Ready-Ed
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Publications
Practical Science
Natural and Processed Materials for 6-8 year olds ! Practical hands-on science activities ! Contains comprehensive teachers’ notes and lesson ideas
By Kevin Rigg
Contents
Contents
Natural & PProcessed rocessed Materials
This is a Ready-Ed Publications' book preview. Teachers’ Notes Presentation Ideas Curriculum Links
........ page 4 ........ page 5 ........ page 6
Lesson 1: What Is It? Teachers’ Notes Activity
........ page 8 ........ page 9
Lesson 2: Classroom Hunt Teachers’ Notes Activity
...... page 10 ...... page 11
Lesson 3: Classroom Materials Teachers’ Notes Activity
...... page 12 ...... page 13
Lesson 4: Materials at Home (1) Teachers’ Notes Activity
...... page 14 ...... page 15
Lesson 5: Materials at Home (2) Teachers’ Notes Activity
...... page 16 ...... page 17
Lesson 6: Describe It! Teachers’ Notes Activity
...... page 18 ...... page 19
Lesson 7: Taste Test Teachers’ Notes Activity
...... page 20 ...... page 21
Lesson 8: What Happens When? Teachers’ Notes Activity
...... page 22 ...... page 23
Go to www.readyed.net Answers
...... page 24
3
Teachers’ Notes This book contains a package of photocopiable worksheets designed to be used to cover the Science learning area of “Natural and Processed Materials” with 68 year old students.
Natural & PProcessed rocessed Materials
Lesson Sheets Layout
This is a Ready-Ed Publications' book preview. At this level the students are aware that the things they use in their daily lives are made from different materials. Children will be involved in collating information about materials and their properties, writing observations, making assessments and graphing data. Specific tasks include a ‘feel test’ activity, a study of common materials found in the classroom and at home, a taste test using fruit, and altering the properties of materials through simple actions.
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.
STUDENT LESSON SHEET Lesson title Student learning activities
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 24). Other books in the Practical Science series:
• • • •
4
TEACHERS’ NOTES INCLUDE: (FOR EACH LESSON) Outcome links; Required materials; Lesson plan ideas including extension ideas and teaching tips;
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Earth and Beyond Life and Living Energy and Change Working Scientifically
Cross-curricular/integration ideas.
Presentation Ideas
Natural & PProcessed rocessed Materials
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:
5
Curriculum Links
Natural & PProcessed rocessed Materials
This is a Ready-Ed Publications' book preview. The activities in Practical Science: Natural and Processed Materials can be linked to the following Science strands and learning outcomes for each state/ territory.
State/Territory
NT, ACT and Tas. (National Curriculum)
Subject Area
Science
Strands
Outcomes
· Natural and Processed
Materials - Materials and Their Uses 1.10, 2.10 - Structure and Properties 1.11. 2.11 1.12 - Reactions and Change
New South Wales
Science and Technology
· Products and Services · Built Environments
Victoria (VELS)
Science
Queensland
Science
· Science, Knowledge
and Understanding · Science at Work Chemical Science: Substances Reaction and Change · Natural and Processed
Materials
PS ES1.5 PS S1.5 BE S1.1 CSF 1.1
1.1, 1.2, 1.3, 2.1
South Australia
Science
· Matter
1.7, 1.8
Western Australia
Science
· Natural and Processed Materials
NPM 1 NPM 2
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Natural and Processed Materials
This is aLesson Ready-Ed Publications' plans and activities for: book preview. •What Is It? •Classroom Hunt •Classroom Materials •Materials at Home (1) •Materials at Home (2) •Describe It! •Taste Test •What Happens When?
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Lesson 1
Lesson 1
Teachers’ Notes
Natural & PProcessed rocessed Materials
What Is It?
This is a Ready-Ed Publications' book preview. Learning Outcomes:
• Identifies materials and their uses. • Identifies properties of materials discernible by the senses.
Materials: • A collection of five items for each group of students. Select a variety of each of the materials (e.g. metal, plastic, wood and cloth). Objects may include things like: orange, paperclip, cotton wool ball, matchbox, thimble, feather, button, chalk, ball bearing, Plasticine, soap and so on. The idea is that each group’s set of objects is similar so that there is a challenge to work them out. One idea might be to put a ping pong ball, a squash ball, an apricot, a cotton wool ball and golf ball in the one bag = spherical objects. • A paper/cloth bag in which to place these objects.
Lesson Ideas: • Choose items carefully so as to not make it too hard or too easy for students to guess the object. Make sure there is a range of features among the selected objects. • Students should be divided into groups of five for this activity. • FEEL TEST: Children take turns to pick one object from the bag and fill in the grid without actually looking at the object. They are allowed to feel the object. Once they have completed the relevant section of their sheet, students can look at the object’s features, mark if they were correct, replace the object, shake and pass the bag on to the next child. Focus questions for students: 1.Did you improve at guessing the correct answer? Why? 2.How could you tell the difference between the different materials? (What were the properties of the materials?) • Children answer the questions at the end of the activity. • Create a whole class graph on grid paper.
Integration Ideas: Maths: Children construct a class bar graph to show the number of students who guessed the objects correctly in their group. English (Writing): Children write a report on the activity. English (Language activity): Make a chart of the words used to describe each object. Children match the word to the item. Extend to other items in the room.
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8
Lesson 1
What Is It?
Natural & PProcessed rocessed Materials
Using only one hand, FEEL one item in your group’s bag. DO NOT LOOK. Fill in the first box [ ] below. One at a time, work through each of the five objects in your bag.
This is a Ready-Ed Publications' Fill outpreview. the boxes below. book A 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 1234567 12345678901
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Name of object: ________________________ Description: ____________________________ What is it made from? ___________________
Draw object
Name of object: ________________________ Description: ____________________________ What is it made from? ___________________
Draw object
Name of object: ________________________ Description: ____________________________ What is it made from? ___________________
Draw object
Name of object: ________________________ Description: ____________________________ What is it made from? ___________________
Draw object
Name of object: ________________________ Description: ____________________________ What is it made from? ___________________
Draw object
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How many items did you guess correctly? B Go to www.readyed.net
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C
Who won from your group? 9
Teachers’ Notes
Lesson 2
Natural & PProcessed rocessed Materials
Classroom Hunt This is a Ready-Ed Publications' Learning Outcomes:
book preview.
• Identifies materials and their uses. • Identifies properties of materials discernible by the senses.
Materials: • Children will need to collect four different objects made predominately of only one material (paper, metal, wood, plastic). These objects must come from inside the classroom and may include items such as a ping pong ball (plastic), wooden block/ cuisenaire rod (wood), ball bearing (metal), scrap paper (paper). Each of the four materials above must be represented.
Lesson Ideas: • On the board, write the properties listed on the worksheet and show some examples to the class. Explain how the children must make a choice (e.g. rough or smooth). Discuss answers orally first. • Children draw the objects found for each of the four materials and list two uses for each object. They can then tick the boxes that best describe the object. • Demonstrate how the information on the chart can be used in the sentences. • Build collections of objects made from these materials. Have children create labels for each object (e.g. name, uses, properties).
Integration Ideas: The Arts: Collect pictures of objects made from each of the four materials from magazines. Using four large pieces of art paper (one for each material) children can paste these images onto the correct sheet. They can also draw some other objects. Technology: Children choose a material for further study and complete a research sheet on it. They can use library books or Internet sites to help them with their research. Starting point: www.bbc.co.uk/schools/scienceclips/ages/7_8/ characteristics_materials.shtml
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A
Lesson 2
Classroom Hunt
Natural & PProcessed rocessed Materials
Find something in your classroom made from paper, metal, wood and plastic.
This is a Ready-Ed Publications' book preview.
Plastic
Wood
Metal
Paper
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B
Draw object
List two uses
• _______________________ • _______________________ • _______________________ • _______________________ • _______________________ • _______________________ • _______________________ • _______________________
Tick the boxes Hard
Heavy
Soft
Light
Rough
Stiff
Smooth
Floppy
Hard
Heavy
Soft
Light
Rough
Stiff
Smooth
Floppy
Hard
Heavy
Soft
Light
Rough
Stiff
Smooth
Floppy
Hard
Heavy
Soft
Light
Rough
Stiff
Smooth
Floppy
Use your chart above to help you finish these sentences:
Paper is _______________________________________________ It is used for ____________________________________________ Metal is _______________________________________________ It is used for ____________________________________________ Wood is _______________________________________________
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It is used for ____________________________________________ Plastic is ______________________________________________ It is used for ____________________________________________ 11
Teachers’ Notes
Lesson 3
Natural & PProcessed rocessed Materials
Classroom Materials This is a Ready-Ed Publications' Learning Outcome:
book preview.
• Identifies materials and their uses.
Materials: • collection of objects made out of glass and cardboard
Lesson Ideas: • • • •
Discuss each of the items above and how the material is important to each item. Discuss the material’s strengths and limitations. Children can complete the worksheet sections about glass and cardboard. Use an actual section of the classroom to list the materials being used before the children study the picture to do their own listing. • Prepare a glass and cardboard product display. Children can write labels to list the good and bad points of the materials on the display.
Integration Ideas: The Arts: Collage: Each child to divide his/her art paper into two sections (one for glass and one for cardboard). Students then paste cut-outs of objects on them. Craft: Children could create their own cardboard out of old newspaper. Check this website for ideas: www.kidsdomain.com/craft/_recpaper.html Use the cardboard to create things in the classroom, e.g. pin-up boards. Society and Environment / SOSE / HSIE: In groups, students can complete projects on the production of paper and glass. Check out these websites: • For Teachers: www.gould.edu.au/wastewise/waste_stop/pdf/act_05.pdf • Glass: www.historyforkids.org/learn/science/glass.htm • Cardboard: www.ollierecycles.com/uk/html/paper.html English (Writing): Take photos of the students completing the craft activities and use them in language activities.
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12
Lesson 3
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A
Classroom Materials
Natural & PProcessed rocessed Materials
List three things in the classroom which are made of glass.
This•________________ is a Ready-Ed Publications' • ________________ •________________ Describe what is good about glass. book preview. _________________________________
Draw its main use.
_________________________________ Describe what is bad about glass.
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B
List three things in the classroom which are made of cardboard.
• _______________ • _______________ • _______________ Describe what is good about cardboard.
Draw its main use.
_______________________________ _______________________________ Describe what is bad about cardboard.
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C
List four materials being used by the people in this classroom scene.
1. ___________________________ 2. ___________________________
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3. ___________________________ 4. ___________________________
13
Teachers' Notes
Lesson 4
Natural & PProcessed rocessed Materials
Materials at Home (1)
This is a Ready-Ed Publications' book preview. Learning Outcome:
• Lists the ways materials are used for different purposes.
Materials: • No materials required as students will complete this activity at home, using common household items.
Lesson Ideas: • Children will conduct a survey on the uses of wood, plastic and glass in their homes. They will choose one other material of their own to help them complete the fourth section. Children could also bring in photos of these items. • Students rate the number of uses from “plenty” to “not many” by ticking the box. • Discuss how this rating works and show an example on the board, using some materials in the classroom. • Students list four main uses of each material (wood, plastic and glass) and draw the main use in the box provided. • Children then choose a material of their own and complete a final survey (e.g. metal, paper). Explain the importance of choosing a ‘material’ and not an item (e.g. chair) that may be made from more than one material. • Lesson 5: Materials At Home (2) collates the information gathered in this activity.
Integration Ideas: The Arts: Children draw or paint scenes of their bedroom or living room and label the materials used. Technology: Children conduct research into the material they chose and present a talk.
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14
Lesson 4
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A
Materials At Home (1)
Natural & PProcessed rocessed Materials
Search for wood, plastic and glass objects at home. You can choose the last material.
This isWood a Ready-Ed Publications' book preview. List four uses of wood: How many uses does • ____________________
wood have? Tick 12345678 12345678 12345678 12345678 12345678 12345678 Plenty 12345678 12345678 12345678 12345678 12345678 Some 12345678 12345678 12345678 12345678 12345678 12345678 Not many 12345678
• ____________________ • ____________________ • ____________________
Draw a use for wood.
List four uses of plastic: How many uses does • ____________________
Plastic
plastic have? Tick
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Plenty
• ____________________
Some
• ____________________
Not many
• ____________________
Draw a use for plastic.
List four uses of glass: How many uses does • ____________________
Glass
glass have? Tick 12345678 12345678 12345678 12345678 12345678 Plenty 12345678 12345678 12345678 12345678 12345678 Some 12345678 12345678 12345678 12345678 12345678 Not many 12345678 12345678 12345678
• ____________________ • ____________________ • ____________________
Draw a use for glass.
List four uses of _______: How many uses does • ____________________ it have? Tick 12345678 12345678 12345678 12345678 12345678 Plenty 12345678 12345678 12345678 12345678 12345678 Some 12345678 12345678 12345678 12345678 12345678 Not many 12345678 12345678 12345678
• ____________________
Go to www.readyed.net • ____________________ • ____________________
Draw a use. 15
Lesson 5
Teachers' Notes
Natural & PProcessed rocessed Materials
Materials at Home (2)
This is a Ready-Ed Publications' book preview. Learning Outcomes:
• Lists the ways materials are used for different purposes.
• Describes the way people in the community use science.
Materials: • grid paper • collection of materials made from wood, plastic and glass
Lesson Ideas: • Collate the information gathered on Materials at Home (1) with the whole class and discuss the amount of uses each material had. List the totals on the board. • Children fill in the totals using the graphs on the worksheet. • Discuss why some materials were used more than others (relate to the material’s properties). Use the collection of items to illustrate. • Children answer the questions on the graphs and write their sentences. • Collate a list of the items written down for each material. Students can volunteer the items until all class items are listed. • Ask students to answer questions on the spread of items listed for each material. • Collate a list of the materials chosen and discuss in relation to the other results.
Focus Questions: • Is this material used more? • What items are made from this material? • Why?
Integration Ideas: English (Writing): o Use the list of items as a language activity, e.g. spelling, word building, classifying, etc. o Children can use the survey to write sentences about the materials found in their homes. E.g. “Wood is used the most in our homes.” “I chose metal for my other material and it was used the most.” English (Speaking and Listening): Children can use the Materials at Home sheets as a basis for a talk on materials. Also have a look at: www.bbc.co.uk/schools/scienceclips/ages/5_6/science_5_6.shtml (Interactive website)
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16
Lesson 5
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A
Materials at Home (2)
Natural & PProcessed rocessed Materials
Graph how often the materials are used at home. 20
20
15
15
15
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B
5
10
5
•Wood •Plastic •Glass
•Wood •Plastic •Glass
5
10
•Wood •Plastic •Glass
10
Not Many Uses
20
Some Uses
Plenty of Uses
This is a Ready-Ed Publications' book preview.
Use your graphs to help you answer these questions.
How many people recorded some uses for glass? _______ How many people had plenty of uses for wood? ________ Which material was used the most? ____________________ Why do you think it was used the most? ___________________________________________________ Which material was used the least? ____________________
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___________________________________________________ 17
Lesson 6
Teachers' Notes
Natural & PProcessed rocessed Materials
Describe It! This is a Ready-Ed Publications' book preview. Learning Outcome:
• Identifies materials and their uses.
Materials: Each child will need: • brick • piece of paper • access to glass (window, drinking glass etc.) • magazines
Lesson Ideas: • Select an item for section D or allow the children to choose an item of their own from the classroom. • Show the bricks and discuss words that describe them. Children write down two of these words. Discuss the uses of a brick and let children tell personal stories about bricks. Children write down two uses for bricks. Repeat with the other materials. • When the writing has been completed the children could look for pictures in magazines which show these objects in use. These pictures can be cut out, labelled and used in a class display.
Integration Ideas: Science: As an extension task, have the children conduct their own analysis of items found at home or in the playground. The Arts: Collage – Children cut out pictures of bricks from magazines and paste onto a class collection. Another collection can be set up for glass and paper.
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18
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A
Lesson 6
Describe It!
Natural & PProcessed rocessed Materials
Write two words that describe a brick.
• __________________________ This is a Ready-Ed Publications' • __________________________ book preview. Write two ways bricks are used. • __________________________ • __________________________
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B
Draw a brick in use.
Write two words that describe paper.
• __________________________ • __________________________ Write two ways paper is used.
• __________________________ • __________________________
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C
Draw paper in use.
Write two words that describe glass.
• __________________________ • __________________________ Write two ways glass is used.
• __________________________ • __________________________
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D
Draw glass in use.
Write two words that describe _____________
• __________________________ • __________________________ Write two ways _______ is used.
Go to www.readyed.net • __________________________ • __________________________
Draw this item. 19
Lesson 7
Teachers' Notes
Natural & PProcessed rocessed Materials
Taste Test! This is a Ready-Ed Publications' Learning Outcomes:
book preview.
• Identifies properties of materials discernible by the senses. • Identifies changes in materials using the senses. • Conducts simple tests and describes observations.
Materials: • A tray of fruit samples for each pair: Include a selection of four fruits (e.g. apples, pears, bananas, oranges) cut into similar-sized small cubes. There should be enough for each child in the group to have two cubes of each type of fruit. (Can also use stewed fruit which can be tasted using a teaspoon.) • blindfolds for each pair of children • teaspoon and paper towels for each child • magazines (for cutting out extension activity)
Lesson Ideas: Prepare the fruit and have the children sit in pairs. For Taste Test 1: • One person in each pair applies a blindfold and holds their nose so they cannot smell. • He/she is fed the cubes with a spoon one at a time and must guess the fruit. • The other person fills in their partner’s sheet for them and marks if they guessed correctly. • Each person rates each food on taste (e.g. Yummy, OK or Yucky). Allow no peeking until they have finished. For Taste Test 2: • This test is the same test (using a different order of the fruits), however, this time the students do not block their nose. • Children compare tastes of the fruit. Children should notice that the taste is more pronounced when they can smell as well. Ask students to analyse the test itself and suggest how such a test may be improved.
Integration Ideas:
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English (Writing): Children write a recount of the test. Health: Discuss the benefits of eating fruit and make a fruit picture display using magazine cut-outs. Classify fruits according to colour or type.
20
Lesson 7
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A
Taste Test!
Natural & PProcessed rocessed Materials
Draw and label your four fruits.
This is a Ready-Ed Publications' book preview. 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901
B
Taste Test 1 – Wear a blindfold and hold your nose.
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C
Yummy
OK
Yucky
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Taste Test 2 – Wear a blindfold only.
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D
Food Sample Guess
Food Sample Guess
Yummy
OK
Yucky
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Which fruit was the easiest to guess? _____________ What happened to the taste when you blocked your nose? _______________________________________________ 21
Lesson 8
Teachers' Notes
Natural & PProcessed rocessed Materials
What Happens When? This is a Ready-Ed Publications'
book preview.
Learning Outcomes:
• Identifies changes in materials using the senses. • Distinguishes between changes that cannot be readily reversed and those that can.
Materials: Each child will need: • ball of modelling clay • piece of scrap cloth • 2 sheets of paper, scissors • a bucket of water and towel will be needed at the front of the room
Lesson Ideas: • Demonstrate what the children will be doing with each of the materials. Discuss some other actions that students could do to each of these materials, e.g. cutting them. You could later try these actions as a whole class activity. • Children start with a piece of paper and draw how it originally looks. They then screw up the paper into a ball and describe and draw what they see. • Children then move onto the modelling clay and the piece of cloth using the same process. Students need to keep each sample on their desk for the reporting later. • Discuss the results and have children write answers in the “What did you find?” section. • Show children how to try to put the samples back to their original state and report.
Integration Ideas: English (Writing): Students write a recount activity on this lesson. Science: Create a similar task/sheet by using food to test “reversible” and “irreversible” changes to foodstuffs when heated, frozen, mixed, and so on.
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22
Lesson 8
What Happens When?
Natural & PProcessed rocessed Materials
You will be changing how some materials look by:
This is a Ready-Ed Publications' book preview. paper A A sheet of screwing up
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squeezing
wetting
cutting
Draw it.
What happens to it when you screw it up?
__________________________________________ What happens to it when you wet it? __________________________________________ 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901
B
A ball of modelling clay
Draw it.
What happens to it when you squeeze it? __________________________________________ __________________________________________ __________________________________________
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C
A piece of cloth
Draw it.
What happens to it when you cut it into pieces? __________________________________________ __________________________________________ __________________________________________
Which material changed the most? ______________________ Which material didn’t change much at all? ________________ Try to put each material back to how they were before. Which objects went back to how they were before? ________
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_______________________________________________________ Write about what you found out. _________________________ _____________________________________________________ 23
Answers
Natural & PProcessed rocessed Materials
Materials ThisLesson is 3a– Classroom Ready-Ed Publications' book preview. A)
Answers will vary.
Hard, see through (transparent), easy to clean, recyclable.
Dangerous when broken; scratches; cannot be changed.
B)
Answers will vary. Soft; recyclable; many uses; easy to use. Goes soggy when wet; not very strong.
C) Plastic, glass, wood, cloth, paper, metal.
Lesson 7 – Taste Test D)
You can taste only certain things like sweet, sour, salty and bitter. You need your sense of smell to really tell the difference.
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