time—how fast an object moves over a measured distance. Usually, the greater the force of the push or pull, the greater the speed with which the object moves.

1. (a) false (b) true (c) false 2. You can make a friend on a swing go higher by pushing him/her with more strength or force. 3. (a) To move a trolley faster, you would use a stronger push. (b) To stop a fast moving trolley, you would use a strong pull. (Some students might answer push rather than pull, if so ensure they can demonstrate that they understand that to push it to a stop they would have to stand in front of the trolley.) 4. (a) The space shuttle would require a stronger push force to move. (b) Because it is much heavier. 5. Answers may vary. A suggested answer is below.

• The position and motion of objects can be explored in a variety of ways. By experimenting with cause and effect the students can begin to predict the consequences of different strengths of pushes and pulls on objects. • Useful websites:

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− <http://www.bbc.co.uk/schools/scienceclips/ages/5_6/pushes_ pulls.shtml> is an interactive activity where students can move objects in different ways with different strengths of pushes and pulls.

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− <http://www.ngfl-cymru.org.uk/vtc/push_pull/eng/Introduction/ MainSession.htm> demonstrates no push, a small push and a bigger push on a toy car. Preparation

Needs a strong push or pull to move.

Needs a gentle push or pull to move.

Moved with either a strong or gentle force.

weight, brick

scissors, marble

school bag, dog on a lead.

o c . che e r o t r s super Page 77 1-5. Teacher check 6. (a) The pinwheel is turned using a push force. (b) Teacher check

• Collect a toy car, balloon or other objects to demonstrate the effects of changing the amount of force applied to objects.

Physical sciences

• Collect small squares of thick paper, small push-pins, scissors and pieces of dowelling about as long as a pencil (or, preferably, use pencils with an eraser at the end) needed for the experiment on page 77.

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What makes things move fast or slow? – 1 Read the text. Like all objects, this toy car can only start moving when it is pushed or pulled. How much it moves depends on the strength (the amount of force) of the push or pull. When the car is pushed or pulled gently, it:

r o e t s Bo r e • can be stopped with a gentle push or pull p ok u • will travel a short S distance.

When the same car is given a harder push or pull it:

• will travel faster •

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• moves slowly

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o c . Heavier things sometimes need to be pushed or pulled harder to make them che e r move (or stop moving). By investigating and controlling o the forces working t r s s r u e p on objects, we can predict and control how the objects will move. • Throwing a ball with more strength makes it go faster and further. • Gently pulling a door closed will move it enough to close it without making it slam loudly. • Squeezing a tube of toothpaste gently will push out the right amount of toothpaste. R.I.C. Publications®

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• will travel further.

What makes things move fast or slow? – 2 Use the text on page 75 to complete the following. 1. Colour ‘true’ or ‘false’ for each sentence. (a) A soft push makes a balloon move a long distance. true (b) Pulling a marble gently can make it roll. true false

false

r o e t s Bo r eon a swing go higher? 2. How could you make ap friend ok u S false

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its leash. true

3. Imagine you are pushing a shopping trolley.

(a) It is moving slowly. Describe the force, and strength of that force, you will use to make it go faster.

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4. (a) Circle the object that would need a stronger push to make it move. (b) Why does this object need a stronger push ?

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(b) It is going too fast and you want to stop it. Describe the force, and strength of that force, you will use to make it go slower.

Physical sciences

. te othe right 5. Cut the pictures from the bottom of the page. Glue them. into c e place in the table. c her r o stMoved with either a r pe Needs a strong push Needss au gentle push or pull to move.

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or pull to move.

strong or gentle force.

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How does the strength of a force affect a pinwheel? Instructions: 1. Fold a square of paper from corner to corner diagonally, then unfold. 2. Make a pencil mark about halfway from the centre on each fold. 3. Cut along each fold line, stopping at the pencil mark.

r o e t s Bo r e p ok u Sby predicting, then testing, what happens 5. Fill in the chart

✂

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4. Bend every second point to the centre. Push a pin through each point and the centre into a thin piece of wood or a pencil.

when you use different strengths of forces on the pinwheel. Action

Prediction (what I think will happen to the pinwheel)

What actually happened

Push the wheel round hard with your hand.

Blow hard on the wheel.

. te o c Stop the wheel while . c e r it is moving fast byh e o t r s super blowing on it. Stop the wheel while it is moving fast with a finger.

6. On the back of this sheet, write: (a) which force you are using to move the pinwheel (b) what problems you had while doing the activity. R.I.C. Publications®

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Blow gently on the wheel.

How do toys from around the world use forces? • The aim of the experiment on page 81 is for students to make a simple boat, thinking about the forces that are used to move it. Students will need to be able to select from a variety of materials, such as those listed under ‘Preparation’. It might be advisable, prior to completing the activity, to discuss different boats and the way they move, such as canoes, motorboats, tugboats, sailboats and row boats.

Science as a Human Endeavour unit : Use and influence of science Nature and development of science

Background information

• Upon completion of the activity, discuss the different boats made and share observations about the ways they move through the water.

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

Page 80 1.

party blower, wagon, musical keyboard, stroller, scooter

• These pages should be completed after completing pages 68-69 of this book. If students have not done these pages, ensure they understand that pushes and pulls are forces that can make objects start or stop moving, slow down, speed up or change direction.

wagon, scooter, stroller

• Different cultures have toys that work with the application of different push and pull forces.

− <http://www.creativespirits.info/aboriginalculture/sport/ traditional-aboriginal-games.html> has a list of Australian Aboriginal games.

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− <http://www.vam.ac.uk/vastatic/microsites/1482_moving_ toys/> has a number of toys from different countries that are moved in different ways. Clicking on a toy will bring up a quick video of how it is moved. Preparation

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2. Answers could include they both fly, they both fly because of a push force, they are both triangular in shape, they can both be used in sports. 3. A hoop can be kept moving on your body by using a push force on it and twirling it. 4. A person flying a kite would use a pulling force on the string to change the movement of a kite. 5. Answers will vary. They could indicate that making the boomerang come back close to the thrower might be difficult. 6. Answers will vary. Ideas include bats and balls, spinning tops, kites, hoops, cars, teddy bears, dolls, rocking horses and toy boats. 7. Answers could include balls, bikes, toy cars, marbles or buttons on console games.

• Each time we use something, from tools to toys and light switches, we are using push and pull forces to make them move. Toys can be hit, pushed, pulled, spun, kicked or thrown with different strengths, each time using forces.

• Useful websites:

Pushed

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Content focus: Toys from different countries or cultures use push and pull forces Inquiry skills focus: Questioning and predicting Planning and conducting Processing and analysing data and information Evaluating Communicating

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• Obtain some simple toys to introduce the lesson.

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• Collect a variety of materials needed for the experiment on page 81; polystyrene foam trays, small plastic containers, clean empty milk cartons, aluminium foil, foil pie trays, cardboard and paper scraps, paper tubes, straws, masking or sticky tape, waterproof modelling dough (such as plasticine), craft sticks and wooden skewers. Students will also need water to test their boats in. Large, shallow plastic tubs would be useful for this purpose. The lessons • Pages 79 and 80 should be used together.

• If possible, show the students an ‘old-fashioned’ toy such as a hoop or old pull along toy. Discuss with them the way these toys can be moved using push and pull forces. Discuss how throughout history, people around the world have created, used and had fun with toys that use these forces.

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How do toys from around the world use forces? – 1 Read the text. People around the world have used their knowledge of forces to make toys for many years. Boomerangs were first made by Aboriginal Australians for hunting, thousands of years ago.

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Today boomerangs are also used as toys or for sport. Boomerangs move because of the push force of the thrower’s arm, which helps spin the boomerang through the air. Boomerangs are also used in games. Bubberah is an Aboriginal game where people throw a boomerang. The winner is the thrower who can make the boomerang come back closest to him or her. Hoops have been used as toys for thousands of years. They can be pushed or pulled in different ways to make them move and spin, twirl and roll. They can be hit with a stick to keep them rolling.

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Lego® bricks were first made in Denmark. The creators used to make toys including wooden blocks that could be stacked upon one another. They discovered they could make blocks that could be pushed together to connect to one another, but not so tightly that they couldn’t be pulled apart again. Push and pull forces can be used to create (and take apart!) all sorts of Lego® block structures. R.I.C. Publications®

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A person can use a push force on the hoop to keep it twirling around their waist or other parts of their body.

People first used the pushing force of the wind to fly kites thousands of years ago. Some countries, like Japan and Iran, have kite festivals. In Malaysia kites are flown in sporting contests.

How do toys from around the world use forces? – 2 Use the text on page 79 to complete the following. 1. Sort the toys into the table below, depending on how you make them move or work. Some toys can go into both boxes.

r o e t s B r e oPulled Pushed p ok u S scooter

stroller

wagon

musical keyboard

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party blower

2. Write one way the kite and the boomerang on page 79 are similar.

3. How can a hoop be kept moving on your body?

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4. Which force does a person flying a kite use to change the kite’s

5. If you played a game of bubberah, what do you think you might find hard to do?

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6. Write one toy your grandparents might have played with when they were young, and which forces they would have used to move it.

7. On the back of this sheet, write a list of toys you have that move using a push force. AUSTRALIAN CURRICULUM SCIENCE

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Make a toy boat You are going to design and build a toy boat. The way you build it will depend on which forces you decide will move your boat. Will it be pushed by moving air, pulled by a string, or pushed by hand? 1. Which force do you plan to use to move your boat?

r o e t s Bo r e p o u k 3. Write the materials you will need. S

4. Collect your materials and make your boat. 5.

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2. Draw a rough plan for your boat in the box.

Results and conclusions: yes

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1. Did your boat move using the force you had planned?

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o c . che e r o t r s 3. What improvements could s you make so your boat moves better in the r u pe water?

4. On the back of this sheet, write the procedure for making your boat. Include any changes you think will improve the boat you made and a drawing of what it looks like. R.I.C. Publications®

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2. Write any problems you had making or moving your boat.