Practical Science Series: Working Scientifically, 10-12 year olds

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Practical Science

Working Scientifically

for 10-12 year olds ! Practical hands-on science activities ! Contains comprehensive teachers’ notes and lesson ideas

By Kevin Rigg

Contents

Contents

Working Scientifically

This is a Ready-Ed Publications' book preview.

Teachers’ Notes Presentation Ideas Curriculum Links

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

Lesson 1: Making Balloon Rockets Teachers’ Notes Activity

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

Lesson 2: Balloon Rocket Test Teachers’ Notes Activity 2a Activity 2b

...... page 11 ...... page 12 ...... page 13

Lesson 3: Balloon Vehicles Teachers’ Notes Activity

...... page 13 ...... page 14

Lesson 4: About Our Senses Teachers’ Notes Activity

...... page 16 ...... page 17

Lesson 5: Extending Our Senses Teachers’ Notes Activity

...... page 18 ...... page 19

Lesson 6: Water Taste Test Teachers’ Notes Activity 6a Activity 6b

...... page 20 ...... page 21 ...... page 22

Lesson 7: Survey of the School Grounds Teachers’ Notes Activity 7a Activity 7b

...... page 22 ...... page 23 ...... page 24

Lesson 8: School Grounds Reports Teachers’ Notes Activity

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

Answers

...... page 27

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Teachers’ Notes

Working Scientifically

Lesson Sheets Layout

This is a Ready-Ed Publications' book preview.

This book contains a package of photocopiable worksheets designed to be used to cover the Science learning area of “Working Scientifically” with 10-12 year old students.

At this level the students will be involved in conducting simple tests, gathering data, collating information and drawing conclusions. Students will use familiar situations to test ideas and be able to draw their own conclusions. Skills developed include graphing, timing, illustrating, labelling, writing descriptions, designing tests and data tables, questioning the fairness/validity of tests, following written instructions and interpreting results.

Specific activities explore magnets, pendulums and bridge construction.

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).

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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Energy and Change Life and Living Natural and Processed Materials Earth and Beyond

Cross-curricular/integration ideas.

Presentation Ideas

Working Scientifically

This is a Ready-Ed Publications' book preview.

• Make a display using items used in the lesson and worksheets. Children could make labels for the items.

• Make a frieze of drawings, cut outs and worksheets used in the lesson. Have different children label the pictures.

• Take digital photos of the activity and print them for a language activity.

• Children could produce labels for the photos which can be used in a class book or display in the library.

• Take photos in the classroom or the playground during the activity. Children create labels to put under the photos.

• 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 give talks to another class using the worksheets as a guide.

• Hang models used to demonstrate from wire in the room and have children provide labels.

• Hang posters and projects together / use posters, models and worksheets in a display.

• Present the whole activity as a class talk at assembly using posters, graphs and data collected.

• Display posters around the school, library or community.

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

Working Scientifically

This is a Ready-Ed Publications' book preview.

The activities in Practical Science: Working Scientifically can be linked to the following Science strands and learning outcomes for each state/territory.

State/Territory

Subject Area

NT, ACT and Tas. (National Curriculum)

Science

New South Wales

Science and Technology

Strands

Outcomes

· Working Scientifically

- Planning Investigations - Conducting Investigations - Processing Data - Evaluating Findings - Using Science

3.13 3.14 3.15 3.16 3.17

· Learning Process

Outcomes: - Investigating INV S3.7 - Designing and Making DM S3.8 - Using Technology UT S3.9 3.1(CSF) 3.2 (CSF)

Victoria (VELS)

Science

Queensland

Science

· Science and Society

2.3, 3.2, D2.5

South Australia

Science

· Developmental Learning

Conceptual Strands: 2.1, 3.3 2.4, 3.4 2.5, 2.8

· Science, Knowledge

and Understanding · Science at Work

Outcomes - Thinking - Interdependence - Communication Western Australia

Science

· Investigating Scientifically - Planning - Conducting - Processing Data - Evaluating

IS 3.1 IS 3.2 IS 3.3 IS 3.4

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Working Scientifically

This is aLesson Ready-Ed Publications' plans and activities for: book preview.

•Making Balloon Rockets •Balloon Rocket Test •Balloon Vehicles •About Our Senses •Extending Our Senses •Water Taste Test •Survey of the School Grounds •School Grounds Report

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Lesson 1

Lesson 1

Teachers’ Notes

Working Scientifically

Making Balloon Rockets

This is a Ready-Ed Publications' book preview.

Materials: Learning Outcome:

• Organises and uses equipment to gather and present information.

Each pair/group will need: • an assortment of long balloons (at least 5 to experiment with) • stiff straws (at least 2) • two strips of paper • adhesive tape • 2 metres of fishing line • camera to take photos of the final results (optional)

Lesson Ideas: This activity could be done in pairs or in small groups.

• Demonstrate to the students how they can make a balloon rocket: ÖInflate the balloon and have one person hold the end while another tapes the paper strips to the inflated balloon (one at each end). ÖThread the straw through the loops of paper. ÖThread the fishing line through the straw. ÖFix the line between two points so that it is very taut. ÖRelease the balloon!

• Conduct some test runs to get the balloon rocket moving efficiently.

Modifications may need to be made.

• When the balloon rockets are working at optimum performance the students can draw the materials, explain how it works, and draw or use a photo to illustrate the final result. Add labels explaining the “energy source” and “energy receiver”.

• Children complete an analysis of the rockets and explain how they work.

Integration Ideas: Society and Environment / SOSE / HSIE: Students research the history of flight, including hot air ballooning: www.ueet.nasa.gov/StudentSite/historyofflight.html The Arts: Students paint or draw their balloon rockets being used in everyday life (e.g. as a carrier in the classroom, as a way of sending messages and so on).

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8

Making Balloon Rockets

Lesson 1

Working Scientifically

Study this diagram carefully.

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

tape

paper strips

fishing line balloon

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A

Draw and label the materials you will need to construct a balloon rocket.

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B

Explain in your own words how you made your rocket.

_____________________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________

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C

Draw and label the final model of your balloon rocket. arrows to show direction of flight and the direction of the force (air). •Show the energy source and the energy receiver on your drawing.

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D

_____________________________________

Perform some trials until you have your design running smoothly.

Did you have to make some adaptations to your initial design to enable it to run smoothly? Explain.

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_______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ 9

Teachers’ Notes

Lesson 2

Working Scientifically

Balloon Rocket Test This is a Ready-Ed Publications'

book preview.

Learning Outcomes:

• Suggests ways of doing investigations, giving consideration to fairness.

• Organises and uses equipment to gather and present information.

• Evaluates the fairness of a test designed and carried out.

Materials: Each group/pair will need: • a working balloon rocket (from Lesson 1) • tape measures • stopwatches

Lesson Ideas: Children can work in groups, pairs or individually to solve balloon rocket problems.

• Discuss the task with the students. Children then decide what they will test for. They should also take time to think about how to implement their plan for the test and to make predictions about the results.

• Ensure the children have the equipment needed (tape measures, stopwatches, etc.).

• Children conduct their tests, collect the data and write up observations. It might be an idea to run the tests twice to check the validity of the data collected.

• Findings could be presented in oral form to the class.

Integration Ideas: Maths: Students graph the test results using bar or line graphs.

English (Writing): Students write a recount of the activity.

The Arts: A design for the balloon rocket could be drawn using a technical drawing approach. Students could also include a colourful motif on the balloon part of the design with a catchy racing name.

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10

Working Scientifically Balloon Rocket Test some tests with your Draw and label the equipment B A Conduct balloon rocket. Choose from you will need to conduct your

Lesson 2a

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This is a Ready-Ed Publications' book preview. one of the tests below:

balloon rocket test.

To see how far a balloon rocket will travel with varying amounts of air.

To find the most efficiently-shaped balloon for speed or distance.

To see how fast a balloon rocket will travel over a set distance using varying amounts of air.

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C

Write the steps you need to follow to conduct the test.

_______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________

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D

Before you conduct the test, make some predictions about what you think the results will show.

_______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________

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E

What do you need to be careful of to make sure that this is a fair test?

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_______________________________________________________________________________ _______________________________________________________________________________ 11

Lesson 2a

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F

Balloon Rocket Test

Working Scientifically

Recordings

This is a Ready-Ed Publications' book preview. your test and collect the data. You should run a number of tests to ensure that the test is fair. Use the grid below to set out your results. Label your data .

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Draw and label a diagram of your test in action.

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Did you have to alter the test plan in any way? Explain.

G

H

_______________________________________________________________________________ _______________________________________________________________________________

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I

Conclusions

Â… What did your results show?

Go to www.readyed.net † How accurate were your predictions?

_______________________________________________________________________________ _______________________________________________________________________________

12

Lesson 3

Teachers’ Notes

Working Scientifically

Balloon Vehicles

This is a Ready-Ed Publications' book preview.

Learning Outcomes:

• Compares ways of solving problems and finding explanations.

• Identifies factors to be considered in investigations, controls which may be needed, and ways of achieving controls.

• Draws conclusions linked to the information gathered and the purposes of the investigation.

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

1 balloon piece of corrugated cardboard approximately 30 cm² (or a foam food tray) 2 stiff straws to carry the axles, one bent straw on which to attach the balloon 2 wooden skewers for axles masking tape 4 small lids the same size (for wheels) with small holes punched in the middle (nail size will do) • calculator • sheet of A4 paper for labelled vehicle design Alternatively, Lego® can be used along with the straw, tape and balloon.

Lesson Ideas: • The students are to use the materials above to build “balloon vehicles”. They may need a little guidance but generally should be able to design their own in groups.

• Children should be able to explain in detail how their vehicle was made, using drawings and labels. Each child should draw a detailed diagram of their group’s vehicle on an A4 sheet of paper.

• The children then carry out some test runs with their vehicles and write about their observations.

• When ready, the children can conduct the speed test (Test 1) with predictions. After the test, give students time to describe what happened and also to suggest possible modifications to the vehicles before carrying out Test 2. Students follow the same procedure for the three speed tests.

• The children should be able to convert the distance/time results to kilometres per hour. Use calculators to determine the average distance travelled in one second, then multiply by 3600 to convert that distance to metres/hour and, hence, kilometres/hour.

• Further investigations could include examining the effect of the travel surface or the size of the wheels on time/distance.

• Hold a class race to see whose vehicle is the fastest.

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Integration Ideas:

The Arts: Craft Activity – Children elaborate on their car design using additional materials. Drawing and designs can then be added to the vehicles. The vehicles can be hung as mobiles around the classroom.

13

Working Scientifically Balloon Vehicles the official test A Balloon Vehicle Design C Record results in the boxes below.

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Lesson 3

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This is a Ready-Ed Publications' book preview.

Use the materials provided to make a balloon vehicle. Test your vehicle and make sure it works as best as it can.

Speed/Distance Test :

PREDICTIONS Distance Time

RESULTS Distance Time

Using another sheet of paper, draw a detailed and clearly labelled diagram of your final design.

Problems/modifications to be made:

Explain how the vehicle works by making notes on your diagram.

____________________________________________

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B

____________________________________________ ____________________________________________

Speed/Distance Test :

Vehicle Speed Test

Test your vehicle’s speed through a series of distance tests using a stopwatch.

Before you start the official tests, conduct several “practice runs”.

PREDICTIONS Distance Time

RESULTS Distance Time

Problems/modifications to be made: ____________________________________________ ____________________________________________

Describe how your “car” ran during its first trial run. Explain any problems you had.

____________________________________________

____________________________________ ____________________________________ ____________________________________

Speed/Distance Test : PREDICTIONS Distance Time

RESULTS Distance Time

Problems/modifications to be made: ____________________________________________

____________________________________ ____________________________________

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D

____________________________________________ ____________________________________________

Conclusions. What did your results show? Were you surprised with the result? accurate were your predictions?

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E

EXTRA! Convert your vehicle's speed from metres per second to kilometres per hour (kph) using your calculator.

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Estimate your vehicles speed first: ______kph Write the formula: ________ Calculate: ________ Vehicle speed: 14

________ kph

Lesson 4

Teachers’ Notes

Working Scientifically

About Our Senses

This is a Ready-Ed Publications' book preview.

Learning Outcomes:

• Identifies ways science is used responsibly in the community.

• Describes techniques used to extend the senses.

Materials: • models of our sense organs (optional) • posters of our sense organs • something obviously soft (jumper/cat/duster) • Internet access

Lesson Ideas: • Discuss and list the five senses. Children can draw and complete the top section of the worksheet (A).

• Discuss the problem about the cat’s fur. Children should realise that we have perceptions in our mind of what is soft or hard or cold or hot, etc. These perceptions are based on previous experiences using our senses. We also have perceptions of what looks soft. Students write in their ideas about the cat’s fur.

• Discuss the bushfire problem. Children should realise that we often use a combination of senses to perceive things, in this case, sight (of smoke or flames), smell (of smoke) and sound (of fire / leaves crackling).

• Discuss the problem concerning the deaf person. Have children research or view the website below to find out what sensory aids are available to deaf people. www.dawnsign.com/journey/ Children should realise that when people have one sense missing, other senses can compensate. For example, when the phone rings, a light will show and so deaf people will rely on their sight rather than sense of hearing.

• Discuss the final problem about taste. If possible, have children read from this website: www.entnet.org/healthinfo/topics/smell_taste.cfm Children should understand that our sense organs work together sometimes for us to sense things. Our sense of smell helps us to taste things.

• For the final question, students should try to draw on what they have learned in each of the four scenarios. An example is given for the first box.

Integration Ideas: Health: Students can prepare oral presentations about the care of our sense organs.

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English (Writing): Students to write a story about what might happen if they lost one of their five senses. Their story should emphasise the new things they would do or learn to help overcome this loss.

15

Lesson 4

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A

About Our Senses

Working Scientifically

Illustrate and label the five sense organs of our body.

Name the sense each detects.

This is a Ready-Ed Publications' book preview.

Organ: _________ Organ: _________ Organ: _________ Organ: _________ Organ: _________ Sense: ________ Sense: ________ Sense: ________ Sense: ________ Sense: ________

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B

Research and explain fully these problems.

Use illustrations and explanations.

What four senses could we use to tell if a bushfire is nearby?

Suppose we cannot touch a cat’s fur.

What two clues do we have that its fur is soft?

Show a way that a deaf person could tell Explain what happens to a person's sense of taste if they have no sense of when the phone is ringing or if there is smell? someone knocking on the door?

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C

List three things you can conclude about our senses based on each of the problems above. E.g. We can use prior experience of using our senses to help predict unknown things, such as how a cat’s fur feels.

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_____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ 16

Lesson 5

Teachers’ Notes

Working Scientifically

Extending Our Senses

This is a Ready-Ed Publications' book preview.

Learning Outcomes:

• Identifies ways science is used responsibly in the community.

• Describes techniques used to extend the senses.

Materials: (Each group should have access to) • • • • • • • • •

a hearing aid magnifying glass pair of glasses microscope electronic listening device (optional) safety goggles sunglasses ear muffs Internet or library resources

Lesson Ideas: Class Discussion: Have students brainstorm why sight and hearing should be enhanced (not only for poor eyesight or hearing).

• Show and demonstrate the devices used for enhancement and protection, e.g. glasses. Explain the difference between something that enhances a sense (e.g. magnifying glass) and something that protects a sense (e.g. safety glasses).

• Children can complete the worksheet from the ideas presented and/or using the Internet as an independent research tool.

• Some useful websites: o Smell and Taste: www.entnet.org/healthinfo/topics/smell_taste.cfm o Deafness: www.dawnsign.com/journey/ o Braille: pbskids.org/arthur/print/braille/ o About our five senses: freda.auyeung.net/5senses/ and www.hhmi.org/senses/ o Eye Glasses: www.teagleoptometry.com/history.htm

Integration Ideas: Society and Environement / SOSE / HSIE: Children can research the history of some of the enhancement/protection devices. Starting points may include: www.audiologynet.com/hearing-aids.html – Hearing aids www.i4ulenses.com/histry.htm – Reading glasses Health: Research/worksheet on the loss of the sense of touch and devices used to help the disabled: Learning about disabilities: www.ridbc.org.au/information/students/tobedeaf.asp www.ridbc.org.au/information/students/tobeblind.asp

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17

Lesson 5

Extending Our Senses

Working Scientifically

Science has developed ways to protect and make our senses more acute.

Give two reasons why our sense of sight might need to be made A Thismore isacute. a Ready-Ed Publications' 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901

book preview.

______________________________________________________ ______________________________________________________

______________________________________________________ ______________________________________________________

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Illustrate and explain two enhancement devices.

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Give two reasons why our sense of hearing needs to be made more acute.

B

D

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C

Illustrate and explain two protection devices.

_______________________________________________ _______________________________________________

_______________________________________________ _______________________________________________

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E

Illustrate and explain two enhancement devices.

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F

Illustrate and explain two protection devices.

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Lesson 6

Teachers’ Notes

Working Scientifically

Water Taste Test

This is a Ready-Ed Publications' book preview.

Learning Outcomes:

• Argues conclusions on the basis of collected information and personal experience.

• Collects and records information as accurately as equipment permits and investigation purposes require.

• Reviews the extent to which conclusions are reasonable answers to the questions asked.

Materials: Each group/pair will need samples of five different sorts of water. Approximately 300 ml of each will be needed (enough for students to taste): •rain water (A) •distilled water (B) •bottled water (C) •tap water (D) •cooled boiled tap water (E) Each of these samples should be in a clear container (e.g. jar) and labelled only with their corresponding letter and not the source.

• sample cups for tasting

Lesson Ideas: • Children will sample the water by tasting it and try to determine which of the five types each sample belongs to.

• Students must use their senses to distinguish between the different types of water.

• Discuss each water type prior to the tasting activity and discuss where and how they are sourced. Explain the purpose of each type, e.g. distilled water is used to fill up the iron.

• Students taste the samples one at a time. Each child tastes, rates and guesses.

Students should be permitted to change their guesses later, based on further tests.

It would be wise to use a pencil for recordings.

• After the completion of the tests, mark the samples as a whole class. Allow children time to do their own assessments.

• Discuss whether the experiment was a fair test and if the test should have been carried out in another way.

• Children should compare and discuss their ratings. Class results can be collated into a graph.

Integration Ideas: Science: Conduct similar types of taste tests for other products, for example: • fruit juices (choosing from: 100%, reconstituted, freshly squeezed, orange cordial) • milk products (choosing from: non-fat, hi-lo, high calcium, full cream) Society and Environment / SOSE / HSIE: Conduct independent research into how drinking water is produced. Include water conservation ideas and water saving tips for the home.

The Arts: Design a label for each of the various water types according to the taste test results.

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19

Water Taste Test

Lesson 6a

Working Scientifically

You will be tasting five different types of water. Your task is to distinguish between the five different types of drinking water using only your senses.

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

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Draw the SOURCE of each water sample:

•distilled water

•bottled water

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B

•boiled water

•rain water

List the senses you think you will be using.

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C

PREDICTIONS: Make some predictions about how you think each of the water types will taste. List them below:

•tap water:

__________________________________________________

•distilled water: __________________________________________________ •boiled water:

__________________________________________________

•rain water:

__________________________________________________

•bottled water:

__________________________________________________

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20

Water Taste Test

Lesson 6b

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D

Working Scientifically

Record your observations: (Use a pencil)

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

SAMPLE

Describe the taste:

Rate how it looks.

DIRTY

SPARKLING

0 2 1 Rate how it smells

3

Which water type do you think it is?

YUKKY

0

SAMPLE

B

SAMPLE

C

SAMPLE

D

SAMPLE

E

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E

4

NO ODOR

1

2

4

3

Describe the taste:

Rate how it looks.

DIRTY

SPARKLING

0 2 1 Rate how it smells

3

Which water type do you think it is?

YUKKY

0

4

NO ODOR

1

2

4

3

Describe the taste:

Rate how it looks.

DIRTY

SPARKLING

0 2 1 Rate how it smells

3

Which water type do you think it is?

YUKKY

0

4

NO ODOR

1

2

4

3

Describe the taste:

Rate how it looks.

DIRTY

SPARKLING

0 2 1 Rate how it smells

3

Which water type do you think it is?

YUKKY

0

4

NO ODOR

1

2

4

3

Describe the taste:

Rate how it looks.

DIRTY

SPARKLING

0 2 1 Rate how it smells

3

Which water type do you think it is?

YUKKY

0

4

NO ODOR

1

2

3

4

Conclusions

Which water sample did you like the most? Why? ____________________________________________________________________________

Which sample did you like the least? Why? ____________________________________________________________________________

How accurate were your predictions and guesses? Were there any surprises? ____________________________________________________________________________ ____________________________________________________________________________

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Was the taste test a fair test? Explain.

____________________________________________________________________________ ____________________________________________________________________________ 21

Lesson 7

Teachers’ Notes

Working Scientifically

Survey of the School Grounds This is a Ready-Ed Publications' Learning Outcomes:

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• Organises and uses equipment to gather and present information.

• Collects and records information as accurately as equipment permits and investigation purposes require.

Materials: • • • • •

trundle wheels or long measuring tapes clipboards scrap paper grid paper lead pencils for sketches

Lesson Ideas: This lesson involves a survey of the school grounds and should be combined with Lesson 8: School Grounds Report.

Students must be given permission to walk around the school in small groups or as a whole class. During this time they will need to make notes using the worksheets for Lesson 7 as a guide: Survey of the School Grounds (7a) and (7b).

The final report could be prepared using a computer program (e.g. MS Word) and should also include a detailed bird’s eye map of the school grounds with most buildings drawn to scale and in approximate proportion to their actual location on the ground.

• Students will draw a map of the school ground on the grid paper. They will need to walk around the grounds with some scrap paper to roughly sketch the locations of the buildings, play areas, car parks, paths, and so on.

These objects can be measured and dimensions should be rounded to the nearest metre. Use an easy scale for the grid paper (e.g. 1 mm = 1m).

• Students then carefully draw these objects onto the grid paper in approximate proportions to the correct size. Children should use a pencil to draw their final plan.

• Once the students have a reasonable plan of the grounds, they can start collecting the data required for the worksheets Survey of the School Grounds (a) and (b) which will help them prepare the final report.

• The estimated percentage of the area of the items (see part C on the worksheet) need only be approximations. Once students have outlined these items on the maps, they should be able to see the overall size and could estimate percentages.

• All areas of the school grounds should be covered, so ensure that the correct permission has been gained from areas such as the pre-primary and gardening areas.

• Hold a class discussion once the worksheets have been completed to discuss findings. This will allow students to change any information they may have recorded incorrectly, or add key points/ ideas that they may have missed.

• When they have all the information needed they can start to plan the report for Lesson 8.

Integration Ideas: Maths: Demonstrate bird’s eye mapping on grid paper prior to this activity if possible. A suitable practice run would be for students to draw a bird’s eye map of the classroom using a scale.

English (Speaking and Listening): Outline the correct manners and procedures for students that will be required of them when asking people for information in the school ground.

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22

Lesson 7a

Survey of the School Grounds

Working Scientifically

Use this worksheet to guide you through a habitat survey of plants, animals and layout of the school grounds. Fill out the details below. You will need your school grounds drawing to help you with some parts of this survey. The notes that you gather over the next two worksheets will help you to prepare a detailed report in Lesson 8.

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A 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901

School Profile

Number of students:

________________ Number of teachers: _________________

Area (m2): ________

Location (e.g. coastal, desert, tropical region): ____________

Climate during summer: _______________ Climate during winter: ________________

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B

Plants

Number of large trees:

_________________

Names of 3 main types: • ________________ • ________________ • ________________ Rate the number of native plants in the garden:

0 NONE

5

10 SEVERAL

Comments about these plants: _________________________________________________ ____________________________________________________________________________

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C

Areas. Estimate the percentage in the playground of each of these features. Think about how much of the school ground is used. Discuss your estimates with your class mates and also use your school plan drawing as a guide. Complete the table below. Use the last two rows for anything else your school grounds may contain.

Feature

% (Estimate))

Notes

Play areas Car parks/footpaths Lawn Garden beds Natural bush

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Buildings

23

Lesson 7b

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D

Survey of the School Grounds

Working Scientifically

Features. Does your school have any of these features?

Comment on how many and their location.

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Classroom recycling system: _______________________________________

_________________________________________________________________

Compost recycling system: ________________________________________

_________________________________________________________________ Greenhouse (or permaculture garden): ______________________________

_________________________________________________________________ Children's play facilities: (Types of equipment/age group, locations, suitability, etc.) ______________________________________________________________________ ______________________________________________________________________ 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901

E

Habitat: Write notes about the following aspects of the school grounds.

Surrounding areas: ________________________________________________

_________________________________________________________________ Native birds and small animals: _____________________________________

_________________________________________________________________ School ground litter:

•amount: _________________________________________________________ •types of litter found:_______________________________________________ •general locations of litter: __________________________________________ Buildings (age, condition, etc): _____________________________________

_________________________________________________________________ _________________________________________________________________

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Special features/general comments: _________________________________

_________________________________________________________________ _________________________________________________________________ .

24

Lesson 8

Teachers’ Notes

Working Scientifically

School Grounds Report

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Learning Outcomes:

• Identifies ways science is used responsibly in the community.

• Reviews the extent to which conclusions are reasonable answers to the questions asked.

• Identifies the information needed to make a decision about an application of science.

Materials: Each group/child will need: • • • •

a large piece of art paper or access to a computer if word processing the report project pens, glue and so on digital camera research materials: Internet access or library books

Lesson Ideas: Final reports can be done individually or in small groups/pairs.

• Allow ample time for students to prepare the report. Some of the work could be done as a homework activity.

• Children use the information gathered in Lesson 7 as a basis for their report.

Some other information will need to be found for certain sections of the report.

The names of bird and plant species can be researched using the Internet.

Some useful sites could be bookmarked for students: www.birdsinbackyards.net/finder/birdlist.cfm – Bird List www.australianfauna.com/ – Australian Fauna australian-animals.net/ – Australian Animals www.abc.net.au/gardening/profiles/default.htm – Plant Profiles www.calyx.com.au/native_species/native_plant.html – Plant List • Photos can also be taken of places in the grounds.

• Children can add some information of their own and make some suggestions.

• The final report can be given to an assembly or another class.

Integration Ideas: English (Speaking & Listening): Students present oral reports about their school grounds findings.

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The Arts: Students paint/draw or make a collage design for the front page of their report. One idea would be to make a collage “scene” of the school grounds using pieces of dead leaves, bark and grasses.

25

Lesson 8

School Ground Report

Working Scientifically

Your task is to prepare a school grounds report based on the information you have collected on the worksheets used in the school grounds survey.

Use the checklist below to help you plan your report. If possible, prepare your report using a computer. Design a cover page and also include the detailed drawing of the school grounds.

Include this information in your report. Mark it off as you complete it.

Use your notes from the Survey of the School Grounds worksheets.

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Title:

Design a title page. Include your name, the date and your class. Select a favourite font.

Part 1: School profile: Include name, logo, student numbers, staff, etc.

Part 2: School map: Can be redrawn smaller but should include vegetation (trees, lawns, etc.).

Part 3: School areas table: Copy of “Estimated Percentage (%)” table with comments added.

Part 4: Play areas report: Discuss location, size, and equipment. Be sure to include photos or drawings.

Part 5: Buildings: Describe their condition, groupings and location on the grounds.

Use photos or drawings.

Part 6: Environmental report: Outline the responsible actions the school is taking (e.g. recycling, composting).

Part 7: Litter report: Discuss the type of litter, location, problems and suggested solutions.

Part 8: Plants profile: Photos or drawings of main large trees, report on the types of plants in garden beds.

Part 9: Native birds and small creatures: Describe and discuss. Include pictures, locations, problems and comments.

Part 10: Extra information: Anything else you think should be included. Some recommendations about improvements could also be included at this point.

List ideas here: _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________

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_______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ 26

Answers

Working Scientifically

Lesson 4 – Using Our Senses

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A) In any order: nose - smell; eyes - sight; skin - touch; ears - hearing; tongue and nose - taste.

B) We have prior experience of a cat’s fur being soft and it looks soft.

Smell, sight, hearing, touch.

A light is set to flash, a dog looks like it is barking, an alarm vibrates in their pocket, etc.

They can only taste certain things like bitter, sour, sweet, salty.

C) Cat’s fur: We use prior experience of using our senses to help predict unknown things.

Bushfire sensing: We sometimes use a variety of different senses to understand something.

Deaf person: If we lose one of our senses, we can use other senses to compensate.

Taste problem: Sometimes two or more senses work together at the same time, e.g. smell and taste.

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