Practical Science Seies: Working Scientifically, 6-8 year olds

Page 1

Ready-Ed

PHOTOCOPY MASTERS

Publications

Practical Science

Working Scientifically for 6-8 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: Investigating Light (1) Teachers’ Notes Activity

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

Lesson 2: Investigating Light (2) Teachers’ Notes Activity

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

Lesson 3: Making Colours Teachers’ Notes Activity

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

Lesson 4: Rainbows Teachers’ Notes Activity

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

Lesson 5: Fingerprint Fun Teachers’ Notes Activity

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

Lesson 6: Floating and Sinking Teachers’ Notes Activity

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

Lesson 7: Surfaces Teachers’ Notes Activity

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

Lesson 8: All About Water Teachers’ Notes Activity

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

Answers

...... page 24

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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 “Working Scientifically” with 6-8 year old students.

Working Scientifically

Lesson Sheets Layout

This is a Ready-Ed Publications' book preview. At this level the students should be able to solve simple problems and carry out investigations using familiar experiences. Their attention should be drawn to the ‘how’ and ‘why’ of the particular situations. In this book the students will develop their skills in testing, making simple written observations, gathering data, illustrating, labelling and naking simple graphs. Specific activities focus on light, colour, fingerprints and water. Also included are some investigations into surface friction and floating and sinking.

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).

4

Outcome links; Required materials; Lesson plan ideas including extension ideas and teaching tips;

Go to www.readyed.net

Other books in the Practical Science series:

• • • •

TEACHERS’ NOTES INCLUDE: (FOR EACH LESSON)

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. • 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

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

1.13 1.14 1.15 1.16 1.17

· Learning Process

Outcomes: - Investigating INV S1.7 - Designing and Making DM S1.8 - Using Technology UT S1.9 Victoria (VELS)

Science

Queensland

Science

· Science, Knowledge

and Understanding · Science at Work · Working Scientifically

1.1 (CSF) 2.1 (CSF) At Level 1

- Investigating - Understanding - Communicating South Australia

Science

· Developmental Learning

Outcomes - Thinking - Interdependence - Communication Western Australia

Science

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

Conceptual Strands: 1.1, 1.2 1.5, 1.7

IS 1.1 IS 1.2 IS 1.3 IS 2.4

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Working Scientifically

This is aLesson Ready-Ed Publications' plans and activities for: book preview. •Investigating Light (1) •Investigating Light (2) •Making Colours •Rainbows! •Fingerprint Fun •Floating and Sinking •Surfaces •All About Water

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Lesson 1

Lesson 1

Teachers’ Notes

Working Scientifically

Investigating Light (1)

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

• Lists, with support, what is known about familiar situations and suggests questions for investigation. • Relates observations and interpretations to other situations. • Describes properties of light, sound, heating and movement.

Materials: • torch • electric lamp • magazines (for cut-outs)

Lesson Ideas: • Demonstrate the light sources and have children discuss and try to identify the characteristics of “light”. • Children can draw and label four things which make light. Encourage a range of ideas rather than four of the same sources, e.g. sun, torch, fire, lamp, etc. • Discuss the five senses and let children answer section B. • Students complete the rest of the worksheet (Yes/No answers and sentence explanation).

Integration Ideas: Extension: Students make and draw shadows and then write about the activity. The Arts: Children collect pictures of light sources from magazines and classify them according to source (e.g. electric, fire, sun, etc.). These can be used to create a montage and can be displayed around the room. Technology: Children research and draw the things which we use to help us see things better such as binoculars, glasses, microscope, magnifying glass, telescope and so on.

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Lesson 1

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Investigating Light (1)

Draw and label four different things which create light.

A

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C

Working Scientifically

Answer Yes or No

This is a Ready-Ed Publications' book preview. Does the moon make its own light? Does light make heat? Does light make shadows? Is there some light around at night? Can light shine around corners? Can light be measured? 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901

D

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B

Use the picture to help you explain how light makes a shadow.

How do we know there is light?

Can you hear light? Can you smell light?

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Can you see light?

Can you taste light? Can you feel light?

9


Teachers’ Notes

Lesson 2

Working Scientifically

Investigating Light (2) This is a Ready-Ed Publications'

book preview.

Learning Outcomes:

• Lists, with support, what is known about familiar situations and suggests questions for investigation. • Carries out instructions and procedures involving a small number of steps. • Describes properties of light, sound, heating and movement.

Materials: • enough torches for students to work in pairs (one torch per pair) • flash cards labelled “opaque”, “transparent” and “translucent”

Lesson Ideas: • Students will need access to objects around the classroom. • Demonstrate, using a torch and a selection of objects, to help explain the meaning of the words: opaque, transparent, translucent. • Select students to place the label cards on objects around the room that fit into that category. • Children match the words to the objects in section A. • For section B the children have to move around the room with their torches (so discuss some rules on behaviour!). As students test an object (e.g. a book, or a piece of cloth) they write it down and tick the appropriate box. Encourage students to choose a variety of items for varied results. You may need to list some names of some objects on the board. • Students fill in the graph on completion of the testing. • Make a large chart of all the things tested (using drawings and labels) and allow the children to write up under each object whether they are opaque, transparent or translucent.

Integration Ideas:

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

English (Spelling): Include the items and the new words learnt in a spelling activity. 10


Lesson 2

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A

Investigating Light (2)

Working Scientifically

Opaque, transparent or translucent. Match the word to its meaning then match the meaning to the correct object.

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

Only a little light shines through

glass

Transparent

Light shines through easily

wood

Translucent

No light shines through

cloth

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B

Select six objects in your classroom. Use your torch to see if light will pass through them. Tick below to show whether each object is opaque, transparent or translucent. Opaque Transparent Translucent

Object

Totals 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901

C

Graph your results below. Number of Objects 1

2

3

4

5

6

•Opaque

Go to www.readyed.net •Transparent •Translucent

11


Teachers’ Notes

Lesson 3

Working Scientifically

Making Colours

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

• Lists, with support, what is known about familiar situations and suggests questions for investigation. • Carries out instructions and procedures involving a small number of steps. • Talks about observations and suggests possible interpretations.

Materials: Each group will need: • red, blue, yellow and green food colouring (you may need an eyedropper) • a glass • teaspoon (for stirring) • clean water • empty bucket to use for discarding water • coloured pencils

Lesson Ideas: • Children add drops of food colouring to water, observing how the colouring dissipates and mixes. This can be done in groups or with the whole class. • Children do the first activity by adding only one drop of red to the water and observing how it dissipates. • Show children the three primary colours. Children draw and label the colours. • Children make guesses (by colouring in the shape balloon) about what they think the new colour will be when the drops are mixed. At the end of each test keep a sample in a collection of jars and use for a display. • Conduct the tests one at a time, with the children using prior knowledge to make new guesses. The children should use coloured pencils to try to get the final colour as accurate as possible. • Children can do their own tests for the last two trials.

Integration Ideas: The Arts: Children use the primary colours in tempera liquid paint and do paintings of the activity using only these primary colours. English (Writing): Children can write a report on the lesson describing what happened.

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12


Lesson 3

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A

Making Colours

Working Scientifically

Put one drop of red in half a glass of water and draw what you see:

This is aafterReady-Ed Publications' after 30 seconds 5 seconds book preview.

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B

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C

Colour and name the three primary colours.

Make new colours by mixing. Use half a glass of clean water each time.

Drops of Colour

Guess

New Colour

1 red + 2 yellow 3 red + 1 blue 3 yellow + 1 green

Go to www.readyed.net ________ + _________ ________ + _________

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Lesson 4

Teachers' Notes

Working Scientifically

Rainbows

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

• Talks about observations and suggests possible interpretations.

• compact disc (CD) for each pair of students

Lesson Ideas: • Background notes: Light from the sun and stars is known as natural light. This light is said to be white in colour. In fact it is a mixture of seven different colours. These colours are the same as the colours we see in a rainbow. The seven colours are red, orange, yellow, green, blue, indigo and violet and are always in that order. • Make a list of the seven colours on the board (using the correct colours) and then cover them over. • In pairs, children go outside with paper, pencil and a CD. Children can pivot the CD in the sunlight and write down as many colours as they can see. • Make a class list of the colours seen. Explain how white light is made up of the seven colours. Explain how the light is broken into seven parts on the surface of the CD. Uncover the list on the board and see who matched the colours. • Talk about rainbows and how they are made. Explain how the water (rain) in the air breaks the white light into seven parts. Discuss the “ROY G. BIV” order of the colours. • Children can copy the seven colours’ names onto the worksheet and colour in the rainbow using the correct colours. • Children can draw the sun and the rain in the picture. They can also colour in the colours on the rainbow in the picture.

Integration Ideas: The Arts: Children create a handprint rainbow using the seven colours. Cut out the coloured rainbows section of the worksheet and use on a piece of art with a rainbow in it. English (Writing): Children list and draw places where they have seen the colour spectrum in action (e.g. aquariums, in angled glass, on the surface of water with oil on it, in a spray from a hose, in soap bubbles). Visit the I Love Colours website: www.enchantedlearning.com/colors/red.shtml English (Word Study): The children make labels of the seven colours and label any colours in the classroom with the rainbow colours.

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Lesson 4

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A

Rainbows

Working Scientifically

Name all seven colours of the rainbow.

This red is a Ready-Ed Publications' o_______ y_______ gr______ book preview. bl_______ indigo v_______ 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901

B

Colour the main colours of the rainbow in the correct order.

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C

When you see a rainbow the sun is always behind you and there is rain in the direction of the rainbow. Draw in the sun and the rain in this picture.

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Lesson 5

Teachers' Notes

Working Scientifically

Fingerprint Fun

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

• Carries out instructions and procedures involving a small number of steps. • Talks about observations and suggests possible interpretations. • Conducts simple tests and describes observations.

Materials: Each group/pair wil need: • ink pads or soft lead pencils (~ 6B) • magnifying glasses (optional) • sticky tape (optional) • scrap paper

Lesson Ideas: • Children study their fingerprints with magnifying glasses first (optional). • Identify each finger using one of the labels from the worksheet. • Ask students to describe their fingerprints. Write some key words on the board to help children with their descriptions. • Descriptors: ARCH = Lines enter from one side, rise in the centre and exit on the opposite side. LOOP = Lines enter from all sides, curve around the centre and exit the same side they entered. WHORL = Lines are circular. • Children can discuss their descriptions in groups before writing them. • Methods of taking prints: a) Using an ink stamp pad, roll the inked finger onto the paper. b) Colour a small square with a lead pencil, roll fingertip on lead, remove print from finger with sticky tape and stick onto paper. • Children can do their best to identify which type of print they have (e.g. arch, loop or whorl). Each student’s print will be different to everyone else’s so the pattern is a generalised classification. • Children can also bring in a photo of themselves and place their fingerprint card under their photo. • Some useful websites include: www.thesolutionsite.com/lesson/25051/fingerprintnotes.html www.fbi.gov/hq/cjisd/takingfps.html

Integration Ideas: The Arts: Children use fingers to make a picture leaving prints in appropriate places, e.g. a tree with fingerprints for leaves/fruits. Maths: Construct a whole class graph to see the most popular fingerprint pattern. English: Use the new words from this activity in word study/spelling exercises.

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16


Fingerprint Fun

Lesson 5

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Working Scientifically

Most fingerprints come in three basic patterns. Describe each type of fingerprint.

A

This is a Ready-Ed Publications' Loop: book preview. Arch:

Whorl:

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B

Collect a good print from each of your ten fingers. You might like to practise on scrap paper first.

Label the prints with loop, arch or whorl under each print. My Right Hand

thumb

first finger

second finger

third finger

fourth finger

My Left Hand

thumb

first finger

second finger

third finger

fourth finger

My Fingerprints

Go to www.readyed.net

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C

Make a graph of your print tally on the back of this sheet. 17


Lesson 6

Teachers' Notes

Working Scientifically

and Sinking This isFloating a Ready-Ed Publications' book preview. Learning Outcomes:

• Talks about observations and suggests possible interpretations. • Conducts simple tests and describes observations.

Materials: Each group should have: • collection of four pieces of fruit and vegetables (e.g. carrot, apple, mandarin, potato, onion) • bucket half full of water • towel

Lesson Ideas: • Divide the class into small groups. • Children draw and label fruit and vegies. • Children predict whether the first piece of fruit will float or sink. They then test it in the bucket of water and record. • Students work through each piece of fruit one at a time. • Discuss the results before the children write the observations. List some of the key words and phrases on the board for the students.

Integration Ideas: The Arts: Children draw fruit in a scene. Health: Conduct a class survey on favourite fruits and vegetables. Graph results. English (Word Study): Students study the words introduced during this lesson.

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18


Lesson 6

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A

Floating and Sinking

Working Scientifically

The Float Test

This is a Ready-Ed Publications' book preview. DRAW and LABEL your fruit and vegetables in the table below. PREDICT what each of the fruits will do. Tick one box. RESULT: Drop in the fruit to see if you were right. Tick one box. GUESS

GUESS

Sink to the bottom Sink halfway Float

Sink to the bottom Sink halfway Float

RESULT

Draw

Sunk to the bottom Sunk halfway Floated

RESULT

Draw

GUESS

Draw 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901

B

Sunk to the bottom Sunk halfway Floated

GUESS

Sink to the bottom Sink halfway Float

Sink to the bottom Sink halfway Float

RESULT

RESULT

Sunk to the bottom Sunk halfway Floated

Draw

Sunk to the bottom Sunk halfway Floated

Test Results

How many guesses did you get right? _________________ Why do you think some of the fruit pieces floated? ___________________________________________________ Why do you think some of the fruit pieces sank? ___________________________________________________ Describe the test. What happened? Did it go well? ___________________________________________________ ___________________________________________________

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19


Lesson 7

Teachers' Notes

Working Scientifically

Surfaces

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

• Conducts simple tests and describes observations.

• Cooperatively suggests possible improvements to investigations in the light of findings.

Materials:

Each test will require:

• 3 pieces of chipboard/plywood (approx. 50cm²). Cover two of them in different surfaces (e.g. cloth, newspaper) and leave one piece as wood. • small block of wood (approx. 10cm x 10cm x 5cm) • small bucket with a handle • variety of objects to be used as weights (small wooden blocks, washers, metal bolts or books will do) • metre length of string • stapler • table

Lesson Ideas: • This activity can be done with the whole class or in groups. It is recommended that you test the activity first before conducting the lesson. • Staple or nail one end of the string to the block of wood and tie the other end to the bucket handle. Mark a “Start” and “Finish” line at the same place on each board. • Demonstrate how the test is going to work. Set up the block of wood on the first piece of chipboard with the bucket hanging over the end of the table. Place some weights in the bucket and explain how the weight of the bucket will make the block of wood slide to the finish line. Children circle the surface that they think will take the less number of weights to make the block move to the finish line. • Conduct the first test using the wooden surface. Children make an estimate of the number of weights it will take to move the block of wood to the finish line before the test. Repeat the test with the other covered boards (i.e. cloth-covered board and newspaper-covered board). Students make estimates each time. • Discuss the answers with the class before students write up their results. Explain how the number of weights varies because of the amount of “friction” on the board. Where there is the least friction, the least number of weights is needed. • Students list the surfaces in order, starting with the one that took the most weights (most friction). Check to see if students’ predictions were accurate. Discuss any results before students write them up. Children could try to explain why they achieved a particular result (e.g. surface friction).

Integration Ideas: Society and Environment / SOSE / HSIE: Take the class on a walk around the school and identify surfaces which have been made to prevent slipping. You might like to photograph and present them in class. Science: Children could re-do the activity to test: - other surfaces. - to see how to make the surfaces more slippery. Use different additives (oil, detergent, etc.). Introduce the concept of “friction” and ask students why we would need to make things slippery. Maths: Students graph the test results using graph paper. Writing: Take photos of the activity and use them in a recount where children write captions for each step of the test.

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20


Surfaces

Lesson 7

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A

Working Scientifically

Tick the surface you think will be best for moving the block of wood.

Thiscloth is a Ready-Ed Publications' book preview. newspaper wood 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901

B

Test to see how many weights it takes to move the block to the finish line. Write your predictions in first. Surfaces

Predictions

Results

How many weights do you think will be needed?

How many weights were needed?

wood surface cloth surface paper surface 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901

C

Results: Write about your test.

Did the test go well? _____________________________ _______________________________________________ Which “surface” took the least number of weights? Why? ________________________________________

Go to“surface” www.readyed.net Which took the most number of weights?

Why? ________________________________________ 21


Lesson 8

Teachers' Notes

Working Scientifically

All About Water This is a Ready-Ed Publications'

book preview.

Learning Outcome:

• Talks about observations and suggests possible interpretations.

Materials: • electric kettle • ice cubes • container of water for each group (children will need to touch it) • towels • two different shaped jars for each pair or group

Lesson Ideas: • Pour water into a variety of containers. Children describe what the water is like. • Children write “liquid” and draw the two jars. • Children pour water into the jars and observe what it does. Answers should mention that the water takes the shape of the particular container. • Children use their water sample to decide on its properties. • Boil the water and ask students to describe what happens. • Show the ice cubes. Children discuss what has happened to the water (noting the change in its properties). • Show the containers with water and have children create some labels to make a display of the properties of water.

Integration Ideas: Society and Environment / SOSE / HSIE: Discuss the importance of water in our lives.

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The Arts: Children can paint or draw a scene showing one or more uses of water. Science: Children plan and design a water saving poster. 22


Lesson 8

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A

All About Water

Working Scientifically

Water is a

ThisB is a Ready-Ed Publications' Draw your two jars: book preview.

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C

Draw water in the jars and explain how the water filled the jars. __________________________________________________

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D

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E

Tick the sentences below that describe water. You can see through water Water is hard Water takes the shape of the jar when you pour it in Water is solid Water is soft Water has no colour Water has no taste Water feels dry Water smells Water is wet

What happens if:

... you boil water? _______________________________

Go... you tomake www.readyed.net water very cold?_____________________ _______________________________________________ _______________________________________________ 23


Answers

Working Scientifically

Investigating Light (1) ThisLesson is a1 –Ready-Ed Publications' book preview. A) Torches, electric lights, sun, moon, candle, fire, etc. B)

No,

no,

yes,

no,

C) No, yes, yes, D) Answers will vary.

no;

yes,

no,

yes;

Lesson 2 – Investigating Light (2) A) 1. Transparent – light shines through, e.g. glass; 2. Opaque – no light shines through, e.g. wood; 3. Translucent – only a little light shines through, e.g. cloth. B) & C) Answers will vary.

Lesson 3 – Making Colours A) Answers will vary; B) Red, blue, yellow (any order); C) Answers will vary.

Lesson 4 – Rainbows A) 2. Orange; 3.Yellow; 4. Green; 5. Blue; 7. Violet. B) Teacher to check. C) Teacher to check.

Lesson 8 – All About Water A) Liquid. B) and C) Answers will vary. D) Tick 1, 3, 5, 6, 7, 10. (Pure water should have no smell.) E) 1. It evaporates; 2. It freezes and turns solid.

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