Practical Science Series: Life and Living, 8-10 year olds by Ready-Ed Publications

Ready-Ed

PHOTOCOPY MASTERS

Publications

Life and Practical Science

Living

for 8-10 year olds ! Practical hands-on science activities ! Contains comprehensive teachersâ&#x20AC;&#x2122; notes and lesson ideas

By Kevin Rigg

Contents

Life and Living

This is a Ready-Ed Publications' book preview. Teachers’ Notes Presentation Ideas Curriculum Links

........ page 4 ........ page 5 ........ page 6

Lesson 1: Homes for Animals Teachers’ Notes Activity

........ page 8 ........ page 9

Lesson 2: My Tree (1) Teachers’ Notes Activity

...... page 10 ...... page 11

Lesson 3: My Tree (2) Teachers’ Notes Activity

...... page 12 ...... page 13

Lesson 4: The Animal Kingdom Teachers’ Notes Activity (a) Activity (b)

...... page 14 ...... page 15 ...... page 16

Lesson 5: Invertebrate Study (1) Teachers’ Notes Activity

...... page 17 ...... page 18

Lesson 6: Invertebrate Study (2) Teachers’ Notes Activity

...... page 19 ...... page 20

Lesson 7: Plants and Light Teachers’ Notes Activity (a) Activity (b)

...... page 21 ...... page 22 ..... page 23

Lesson 8: Honey Bee Project Plan Teachers’ Notes Activity (a) Activity (b)

...... page 24 ...... page 25 ..... page 26

Answers

...... page 27

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Teachers’ Notes This book contains a package of photocopiable worksheets designed to be used to cover the Science learning area of “Life and Living” with 8-10 year old students.

Life and Living

Lesson Sheets Layout

This is a Ready-Ed Publications' book preview. At this level the students gain understandings into the relationships between animals and plants and their needs within their habitat. Specific tasks include an in-depth study of a tree habitat in the school grounds, research into the animal kingdom, observing and researching an invertebrate specimen, gathering data and analysing the effect of of light on plants, and planning and undertaking a research project on honey bees.

STUDENT LESSON SHEET Lesson title Student learning activities

Each lesson has the potential to: • extend into more than one lesson by having separate parts to the lesson sheet. Some sections of a lesson may need planning on other paper before final copies are transferred to the lesson sheet. Some lessons may be too long for one lesson and could be completed at another time. • expand into other curriculum areas using a similar theme. There are ideas for crosscurricular integration with other learning areas. Sometimes a whole day’s work could be planned around one lesson sheet.

Science Materials and Equipment The equipment needed has been kept to a minimum to facilitate ease of planning. It is readily available in schools or is easily acquired. All lesson sheets are outcome linked to the various curriculum documents (see page 6). Answers are provided where necessary (see page 27). Other books in the Practical Science series:

• • • •

Earth and Beyond Energy and Change Natural and Processed Materials Working Scientifically

TEACHERS’ NOTES INCLUDE: (FOR EACH LESSON) Outcome links; Required materials; Lesson plan ideas including extension ideas and teaching tips;

Go to www.readyed.net Cross-curricular/integration ideas.

Presentation Ideas

Life and Living

This is a Ready-Ed Publications' book preview. • Create a display using items used in the lesson and worksheets. Children could make labels for the items.

• Make a frieze of drawings, magazine cut-outs and worksheets used in the lesson. Students can label the pictures. • Take digital photos of the activity and download/print them for a language activity. Children can create labels to put under the photos. • Children could produce labels or text for the photos which can be used to create a class book or display in the library. • Display record pages alongside the data collection pages in a class display. • Collect photos from the children of activities, pets, homes, etc. • Cut the worksheets up into parts and display, together with the children’s drawings. • Use art pieces as a backdrop to a display of the children’s worksheets.

• Children could prepare and present talks to another class using the worksheets as a guide.

Internet Use All websites listed in the Practical Science books are linked from the Ready-Ed website listed below. This saves the teacher and/or student from typing in the addresses each time. External websites referred to in this book will be updated through the Ready-Ed site below should they disappear or modify their address after publication.

Go to www.readyed.net www.readyed.com.au/urls/science

Bookmark this site for ease of use:

Curriculum Links

Life and Living

This is a Ready-Ed Publications' book preview. The activities in Practical Science: Life and Living can be linked to the following Science strands and learning outcomes for each state/territory.

State/Territory

Subject Area

Strands

Outcomes

NT, ACT and Tas. (National Curriculum)

Science

· Life and Living

New South Wales

Science and Technology

· Living Things

LT S2.3 LT S3.3

Victoria (VELS)

Science

· Science, Knowledge

CSF 2.1

Queensland

Science

· Life and Living

2.1, 2.2 2.3, D2.5, 3.1

South Australia

Science

· Life Systems

2.5, 2.6, 3.5

Western Australia

Science

· Life and Living

LL 2, LL 3

- Living Together 2.7 - Structure and Function 2.8 - Biodiversity, Change 2.9 and Continuity

and Understanding · Science at Work Biological Science: Living Together Structure and Function

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Life and Living

This is aLesson Ready-Ed Publications' plans and activities for: book preview. •Homes for Animals •My Tree (1) •My Tree (2) •The Animal Kingdom •Invertebrate Study (1) •Invertebrate Study (2) •Plants and Light •Honey Bee Project Plan

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Lesson 1

Teachers’ Notes

Life and Living

Homes for Animals

This is a Ready-Ed Publications' book preview. Learning Outcomes:

• Describes the types of relationships between living things. • Compares and contrasts similarities and differences within and between groups of familiar living things.

Materials: • bird cage and/or mouse cage and/or aquarium • photos or posters of wild animals in their natural habitat • library book loan on a variety of animals

Lesson Ideas: • Brainstorm the needs of all living things. List on board. • Discuss why animals need a secure shelter. Children can write their ideas on a separate piece of paper before committing them to the worksheet. • Look up information about animal enclosures on the Internet with children taking notes on what the animals have been provided with to make them comfortable. www.sandiegozoo.org www.zoo.nsw.gov.au www.zoo.org.au www.nationalgeographic.com/tigers/maina.html • Children should discuss which animals they are going to choose to research. Encourage a wide choice/variety of animals (e.g. choosing a mammal, bird, insect, fish, etc.). • Students write about the needs of the animal and the reasons for that type of shelter. • Brainstorm the types of animals that live in communities (not just insects). List the advantages for animals in living in a community.

Integration Ideas:

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The Arts: Children paint or draw a picture of a “community” of animals. English (Spelling): Collate a list of words relating to animals and their homes for word study activities.

Lesson 1

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Homes for Animals

Life and Living

List three reasons why animals need shelter.

This is a Ready-Ed Publications' book preview.

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Select three different sorts of animals. (E.g. a bird, a mammal, a fish, insect, etc.) Draw and label each animal in its shelter. Describe the main features of this animal’s shelter.

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Some animals live together to form a community.

Name four animals that live as a community. • _______________________________ • ______________________________ • _______________________________ • ______________________________

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List an advantage that these animals have living in a community.

________________________________________________________________ ________________________________________________________________ 9

Teachers’ Notes

Lesson 2

Life and Living

My Tree (1)

This is a Ready-Ed Publications' book preview. Learning Outcomes:

• Links observable features to their functions in familiar living things. • Compares and contrasts similarities and differences within and between groups of familiar living things.

Materials: Each group will need: • • • • •

art paper and crayons for paper rubbings of bark and leaves clipboard magnifying glass tape measure pencil

Lesson Ideas: Children conduct a detailed study of a tree in the school grounds over the next two worksheets. • Children can choose their own tree and work in small groups, or alternatively, the class can all study the same tree. • Ask the school gardener about finding common names of the tree/s. Also look up the scientific name if possible. • When drawing their tree children can work on a separate sheet of paper which can be stapled to their worksheet later. The rubbings can also be attached or glued to the back of the worksheet. • Show children how to measure the height of a tree (using its shadow and the shadow of a metre stick). Children could conduct research on the Internet to find other ways of measuring the tree. Check out these websites: www.ask.com (Ask Jeeves) www.geocities.com/CapeCanaveral/Lab/3550/tree.htm www.tree-register.org/tree-conservation.htm • Students could try to find out approximately how old the tree is by asking the gardener or a teacher who may know when the tree was planted. • Take photos of the trees and children doing the measuring activities. Collect parts from the tree (e.g. nuts, bark, leaves) to use in a display. • Lesson 3: My Tree (2) looks at animals that live in the tree and also how the tree fits into the natural environment.

Integration Ideas: The Arts: Children create a collage of different rubbings off the tree, using crayons.

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English (Writing): Students write a narrative tale entitled “The Life of a Tree”.

English (Speaking and Listening): Results of this activity could be presented as an oral report.

Lesson 2

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My Tree (1)

Life and Living

Tree’s common name:

This is a Ready-Ed Publications' book preview. MY TREE

Draw an accurate diagram of your tree. Your teacher will give you some art paper. BARK RUBBING Using art paper and crayons, create a bark rubbing. Glue your bark rubbing on another sheet of paper. Describe what the bark feels like. _________________________________________ _________________________________________ LEAF PRINT SHOWING VEINS (Use art paper for rubbings then choose the best one!) Describe what your leaf looks and smells like. _______________________________________________________________ _______________________________________________________________

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About My Tree

How high is your tree? Estimate______m

Measure______m

How did you work this out? ________________________ ________________________________________________

Area of shade under your tree? Estimate______m²

Measure______m²

Time of day: _____________________________________________________

How many children can sit in the shade? Estimate______ Measure_____

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a) How old do you think your tree is? ______________________________ b) What are some ways of finding out? _____________________________ _______________________________________________________________ 11

Teachers’ Notes

Lesson 3

Life and Living

My Tree (2) This is a Ready-Ed Publications' Learning Outcomes:

book preview.

• Links observable features to their functions in familiar living things. • Maps relationships between living things in a habitat.

Materials: • resources for animal/plant research (e.g. library books, Internet access, the school gardener) • magnifying glass

Lesson Ideas: • Children continue to study their selected tree from Lesson 2: My Tree (1). • Students will need to research the selected animals to identify them and find out about their habits. This research could be done as a homework activity and copied onto the worksheet in class. • Before writing about the animals they found, students should make draft copies to ensure they have the correct information. The final edited work can be copied onto the worksheet. Students might like to type their work on the computer. • Section C could be done on a whole class basis with children selecting from the ideas presented. • Other interesting facts could include the type of tree, that particular tree’s history (ask the gardener) or about the animals found in the local habitat.

Integration Ideas: The Arts: Students draw a careful pencil sketch of the tree. English (Spelling): Provide a chart headed “Our Tree Words”. Children write up the words they encounter from the lesson to make a list for a spelling activity. Maths: Children draw plans (bird’s eye view) of the school ground showing where their tree is, using their knowledge of location and space. English (Speaking and Listening): Using the worksheet as a guide, children present talks on the tree and its importance.

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Lesson 3

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My Tree (2)

Life and Living

Animals found in, on or under your tree:

This is a Ready-Ed Publications' book preview. Use your magnifying glass to see the very small animals. If you don't know their names, a brief description will do. Try to find four.

_________________________ ___________________________ _________________________ ___________________________

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Select three different types of animals found on or under your tree. Draw the animals below and answer the questions.

Where on the tree are they found?

____________________

Explain how the animal depends upon the tree.

____________________

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How do people use this tree? List two ways.

________________________________________________________ ________________________________________________________

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Write two interesting facts about your tree.

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________________________________________________________ ________________________________________________________ 13

Lesson 4

Teachers' Notes

Life and Living

The Animal Kingdom

This is a Ready-Ed Publications' book preview. Learning Outcomes:

• Compares and contrasts similarities and differences within and between groups of familiar living things. • Maps relationships between living things in a habitat.

Materials: • access to animal resources (e.g. Internet, library book loan, posters, magazines) • if possible, some real animals (ants, pet cat, guinea pig, mice, budgie, fish, etc.) • if possible some stuffed animals (real – not stuffed toys!)

Lesson Ideas: This lesson can be done several ways: a) Children can complete this activity as a research project in class time; b) One animal group at a time can be done with the whole class. Students take notes to copy onto the worksheet; c) The tasks can be treated as two separate lessons; d) The animal groups could be divided between class groups who work to find the answers. Each group then presents and the whole class take notes to help them complete the worksheet. The main characteristics should include very brief notes about food, habitat, reproduction, lifestyle and body characteristics (e.g. appendages, blood, breathing, etc.). There is not enough room for students to write sentences so emphasise that key words should be used in this section of the table. If students are working in groups, then they should write the main characteristics in full using another sheet of paper. The rest of the class can then use some of the key words/phrases to complete the table. Some useful websites for children to research animal characteristics include: www.saskschools.ca/~gregory/animals/intro1.html www.factmonster.com/ipka/A0768513.html www.wellingtonzoo.com/learn/teacher/groups.html There are many more available.

Integration Ideas: English (Speaking and Listening): Individually, children can present their research/ notes as a two minute talk on one type of animal. English (Writing): Students can write a story from the point of view of an animal of their choice. The Arts: Create a collage of animal pictures collected. Each group could work on a different animal collage. The individual collages could be placed on a backdrop and serve as a class mural.

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Lesson 4

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The Animal Kingdom (a)

Life and Living

Invertebrates are animals that:

This is a Ready-Ed Publications' book preview. ______________________________________________ ______________________________________________

Annelids

Draw an annelid

Main Characteristics

• _____________________________ • _____________________________ • _____________________________

Arachnids

Draw an arachnid

• _____________________________ • _____________________________ • _____________________________

Crustaceans

Draw a crustacean

• _____________________________ • _____________________________ • _____________________________

Echinoderms

Draw an echinoderm

• _____________________________ • _____________________________ • _____________________________

Insects

Draw an insect

• _____________________________ • _____________________________ • _____________________________

Molluscs

Draw a mollusc

• _____________________________ • _____________________________ • _____________________________

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Protozoa

Draw a protozoa

• _____________________________ • _____________________________ • _____________________________ 15

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The Animal Kingdom (b)

Life and Living

Vertebrates

This is a Ready-Ed Publications' book preview. Vertebrates are animals that ________________________________________

Amphibians

Draw an amphibian

Main Characteristics

• _____________________________ • _____________________________ • _____________________________

Birds

Draw a bird

• _____________________________ • _____________________________ • _____________________________

Fish

Draw a fish

• _____________________________ • _____________________________ • _____________________________

Reptiles

Draw a reptile

• _____________________________ • _____________________________ • _____________________________

Mammals

Draw a mammal

• _____________________________

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• _____________________________ • _____________________________

Lesson 5

Teachers' Notes

Life and Living

Invertebrate Study (1)

This is a Ready-Ed Publications' book preview. Learning Outcomes:

• Maps relationships between living things in a habitat. • Identifies external and internal features of living things that work together to form systems with particular functions.

Materials: • invertebrate (beetle, worm, ant, slug, snail collected from the school grounds) for each child or group • collection jars and boxes/ice-cream containers to hold animals • magnifying glasses (at least one for each group) • access to research material (e.g. library book loan, Internet) • posters or pictures of invertebrates

Lesson Ideas: • Children need to collect an invertebrate in a jar to study for a couple of days (an insect would be ideal). The collected animal should be released unharmed as soon as possible after the lesson. • Take photos of the animals collected, if possible. • Children can try to find the scientific name of their animal using research materials. • Discuss and illustrate a food chain using real examples. Revise the definitions of the words predator and prey, giving appropriate examples. Teacher reference websites: www.vtaide.com/png/foodchains.htm www.arcytech.org/java/population/facts_foodchain.html www.ecokids.ca/pub/eco_info/topics/frogs/chain_reaction/index.cfm • Children can research their animal using the Internet by searching their animal’s name. • When students draw their insect they should use lead pencil and remember to label carefully. They can choose which body parts to do besides the head. • While they are researching, students should try to find out something interesting about their animal. (Something they did not already know!)

Integration Ideas: English (Speaking and Listening): Children can prepare a two minute talk on their animal for another class, using the animal and worksheet as a guide. English (Spelling): Build up a list of animal names and interesting words used in this lesson. Use for a word study / word search / spelling activity.

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Maths: Make a class tally on body parts of collected animals, e.g. total number of legs, total number of feelers, etc.

Lesson 5

Invertebrate Study (1)

Life and Living

Common name: ______________ Scientific name:_________________

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What does this invertebrate eat? ____________________________ How does it get food? _____________________________________

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Food Chains: Include your animal in two food chains. Try to include it as both PREDATOR and PREY.

______________

EATEN BY

______________

EATEN BY

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_____________

EATEN BY

____________

_____________

EATEN BY

____________

Draw a detailed pencil drawing. Label it carefully.

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Use a magnifying lens to draw and label three body parts:

Head

__________________

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An interesting fact about __________________________________ _________________________________________________________ _________________________________________________________

Lesson 6

Teachers' Notes

Life and Living

(2) This is Invertebrate a Ready-EdStudy Publications' book preview. Learning Outcomes:

• Links observable features to their functions in familiar living things. • Maps relationships between living things in a habitat.

Materials: • access to the invertebrate students studied in Invertebrate Study (1) • magnifying glasses (at least one for each group) • access to research material (e.g. library book loan, encyclopaedias, Internet) • posters or pictures of invertebrates

Lesson Ideas: • Children continue their study of their collected invertebrate. The insects can be released at the completion of the activity. • Drawings should be done in pencil and clearly labelled. • Explanations could be written on paper, edited or typed up before being added to the worksheet. • All information needs to be gathered from reference sources. It is not just what the children think might be the case. • Cut out the various sections of the completed worksheets and put them together with the rest of the class’s work on large pieces of art paper. Make a display on the wall (e.g. “Our Animal Habitats” and “Our Animal’s Survival Methods” etc.).

Integration Ideas: English (Speaking and Listening): Students’ findings could be presented as an oral report. Science: The information gathered for both invertebrate study sheets could be presented on a large piece of art paper as a project.

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Lesson 6

Invertebrate Study (2)

Life and Living

This is a Ready-Ed Publications' A book preview. Common Name: ______________ Scientific Name:_________________

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Environment

Draw your animal’s ideal habitat.

List the features of its ideal habitat. _____________________________ _____________________________ _____________________________ _____________________________ _____________________________

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Survival: What does your animal use to protect itself?

Explain how your animal would escape from a predator.

Draw the features your animal has to help it hide or escape.

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Reproduction

How does your animal reproduce? _____________________________________________________ _____________________________________________________

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How are the young born and how do they survive early in their life?

_______________________________________________________________ _______________________________________________________________ 20

Lesson 7

Teachers' Notes

Life and Living

Plants and Light

This is a Ready-Ed Publications' book preview. Learning Outcomes:

• Links observable features to their functions in familiar living things. • Identifies patterns and groupings in information to draw conclusions.

Materials: • • • •

two jars with bean plants growing about 3 cm high cotton wool (for seeds to grow on) water digital camera

Lesson Ideas: NOTE: This lesson could also be done with small groups where EACH group has two plants to observe. A comparison can later be made between all groups’ pairs of plants. • Plant the bean seeds and water them normally until they are about 3 cm high. The bean shoots will need to sprout prior to the lesson. • Explain to the class that the plants will experience the same conditions and receive the same amount of care. The difference will be in the amount of light they receive. Explain what having a “control” means. • Place one plant in a box or in a cupboard. Label this plant “darkened”). Place the other jar in normal lighted situation – a window sill is ideal. Label this plant “control”. • Take photos of the plant each day, if possible, for the display. • Water each jar with the exact same amount of water at the same time each day. Children can measure and record their observations of the plants for one week. Each day they can make a prediction before they take their measurements. • At the end of the experiment, discuss the findings as a whole class. Children can write the answers to the questions, construct a line graph and draw the two bean plants. • Leave the plants for another week and observe what happens. Have children predict what might happen eventually if the plants were left for 6 weeks in their different locations.

Integration Ideas: English (Writing): Students can write a recount of this activity. English (Speaking and Listening): Groups, if done as a group activity, can present findings in a talk, using the results as a guide. Library/Internet Research: Children can find out about the concept of “photosynthesis” and write up a report of their findings. Useful websites include: www.mcwdn.org/Plants/Photosynthsis.html www.cornwallwildlifetrust.org.uk/educate/kids/photsyn.htm www.realtrees4kids.org/sixeight/letseat.htm Maths: Children can calculate, based on recordings, how tall the plants would be the day after the test has finished. Measure the next day and check if the results were as expected. Children can analyse the graph and calculate average growth rate and total growth rate of the plants based on the collected data.

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Lesson 7

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Plants and Light (a)

Life and Living

Record your observations in the table below.

This is a Ready-Ed Publications' book preview. DATE

PLANT

WRITTEN OBSERVATIONS PREDICT MEASURE (leaf and stem colour and direction)

darkened control darkened control darkened

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Why was it important for both of the plants to get the same amount of water at the same time each day? _________________________________________ _________________________________________

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What was the main difference between the two plants when the test finished?

Go to www.readyed.net ________________________________________ ________________________________________

Lesson 7

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Plants and Light (b)

Life and Living

Answer Yes or No for each statement below.

This is a Ready-Ed Publications' book preview. Plants grow normally without light.

_____________

Plants grow towards light.

_____________

Without light plants would die.

_____________

Light makes leaves green.

_____________

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Why do you think plants need light to grow? _________________________________________________________ _________________________________________________________

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Graph the heights of the two plants using a line graph.

LENGTH

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DAYS

Carefully draw and label the two plants. Show how they are different.

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Lesson 8

Teachers' Notes

Life and Living

Honey Bee Project Plan

This is a Ready-Ed Publications' book preview. Learning Outcomes:

• Describes the types of relationships between living things. • Links observable features to their functions in familiar living things. • Describes the way people in the community use science.

Materials: • art paper for each child • project materials (magazines, scissors, glue, pens, rulers, etc.) • reference resources on bees (library book loan, posters, Internet access)

Lesson Ideas: • Collect the necessary resources for the children. Here are some informative websites for research starting points: www.bees-online.com/ www.pbs.org/wgbh/nova/bees/ www.gpnc.org/honeybee.htm • Children use the planning sheet to plan how their project will develop. As they include sections in the plan they can tick them off the checklist. Encourage students to add extra (but relevant) information as they find it in their research. Also, the children can add some of their own FAQs about bees. • The final project can be done on a large piece of art paper or cardboard. Children can do drawings, or use cut-outs or print-outs from the computer to illustrate their project. Written work can be typed, edited, printed, cut out and glued onto the final chart.

Integration Ideas: English (Spelling): Collect a list of “bee” words and then hold a Spelling Bee. English (Writing): Children write about their own experiences with bees. Some students might recall being stung by a bee or may know someone who keeps bees in a hive and collects honey. English (Speaking and Listening): Children present their projects in talks using their project sheet as a guide. Cooking: Use honey to make some interesting snacks. Some examples may include Honey Joys or honeycomb.

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Lesson 8

Honey Bee Project Plan (a)

Life and Living

This is a Ready-Ed Checklist Publications' book preview. Include this information in your project. Mark it off as you add it to your plan.

TITLE: Think of a catchy title for your project. Include the title, your name, the date and your class. Select a font you like from the computer.

PART 1: Trace, cut out or draw a detailed picture of a bee showing all the main parts. PART 2: Draw the life cycle of a bee from egg to adult. PART 3: Draw a cross section of a beehive showing the main parts. PART 4: FAQs about bees: Find answers to these questions and add some of your own.

a) How many bees are there in an average hive? b) What is the average temperature of a beehive? c) Where are beehives mostly found in nature?

PART 5: Types of bees (Discuss different types of bees, e.g. worker, queen, drone).

Draw and describe the types of bees that are found in a normal beehive. Describe their jobs in the hive.

PART 6: Describe how bees are important to people. (Not just for their honey!) Describe how bees are important to plants and other animals. PART 7: Extra information about bees. (Write notes below about the other things you will try to find out.) Include a Contents Page and a reference list of your information sources. _____________________________ _____________________________ _____________________________ _____________________________ _____________________________

d) _____________________________

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e) _____________________________

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Go to www.readyed.net _____________________________

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f) _____________________________

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Lesson 8

Honey Bee Project Plan (b)

Life and Living

Use the space below as a planning sheet for the layout of your project.

This is a Ready-Ed Publications' A book preview. When you are clear about your project, ask your teacher for some art paper or card. 12345678901

12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901

Suggested order of information pages and their headings:

12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901

Design of Project

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Answers

Life and Living

This is a Ready-Ed Publications' book preview. Lesson 1 – Homes for Animals A) , and . Protection from enemies, protection from the weather, to have babies, to store food, to keep things in. B) Answers will vary.

C) Ants, bees, wildebeest, some birds, human beings, fish schools, etc. Safety, food supply, shelter.

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