Junior Scientists Series: Year 3 by Teacher Superstore

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Acknowledgements i. Clip art images have been obtained from Microsoft Design Gallery Live and are used under the terms of the End User License Agreement for Microsoft Word 2000. Please refer to www.microsoft.com/permission.

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The purchasing educational institution and its staff have the right to make copies of the whole or part of this book, beyond their rights under the Australian Copyright Act 1968 (the Act), provided that: The number of copies does not exceed the number reasonably required by the educational institution to satisfy its teaching purposes;

For details of the CAL licence for educational institutions contact: Copyright Agency Limited Level 19, 157 Liverpool Street Sydney NSW 2000 Telephone: (02) 9394 7600 Facsimile: (02) 9394 7601 E-mail: info@copyright.com.au

Copies are made only by reprographic means (photocopying), not by electronic/digital means, and not stored or transmitted;

Copies are not sold or lent;

Every copy made clearly shows the footnote, ‘Ready-Ed Publications’.

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Any copying of this book by an educational institution or its staff outside of this blackline master licence may fall within the educational statutory licence under the Act. The Act allows a maximum of one chapter or 10% of the pages of this book, whichever is the greater, to be reproduced and/or communicated by any educational institution for its educational purposes provided that

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Reproduction and Communication by others Except as otherwise permitted by this blackline master licence or under the Act (for example, any fair dealing for the purposes of study, research, criticism or review) no part of this book may be reproduced, stored in a retrieval system, communicated or transmitted in any form or by any means without prior written permission. All inquiries should be made to the publisher at the address below.

o c . che e r o t r s super Published by: Ready-Ed Publications PO Box 276 Greenwood WA 6024 www.readyed.net info@readyed.com.au

ISBN: 978 186 397 833 0 2

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educational institution (or the body that administers it) has given a remuneration notice to Copyright Agency Limited (CAL) under Act.

Contents Teachers' Notes Curriculum Links

4 5

Teachers' Notes Student Activity 1 Student Activity 2

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Living Things Teachers' Notes Student Activity 1 Student Activity 2 Student Activity 3 Living, Once Living and Products of Living Things Teachers' Notes Student Activity

7 8 9 10

11 12

Section Two: Chemical Science

How is Heat Produced? Teachers' Notes Student Activity 1 Student Activity 2 Student Activity 3 Measuring Heat Teachers' Notes Student Activity The Transfer of Heat Teachers' Notes Student Activity 1 Student Activity 2 Heating and Cooling Teachers' Notes Student Activity

35 36 37 38

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r o e t s B r e oPhysical Section One: Biological Science Section Four: Science p o u k S

31 32 33

39 40 41 42 43

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16 17 18 19 20 21

Section Five: Human Endeavour: Nature and Development of Science Predicting Change Teachers' Notes Student Activity

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Reversible and Irreversible Change Teachers' Notes Student Activity Changing States of Matter Teachers' Notes Student Activity 1 Student Activity 2 Heating Matter Teachers' Notes Student Activity 1 Student Activity 2

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Section Six: Human Endeavour: Use and Influence of Science

Section Three: Earth and Space Science

The Rotating Earth - Night and Day Teachers' Notes Student Activity The Rotating Earth and Sun - Time Scales Teachers' Notes Student Activity 1 Student Activity 2 Student Activity 3 Solar Oven Teachers' Notes Student Activity Sheer Size

48 49

23 24 25 26 27 28 29 30

Science at Work Teachers' Notes Student Activity Safe and Dangerous Materials Teachers' Notes Student Activity Pollutants Teachers' Notes Student Activity 1 Student Activity 2a Student Activity 2b

Answers

51 52 53 54 55 56 57 58 59 3

Teachers’ Notes Junior Scientist Book 3 is the third book in a three part Science Series which helps teachers of Year 3 meet the requirements of the Australian Curriculum in their science classes.

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When using this book students will: • experiment with materials • ask scientific questions • record observations • investigate and reflect • devise new ideas/theories • develop problem-solving skills • build confidence

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When teaching science it is important to recognise that science is interconnected. To answer one question in biology, we can use chemistry. To understand why in chemistry, we can use biology and so forth. This book helps students to make links between the four sciences by examining all four areas within one book.

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setting up a science centre. Include a variety of objects that students can use to observe and measure: magnets, telescopes, prisms, scales, magnifying glasses, models, puppets, feeling boxes, theme-related books, puzzles, smelling jars, old mechanical objects, a water table and writing materials. Regularly change the objects displayed to keep things interesting. using your surroundings. Pick up seeds, feathers and leaves from the outdoors. Ask your local vet for feathers, and other animal items. People will save things for you once the word gets out that you’re collecting. displaying new words, meanings and pictures. displaying findings from class experiments. finding out about community resources that you can visit or use in your programs.

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Australian Curriculum Links Biological Sciences Living things can be grouped on the basis of observable features and can be distinguished from non-living things (ACSSU044).

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Chemical Sciences A change of state between solid and liquid can be caused by adding or removing heat (ACSSU046). Earth and Space Sciences Earth’s rotation on its axis causes regular changes, including night and day (ACSSU048). Physical Sciences Heat can be produced in many ways and can move from one object to another (ACSSU049).

Human Endeavour: Nature and Development of Science Science involves making predictions and describing patterns and relationships (ACSHE050).

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Human Endeavour: Use and Influence of Science Science knowledge helps people to understand the effect of their actions (ACSHE051).

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Biological Science

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r o e t s Bo r e pSection One: ok u S

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Living things can be grouped on the basis of observable features and can be distinguished from non-living things (ACSSUO44).

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 Teachers' Notes

Living Things

Curriculum links: recognising characteristics of living things such as growing, moving, sensitivity and reproducing. Recognising the range of different living things. Sorting living and non-living things based on characteristics.

Important Words:

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living, non-living, plant, animal, insect, characteristics, excrete, grow, reproduce, respire, water, air, wastes, eliminate.

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Concept: •

Recognising how living things are different to non-living things.

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Teaching Ideas – Sheet 1:

1. Explain that human beings, animals, plants and insects are all classed as living things. 2. Explain that all living things have six main common characteristics which are known as ‘life processes’ and form the study of biology: - They grow - They use air and water - They eliminate waste - They move - They digest food - They can reproduce 3. Instruct the class to complete the activity sheet. Create in-class charts of the characteristics of living things from the students’ examples. Example for chart: These living things can grow.

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Teaching Ideas – Sheet 2:

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1. Go for a walk around the school and get the students to complete the second activity. This activity reinforces the concept that living things share six characteristics.

1. As a class collect examples of living and non-living things from the local environment (school/home). Set up a display and use the collected objects to stimulate questioning and discussion. 2. Encourage the class to sort, classify and group the objects. Develop language skills by getting them in pairs to say, ”This is living because…” or “This is nonliving because...” 3. Students can complete the activity sheet. 7

Living Things 1  Write a sentence about living things: Living things _____________________________________________ _________________________________________________________

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 Draw or paste a picture of living things: r o e t s Bo r e Using air and water Growing Taking in food p o u k S

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 What are these living things doing?

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Living Things 2  Walk around the school. Observe different types of plants and animals.

 Write down three examples under each heading. Animals

Plants

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1. ________________________

3. ________________________

 Answer Yes or No for each example you have found.

Animal 1 P Animal 2t Animal 3 © Ready Ed ub l i ca i ons Do I grow? •f orr evi ew pur posesonl y• Do I reproduce?

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Do I move?

Do I eliminate waste?

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Do I take in food?

Do I grow? Do I reproduce?

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Do I need water & air?

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Do I need water & air? Do I move? Do I eliminate waste? Do I take in food? 9

Living Things 3  Cut out the pictures and arrange them under the headings.

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Living Things

Non-living Things

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 Teachers' Notes

Living, Once Living and Products of Living Things

Curriculum link: exploring differences between living, once living and products of living things.

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living, once living, products of living things.

Understanding the difference between living, once living and products of living things.

Teaching Ideas:

1. As a class define ‘living’ (living things grow, use air and water, eliminate waste, move, digest food and can reproduce).

© ReadyEdPubl i cat i ons •Asf o rdefi r e i ewof p uthings’ r po se sare onot nl y• 3. a class nev ‘products living (things that living 2. As a class define ‘once living’ (things that were once living but are now dead, e.g. fossils, dinosaurs, a branch and leaves fallen from a tree).

4. Display and discuss the following:

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Living Tree Rubber tree Plant Eucalyptus Calendula Animal

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Once Living timber rubber cotton leaves flower fossil

Products of Living paper, flooring tyre fabric oil medicine research

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but have been made from living things, e.g. a timber desk, fabric from a cotton tree, etc.).

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5. Put children in pairs and have them go into the school grounds and collect four objects. Back in class ask them to sort the objects into the categories: ‘living’, ‘non-living’ and ‘products of living’. 6. Display all of the items collected by the students at the front of the classroom. Students should choose some items to categorise on the activity sheet.

Living, Once Living and Products of

Living Things  Categorise some of the objects on display in the classroom.

Once Living

Products of Living

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Living

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three shops that sell products of living things. Show the types  Draw of products that they sell.

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Chemical Science

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A change of state between solid and liquid can be caused by adding or removing heat (ACSSUO46).

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 Teachers' Notes

Reversible and Irreversible Change

Curriculum links: investigating how liquids and solids respond to changes in temperature, for example water changing to ice, or melting chocolate. Predicting the effect of heat on different materials.

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matter, state, reversible, irreversible, substance, liquid, solid, temperature, increase, decrease, freezing, heating, boil.

Recognising that matter can be changed. Understanding that some changes of matter are reversible and some are irreversible.

certain equipment (such as bowls of hot water etc.). Write the rules up on a sheet and display.

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2. Discuss with the class how a substance can change from one state of matter to another, e.g. when ice (solid water) melts, it changes to liquid water. When this happens, tell them that we can say that water changes state.

3. Discuss how the change happens - the temperature of the substance changes. As the temperature decreases the substance changes from a liquid to a solid - water turns to ice. As the temperature increases a solid turns back into a liquid – ice turns into water. Explain that these changes of state are also known as reversible changes, this means that substances can be changed back to their original state.

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4. The experiment can be done as a class or in small groups. By doing the experiment students should understand how water responds to changes in temperature.

Reversible and Irreversible Change Experiment: How water responds to changes in temperature. Materials: • ice cube • bowl of water at room temperature • hot cup of tea • thermometer

r o e t s B r e oo 1. Predict the temperature of each matter. p u k S Water at room Ice cube Hot cup of tea temperature

Prediction:

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Process:

Prediction:

2. Using a thermometer record the actual temperature of each matter.

3. Complete the table.

Temperature:

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Temperature:

What happens to each matter when kept at room temperature?

. t e Bowl of water: Ice cube:

Cup of tea:

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How can each matter be changed back to its original state? Ice cube: Bowl of water: Cup of tea: 15

 Teachers' Notes

Changing States of Matter

Important Words:

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matter, state, reversible, irreversible, substance, liquid, solid, gas, temperature, increase, decrease, condensation, freezing, melting, heating, boil, evaporation.

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Concepts:

Recognising that matter can be changed. Understanding that some changes of matter are reversible and some are irreversible.

Teaching Ideas – Sheet 1:

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1. Check that students understand key terms when talking about changing states of matter:

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Condensation means that a gas becomes a liquid through cooling. Freezing means a liquid turns into a solid through cooling. Evaporation is a change in state from a liquid to a gas by heating. Matter is anything that takes up space and has mass, so energy cannot be matter. Melting is when a solid changes into a liquid. Gas is anything that can move freely, its particles are not held together in any way. Gases do not have a definite shape or volume. Water vapour is an example of a gas. - Solids are different to gases in that their particles are held together and they have a definite shape and volume. Ice is a solid. - Liquids are free enough to move around but not as free as gases. Liquids have a definite volume and will change shape according to the container which they are held by. Water is an example of a liquid.

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2. Students can now complete the first activity sheet.

1. Ask students to give examples of substances that go through irreversible (permanent) changes when responding to changes in temperature (e.g. wood turns to ask when it is burned.) Write up examples on the board. 2. Ask students to give examples of substances that go through reversible changes when responding to changes in temperature (e.g. water when turned into ice) Write up examples on the board. 3. Students can complete the experiment on the activity sheet.

Changing States of Matter 1  Write the correct word next to its meaning. Boil

Liquid

Melting point

Substance

Container

Melt

Evaporation

Reversible

r o e t Matter s Bo r e p ok u 1. Any object that Scan be used to hold things. _____________________ Solid

Freeze

Freezing point

Condensation

Irreversible

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Gas

2. Something that has a definite shape and volume.

_____________________

3. Something that doesn't have a definite shape or volume such as water vapour.

_____________________

4. To change a liquid into a gas.

_____________________

_____________________ © ReadyEdPubl i ca t i ons Temperature atr which changes into solid. _____________________ •f or evliquid i ew pur pao ses onl y•

5. To change a liquid into a solid. 6.

8. Something that is free to move but has a definite volume.

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7. Temperature at which solid changes into a liquid.

. theat. 10. To increasee _____________________ o c . c e 11. When a gas changes into a liquid through cooling. r _____________________ h er o t s s r u e p 12. Something that occupies space: 9. To change a solid into a liquid.

A physical state - a solid, liquid or gas.

_____________________

13. What matter is made up of.

_____________________

14. Matter that is able to return to its original state.

_____________________

15. Matter that is unnable to return to its original state. _____________________ 17

Changing States of Matter 2 Experiment: How chocolate responds to temperature changes.

Process:

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Materials: • a bar of cooking chocolate • a spoon • some small molds • a small bowl • a big bowl • a fridge • a kettle of hot water

1. Wash hands. Break up chocolate into small bowl. 2. Ask adult to pour some hot water into a large bowl and stand the small bowl in the water. Watch the chocolate melt. 3. Once chocolate has melted, remove small bowl and place on bench, next to mold. 4. Use a warm spoon to pour melted chocolate carefully into the molds. 5. Put the molds into the fridge until the chocolate sets hard. 6. Once the chocolate is set, turn upside down and tap out.

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Complete the following:

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 Use the words in bold to complete the sentences below.

. temelts warm solid cooled o c it in the . che when you _______________ 1. The chocolate _______________ e r o t r s super hot water. 2. When the chocolate _______________ down it became a _______________ again.

 Is melting a change that is reversible or irreversible in this experiment? ______________________________________________________________ 18

 Teachers' Notes

Heating Matter

Curriculum link: predicting the effect of heat on different materials.

r o e t s Bo r e p ok u S Concept: Important Words:

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Recognising that matter changes when heated.

Teaching Ideas – Sheets 1 and 2:

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matter, state, reversible, irreversible, substance, temperature, increase, decrease, heating.

© ReadyEdPubl i cat i ons 2.f Students can doi the first activity. thes class come ton write their • orr ev ew puWhen r po es o l y • 1. Discuss how heat affects different materials. (Heat turns bread to toast and changes its taste, colour and smell).) Ask the class for more examples. secret message they could write, “ I like to drink (hot/cold) drinks” or ”I like (ice-cream/chocolate).”

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Extension Activity: •

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3. Students should do the second activity which shows that heat moves up when students place their hands under the paper - the paper should fold out to demonstrate that heat rises. The paper fold should face down like a tent to capture the hot air rising.

Bake some cookies or make a clay pot and fire it to show how heat affects different materials.

Heating Matter 1 Experiment: How lemon juice responds to heat.

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Process:

1. Pour some lemon juice into the container.

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Materials: • small container • lemon juice • a paintbrush • paper • iron

2. Using the paintbrush, paint a secret message with the juice below.

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Secret Message:

. tpaper in a warm place to dry. o 3. Leave thee c . 4. When the juicec is dry you will see nothing it will be invisible. e her r o s 5. Ask your teacher to reveals your byt ironing the paper with umessage per a hot iron.

FACT

Lemon juice when it dries is invisible. The heat from the iron cooks the lemon juice and turns it brown. The change is permanent, making it irreversible.

Heating Matter 2

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Materials: • pencil (with a flat end) • big ball of Blue- Tak

Process: 1. Place ball of Blue-Tak on your desk and flatten slightly. 2. Stand the pencil upright with the pointy end down into the Blue-Tak.

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Experiment: How heat moves.

3.a Cut out the shape above and fold © Re d y E d P u b l i c a t i ons along the dotted line. •f orr eBalance vi ew pu r po etop so y • 4. folded paper ons the of n thel pencil.

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5. Rub your hands together for about 15 seconds (depending on how hot or cold the room is). 6. Now hold your hands under the paper. Record what happens below.

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 After writing, discuss the results with the class.

FACTS

• When you rub your hands together you create heat by friction. • Hot air rises. 21

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Earth and Space Science

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Earth’s rotation on its axis causes regular changes, including night and day (ACSSU048).

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 Teachers' Notes

The Rotating Earth – Night and Day

Curriculum link: recognising the Sun as a source of light.

Important Words: day, night, rotation, sunset, sunrise, shadow, light, spin, Sun, Earth, lightness, darkness, noon.

r o e t s Bo r e p ok Teaching Ideas:u S Concept:

Understanding how the Earth’s rotation creates day and night.

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1. Tell your class that they will be doing an activity to help them understand the concepts of day, night, sunset and sunrise. Write these words on the board. Tell them that they are going to pretend to be the Earth. Explain to the class that the Earth is constantly spinning (rotating) around the Sun and because of this, some parts of the Earth are in light (day) and some in dark (night). Darken the room and place a lamp in the middle of the room and turn on the lamp. Explain that the lamp represents the Sun. Ask the students to be the Earth by standing in a circle around the lamp. Instruct the class to move counterclockwise around the lamp, just like the Earth as it spins around the Sun. The students should spin as they move so sometimes they have their backs towards the lamp. 2. Continue the demonstration by having one student stand near the lamp with a Post-it note stuck to their front saying Australia. Ask students to focus on the Post-it as the Earth rotates around the Sun. Ask the student to stand with his/her back to the lamp (night), so Australia is in darkness. Ask students if they think it is day or night where they live. Ask the student to rotate slowly counterclockwise, until his/her left arm is pointing to the Sun. Ask students if it is sunrise or still night. Ask the student to continue counterclockwise rotation until he/she directly faces the Sun. Ask students what time it is now in Australia. Students should see that we get the most light from the Sun, so it is midday. 3. As the student continues rotating, ask him/her to stop when his/her right arm is pointing toward the Sun. Ask students what time it is now. They should tell you it is sunset. Complete the day/night cycle by having the student return to the original position, with his/her back to the Sun. Students should tell you that it is night. Ask what time of day it is on the other side of Earth (it is noon as the student’s back is facing the Sun). Explain that one half of the Earth is always dark while the other is light. Tell them that it is the Earth's own shadow that makes the night side of the Earth dark. 4. Let others in the class have a go to experience the day/night cycle.

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Extension Activities: • Another way to reinforce the concept of the Earth rotating is by using a globe. Place a sticker on your city, state or country on the globe. Then using the lamp as the Sun, slowly rotate the globe and show students how the Earth rotates. Use the globe to identify which countries are in daylight while your country is in darkness/lightness. Emphasise that when there is light, there is darkness or shadows. • Read Dr. F Branley’s, 1999, What Makes Day and Night (Harper Collins Publishers. Illustrator A. Dorros).

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 Complete the following on the diagram. -

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The Rotating Earth – Night and Day

Colour the Sun yellow. Colour the night-time half of the Earth black. Colour the daytime half of the Earth green. Colour the arrows in purple to show the direction that the Earth spins.

 Circle to show if the statements are true or false.

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2. The Sun spins clockwise.

True/ False

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1. The Earth spins counterclockwise.

True/False

True/False . trotates, resulting in day and night. o 4. The Earthe True/False c . c e 5. The Earth orbits around the Sun every 365 days.r True/False her o t s super 6. The Sun's energy is solar energy. True/False 3. The Sun is bigger than the Earth.

7. The Sun rotates around the Earth.

 What does the Earth’s shadow create?

True/False

 Teachers' Notes

The Rotating Earth and Sun - Time Scales

Curriculum links: describing time scales for the rotation of the Earth. Constructing sundials and investigating how they work.

Important Words:

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rotate, revolve, Earth, Sun, speed, equator, time scales, fast, slow, counterclockwise, orbit, revolution, solar system.

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Understanding how long it takes the Earth and Sun to rotate.

Teaching Ideas – Sheets 1, 2 and 3:

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Concept:

1. Explain that it takes 24 hours for the Earth to rotate completely and it takes 365 days (one year) for the Earth to revolve around the Sun. 2. Go out to the playground to demonstrate these time scales. 3. Draw on the ground a 60 centimetre circle in yellow chalk to represent the Sun. Three metres out from the Sun, draw a blue circle around the Sun to represent the Earth’s orbit. Select one student to act as the Earth and another student to act as the Sun. The Sun is to walk on the outside line of the yellow circle. 4. Explain that the universe is made up of a Solar System and the Sun is at the center of the Solar System. Tell them that the Sun rotates in its own orbit once every 27 days. Ask the Sun, “Is this fast or slow?” 5. Slowly turn the “Sun” to demonstrate rotation in a counter-clockwise direction, while standing in one spot. 6. Explain that the Earth also rotates in a cycle. The rotation is once every 24 hours. Ask, “Is the Earth faster or slower than the Sun?” Turn the “Earth” as it moves along the lined orbit to demonstrate rotation and revolution in a counterclockwise direction. 7. Explain that it takes an entire year for the Earth to complete its orbit around the Sun. Ask, "How many times has the Earth revolved around the Sun since you were born?" 8. Assign the “Sun” and “Earth” roles to another set of students and repeat the rotation/revolution. 9. After the activity ask students, “Which role was the hardest/easiest to play, and why?" 10. When back in the classroom complete the activity sheets.

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The Rotating Earth and Sun

– Time Scales 1 Experiment: How a sundial maps the rotation of the Earth.

Teac he r Process:

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Materials: • paper plate • pencil • blue coloured pencil

1. Push the pencil halfway into the centre of the paper plate.

2. At 11 am go outside to a grassed area and push the pencil into the ground.

3. Mark on the dial (plate) where the pencil’s shadow is each hour. Record the time alongside the mark.

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4. Do this until 1 pm and get the class to guess where the shadow will be at 2 pm, mark it in red. At 2 pm check your predictions.

. t e moves around the dial. This shows that o The pencil’s shadow the c . Earth spins at a steady Shadows are long in the morning chspeed. e r o and in the afternoon. Ine ther middle of the day, as the sun is highest t s s r u e p in the sky, its shadow is the shortest. WHAT HAPPENS?

FACTS • The Earth takes 24 hours to spin once around the sun. • The Earth spins at 1,600 kmph. 26

The Rotating Earth and Sun

– Time Scales 2 Experiment: How shadows map the rotation of the Earth.

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Materials: • 1 piece of chalk per pair • playground with solid ground • sunny day Process: 1. Get into pairs. Find a large space in the playground to stand with piece of chalk. 2. One of you should draw a cross on the ground. 3. The other should stand on the cross. 4. The person not standing on the cross should draw an outline from his/her partner’s feet to the tip (head) of his/her shadow. 5. Record the time at the top of the head and the name of your partner. 6. Repeat every hour during the day. It is important that the same person stands on the cross. 7. Record the data on the next sheet (The Rotating Earth and Sun – Time Scales 3).

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Questions:

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 What do you notice about your classmate's shadows?

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o c .  Why do you think some shadows are long and some are shorter? ch e r er o st super ______________________________________________________________

______________________________________________________________

Extension Activity: At different times of the year the Sun will be at different angles in the sky. This is as the Earth tilts, changing our seasons. If you do this activity in summer then try it again on a sunny day in winter at the same time, do you notice a difference in the shadows?

Warning: Never look at the Sun directly, as it is harmful to your eyes. 27

The Rotating Earth and Sun

– Time Scales 3 Length of shadow

Sun in the sky

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 Draw the results of your experiment.

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Time

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Questions:

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1. At what time was your shadow the longest in the sundial? _____________________________________________________________ 2. At what time was your shadow the shortest in the sundial? ______________________________________________________________ 28

 Teachers' Notes

Solar Oven

Curriculum link: recognising the Sun as a source of light.

r o e t s Bo r e p ok u S Concept: Important Words:

•

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gas, energy, solar, dark, cold, hot.

Understanding that the Sun is a powerful source of light and heat.

Teaching Ideas:

1. Give the students some further background information about the Sun:

The Sun is aa giant ball ofE super hot gas. It isl so hot that ito glows, just like © R e d y d P u b i c a t i n s a bonfire does at night. Deep inside the Sun, it makes energy which makes its gases glow and hot. This energy works its way to the surface •f orr evi ew pur posesonl y• of the Sun as heat and light. The surface of the Sun is nearly 60 times

2. Tell the class that the energy from the Sun is solar energy.

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hotter than boiling water. It is so hot that a spacecraft would melt if it flew near to it. The Sun is 149 668 992 kilometres from the Earth. Nothing on the Earth could live without the Sun as it would be a dark and cold place.

3. Conduct the experiment as a class or in small groups, to demonstrate how the Sun is a powerful source of light and heat.

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Solar Oven Experiment: How the Sun is a source of heat.

Teac he r Process:

• • • •

sliced carrot or apple

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r o e t s Bo black paper r e p large sheet card ok u sticky tape S

Materials: • 1 large yoghurt container • 2 polystyrene cups • tissue paper • aluminum foil • cling wrap

1. Line one polystyrene cup with black paper and place food inside. Cover the top with cling wrap.

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3. Pack tissue paper into the gaps between the cup and the yoghurt container.

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4. Wrap a large sheet of aluminium foil around the yoghurt container and place in the Sun. If the day is hot it should be cooked within half an hour.

. te o WHAT HAPPENS: c . c e The Sun’s heat is trapped in the solar oven. The aluminum foil her r o t sthe heat onto reflects the sunlight like a s mirror and directs r up e the food. The black inside of the inner cup soaks up the Sun’s heat and the cling wrap traps the heat inside the inner cup cooking the food.

 Teachers' Notes

Sheer Size

Curriculum link: modelling the relative sizes and movement of the Sun, Earth and Moon.

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

Important Words:

Concept:

•

Understanding the sizes of the Sun, Earth and Moon.

Teaching Ideas – Sheets 1 and 2:

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size, diameter, more than, less than, kilometres, relative corona, Moon, solar flare, gas, Earth, sunspot, Sun.

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y• 2. Tell them that it takes four Moons to cover the diameter of the Earth and 1. Discuss the enormous size of the Sun in contrast to the Earth and the Moon. The Earth’s diameter is 12,755 kilometres and the Sun’s diameter is 1 392 726 kilometres. 109 Earths to cover the diameter of the Sun.

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3. Students should complete the activity sheets to help them process the relative sizes of the Sun, Earth and Moon.

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Sheer Size 1

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 Which is the biggest?

________________

 Which is the smallest?

________________

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 Label the Sun, the Moon and the Earth on the diagram.

inside the Earth to show that it takes four moons to cover the diameter of the Earth.

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. teMoon o c . che e r o t r s s r u e p Moon Moon Moon

FACT 32

• The Sun is so big that you could fit more than 1 million Earths inside of it. • The Sun measures more than a million kilometres across.

Sheer Size 2  Write four facts about the Sun inside the circle.  Draw the Sun's rays and colour in to show the Sun glowing brightly.

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 Draw arrows to show which direction the Sun rotates.

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True or False?

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Key

> The Earth True False >< .e> The Moon True False =o The Eartht c . c e Moon  True  False The Sun r > hThe er o t s super The Earth  True  False The Moon < The Sun  True  False The Moon < The Earth  True  False The Moon = The Sun = The Earth True False The Sun

is bigger than is smaller than

is equal to

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Physical Science

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r o e t s Bo r e p Section 4: ok u S

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Heat can be produced in many ways and can move from one object to another (ACSSU049).

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 Teachers' Notes

How is Heat Produced?

Curriculum link: describing how heat can be produced such as through friction or motion, electricity or chemically (burning).

Important Words:

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mechanical, electrical, human activity, heat, motion, friction, stationary.

Concept:

Teaching Ideas – Sheets 1 and 2:

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Understanding that heat can be produced by human motion, electrically and mechanically.

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•

1. Discuss with the class how heat is produced from human activities and from mechanical and electrical machines. Tell them that heat is produced almost anywhere. 2. Ask students to stand up and feel their hands. Ask: How do your hands feel right now? Then get them to rub their hands together for ten seconds. Then ask the following: How do your hands feel right now? Why? When would you most likely do something like this? Why? Why is rubbing your hands together useful or helpful? Discuss how rubbing their hands together creates friction which generates heat. 3. Instruct the students to jog on the spot for a minute. When they have stopped, discuss how they are “heat producers” when they are physically active. Ask them the same questions that you asked in step three. 4. Ask them what electrical and mechanical machines create heat. Make a list on the board. (Electrical: computer, overhead projector, lamp, flashlight, television. Mechanical: sharpening a pencil, spinning a spinning top, using roller blades.) Explain how the mechanical and electrical machines move to produce heat.

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Electrical motors work by running on the supply of electricity, which is made by solar power or electricity generators in power stations carried to consumers by power lines Mechanical motors work by using levers, pulleys or gears. Every machine's purpose is to take energy from a source and use it to perform tasks. By doing this it transfers energy from the source to where it is required.

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o c . c e he3:r r Teaching Ideas – Sheet o t s super 5. Students can complete the two activity sheets.

1. Students can carry out the experiment in small groups. 2. Students should discover that:

Metal conducts and transfers heat faster than plastic. They should observe that: ice melts with the metal spoon faster than the plastic spoon. The heat produced is human.

How is Heat Produced? 1

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 Draw and label objects that give off heat inside the house below.

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Think about your bedroom:

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. t e o Electrical Mechanical c . che e r o t r s super

 Draw and label two objects that give off heat.

How is Heat Produced? 2  Cut out the pictures and paste them under the correct sources of heat. Mechanical Sources of Heat

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

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Electrical Sources of Heat

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How is Heat Produced? 3 Experiment: How heat can be produced through motion.

Process:

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Materials: • ice cube • metal spoon • plastic spoon • plate

1. Place the ice cube on the plate. 2. Press the metal spoon into the ice cube. 3. Hold for a few minutes. 4. Remove spoon.

5. Now try the experiment with the plastic spoon.

Results:

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 What happened? ______________________________________________________________

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______________________________________________________________

o c . che e ______________________________________________________________ r o t r s super  Is the heat produced mechanical, electrical or human?  Does it make a difference if the spoon is plastic or metal?

______________________________________________________________

FACTS 38

• The pressure of the metal spoon caused heat. • This heat melted the ice.

 Teachers' Notes

Measuring Heat

Curriculum links: recognising that we can feel heat and measure its effects using a thermometer. Describing how heat can be produced such as through friction or motion, electricity or chemically (burning).

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

Important Words:

mechanical, electrical, human activity, heat, cool, thermometer, stationary.

•

Understanding that heat can be felt and measured.

Teaching Ideas:

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Concept:

1. Set up four 'centres' in the classroom: a human-based centre, an electrical centre, a mechanical centre and a stationary centre.

2. Divide the students up so there are a similar number of students at each centre.

3. Tell the students that they need to decide whether the objects in their centre produce heat and how (electrically, mechanically, or by human activity).

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Materials needed: eraser, board, book, desk, metal buttons, coins, paper. At the human-based centre the students will need to erase the board, rub a book on a desk and rub metal buttons and coins on paper. They can decide whether each action creates heat by touching the board, desk and paper. Electrical Centre Materials needed: computer, overhead projector, lamp, flashlight, television. At the electrical centre students should measure the heat that each object produces using a thermometer.

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Mechanical Centre Materials needed: sharpener and pencil, spinning top, roller blades. At the mechanical centre the students will need to sharpen the pencil, spin the spinning top and roll the blades on the floor, then touch the objects to decide whether each action produces heat. Stationary Centre Materials needed: cardboard box, envelope, pencil. At the stationary centre the students should not move the objects and feel each one to test whether it produces heat.

Measuring Heat Prediction: Which centre do you think will produce the most heat? ___________________________________________________________

r o e t Mechanical-Based Centre s B r e o Tick if heat was produced by: Tick if heat was produced by: p o u k S erasing board sharpening the pencil

Record your results.

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Human-Based Centre

rubbing book on desk

moving the spinning top

rubbing metal buttons on paper

rolling the roller blades

Record temperature of:

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computer

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overhead projector lamp flashlight

envelope

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Electrical-Based Centre

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television

 In conclusion the most heat was produced by: _____________________________________________________________ 40

 Teachers' Notes

The Transfer of Heat

Curriculum link: exploring how heat can be transferred through conduction.

Important Words: conductor, conduction, transfer, insulator, heat, cool, equilibrium.

r o e t s Bo r e p ok Teaching Ideas – Sheet 1: u S Concept:

Understanding that heat can sometimes be transferred.

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•

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1. Explain to the class that electricity flows from one thing to another and this means that heat flows from one thing to another.

2. Conductors allow electricity (heat) to pass though them, whereas insulators are things that don’t allow electricity (heat) to pass through them. 3. Heat always travels from the warmer object to the cooler object until equilibrium is reached.

4. Break the class up into groups to test which items are conductors of electricity (heat) and which are insulators of electricity (heat).

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2. The experiment measures the movement of heat between objects. When we say that something is “hot” or “cold,” we are talking about the molecules of a substance. Words like “hot” and “cold” describe how fast or slow the molecules are moving. Hot substances have fast moving molecules. Cold substances have slower moving molecules. Heating any substance makes the molecules of that substance move faster. Cooling any substance makes the molecules of that substance move slower.

. tefor teacher: o Preparation c . che e r o t r s super

• • •

Leave two beakers with water to stand for one hour at room temperature. Place three metal nuts on a small tray in the freezer. To heat the metal nuts: - Place three metal nuts into a small aluminum tray. - Prepare a pot of boiling water on the stove. - Using tongs place tray into the boiling water for a few moments.

The Transfer of Heat 1 Experiment: How some objects transfer heat. Materials: • 4.5 volt battery • 3 coloured clip leads • small light bulb in bulb holder • sticky tape

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r o e t s Bo r e p ok • Test items: paper clip, coin, u aluminum foil, pen, elastic S band, plastic spoon.

Process: 1. Clip one end of lead (1) to the + end of battery and one end of lead (2) to the - end of battery. 2. Clip the free end of lead (1) to a screw terminal of the bulb holder. Note: make sure that it doesn’t touch the bottom of the bulb. Clip one end of lead (3) to the other screw terminal of bulb holder. 3. Place a test item on the table and clip lead (2) from the battery and lead (3) from the bulb, to the object. 4. Watch if the bulb lights up. If it lights up then the object conducts electricity (heat). If it doesn’t light up, it is an insulator (doesn’t allow electricity (heat) to pass through it). 5. Draw up a table like the one below and record your results.

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Item Tested

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Conductor Insulator

o c . che e r o Which items are bad conductors of electricity? t r s super

______________________________________________________________ Are metal objects good or bad conductors of electricity? Explain. ______________________________________________________________ IMPORTANT: Never use electricity from a socket for any experiment as you will get an electrical shock and it may harm you. 42

The Transfer of Heat 2 Experiment: How heat travels. Materials: • 2 beakers of water at room • 3 hot metal nuts temperature ¾ filled • Safety gear: tongs with • thermometer rubber grip ends, clear goggles and gloves. • 3 cold metal nuts Process:

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r o e t s Bo r e p ok u 1. Record theS temperature of the water in both beakers using a thermometer.

temperature:

Beaker 1 Beaker 2 © Re adyEdPubl i c at i ons 2. Keeping the thermometer in the beakers, use the tongs to place •f ometal rr e vi wp r pos esonl y• one hot nut ine beaker 1.u Temperature of Beaker 1

Adding Heated Metal Nuts +1

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Watch the thermometer as the heat flows from the nut into the water. Add the other two metal nuts, one at a time, to the water and observe the thermometer. Record the temperature each time.

. tthe experiment with cold Temperatureo of Beaker 2 3. Repeate Adding Cold Metal Nuts c . metal nuts byc adding one nut at a e h r + 1 time into beaker 2.e o +2 + 3 r st super

Conclusion: Do more nuts make the water hotter or colder; why do you think this is so? ______________________________________________________________ ______________________________________________________________ 43

 Teachers' Notes 1 Heating and Cooling Curriculum link: identifying changes that occur in everyday situations due to heating and cooling.

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

Important Words:

Concept:

•

Identifying how objects change when heated and cooled.

Teaching Ideas:

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Teac he r

reversible, irreversible, melted, cooled, before, after.

1. Discuss how heat affects small everyday items. List all student responses on the board (e.g. chocolate melts when heated, plastic melts, etc.).

2. Ask if heat affects all objects in the same way, like ice cream melting, an egg cooking, cookies baking, etc. Discuss how some items are reversible when heated and some are irreversible. For example, chocolate can be melted and then cooled to be brought back to its original state. When heat is applied to an egg, cooling it cannot turn it back to its original state.

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3. Explain to the students that they are going to explore how heat affects various objects (chocolate chips, marshmallows, crayons, popcorn kernels, paper, metal paper clips). 4. Display each item. Ask the students to draw or describe the appearance of each item on the activity sheet (page 46), before it is heated.

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5. Set up and conduct the experiment as a class on page 45.

6. On the activity sheet (page 46) students should record each item’s appearance after heating and cooling.

 Teachers' Notes 2 Heating and Cooling Materials:

Teac he r

chocolate chips marshmallows crayons popcorn kernels paper metal paper clips 7 small dishes (e.g. aluminum trays)

• • • • • • •

timer tongs with rubber handles hot plate water saucepan safety goggles (one per student) fridge

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

Process:

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• • • • • • •

1. Display test items. Ask students to draw or describe the items before they are heated on the activity page.

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y• 3. Place the first item into an aluminum tray. 2. Distribute safety goggles. Gather students at a safe distance around the hot plate, observing all safety precautions.

4. Turn on the hot plate.

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5. Place the saucepan with water on hot plate until it is boiling.

6. Use a pair of tongs to place the first tray into the boiling water (it should float on top).

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7. Run the timer for five minutes.

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8. After five minutes, remove the tray using the tongs. Set it down on a safe, flat surface and ask students to say how the item has changed.

9. Instruct the students to record how the item differs in appearance on the activity sheet by drawing or writing. 10. Place the item in the fridge.

11. Run the timer for 10 minutes. 12. After 10 minutes, remove the item from the fridge and instruct the students to record how if it differs in appearance on the activity sheet by drawing or writing. 13. Repeat the experiment using the other items. 45

Heating and Cooling  Draw and/or describe each test item: before it is heated, after it is heated and when it is cooled.

Marshmallows

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Crayons Popcorn Kernels Paper Metal Paper Clips

When Cooled

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After Heated

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Chocolate Chips

Before Heated

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r o e t s Bo r e p Section 5: ok u S

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Human Endeavour: Nature and Development of Science

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Science involves making predictions and describing patterns and relationships (ACSHE050).

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 Teachers' Notes

Predicting Change

Curriculum link: making predictions about change and events in our environment.

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

Important Words:

Concept:

•

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environment, measure, observe, record, evidence, change, process, local, habitats, adapt, survive.

Understanding that observing and measuring change helps us to predict future change.

Teaching Ideas:

1. Discuss as a class how change is always taking place around us in our environment. Tell students that we don’t notice a lot of the changes that take place because they occur so slowly. Over time, small changes can result in big changes. Learning to observe, measure, and record change is an important step in predicting changes that happen in our environment.

3. In class discuss the difference between:

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The process of change (e.g. the breaking of a tree branch, which we can observe).

The evidence of change (e.g. a branch on the ground).

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4. Students can individually complete the activity sheet.

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2. Some changes are easy to predict and some are not. As humans we rely on patterns to help us predict changes.

Predicting Change  Look at the pictures. Draw or describe what you think will happen next.

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

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r o e t s Bo r e p Section 6: ok u S

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Human Endeavour: Use and Influence of Science

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Science knowledge helps people to understand the effect of their actions (ACSHE051).

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 Teachers' Notes

Science at Work

Curriculum link: investigating how science helps people such as nurses, doctors, dentists, mechanics and gardeners.

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

Important Words:

Concepts: •

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Teac he r

workforce, profession, nurses, doctors, pilots, mechanics, gardeners, chefs.

Understanding that people in many different jobs use science.

Teaching Ideas:

© ReadyEdPubl i cat i ons Nurses- taking the temperature of patients, recognising the symptoms of illness, recording progress, understanding of the human body, identifying •f or r e v i ew pur posesonl y• body parts and muscles.

1. As a class discuss how science is used by: -

Pilots- predicting weather patterns, having a knowledge of force, motion and mechanics.

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Doctors- diagnosis of illness, understanding medications, being able to identify body parts and muscles, understanding of human body.

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Mechanics- knowing how motors, levers, pulleys and gears work.

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Gardeners- understanding living and non-living things, soil types and weather conditions.

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Chefs- testing the temperature of food, understanding how ingredients go together, food nutrition and how heat works.

2. Record responses on the board.

3. Students can also consider other professions.

4. Individually, students can complete the activity sheet.

Science at Work  Identify the job of the person in each picture.

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

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 Describe how science is used in each job.

Job: ______________

How is science used:

_________________

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Job: ______________

How is science used:

o c . _________________c _________________ _________________ e h r e o t r _________________ _________________ s _________________ super

 Think of another job and say how people use science in this job. ______________________________________________________________ 52

 Teachers' Notes

Safe and Dangerous Materials

Curriculum link: considering how materials including solids and liquids affect the environment in different ways.

r o e t s Bo r e p ok u Concept:S Important Words:

•

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safe, unsafe, dangerous, toxic, hazardous, chemicals, solids, liquids, materials.

Recognising the difference between safe and unsafe materials, solids and liquids.

Teaching Ideas:

1. Explain to the students that their homes contain both safe and dangerous (unsafe/toxic/hazardous) materials. Ask them to name some materials found in the home that can be dangerous when spilled, broken, ingested or misused. (Household cleaners like ammonia, bleach and turpentine. Electrical items like hair dryers or light bulbs.) 2. Ask them what could happen if they spilled bleach on to their clothes or skin or put water near a hair dryer. 3. Tell them that some dangerous materials can be classed as solids and some can be classed as liquids. 4. Collect images of potentially unsafe materials found in the home. See if the class can divide these into categories or groups (solids or liquids). 5. Ask them if their homes contain any toxic materials and ask where they are stored, how they are used and if they would recommend a safer way to store or use them. 6. Students can individually complete the activity sheet.

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Safe and Dangerous Materials

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 solid  liquid

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 Label the dangerous materials. Tick whether they are solids or liquids.

 solid  liquid

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 solid  liquid

 Add three of your own dangerous materials.

 solid  liquid

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o c . che e r o t r s super  solid  liquid

 solid  liquid

 Teachers' Notes

Pollutants

Curriculum links: considering how materials including solids and liquids affect the environment in different ways. Deciding what characteristics make a material a pollutant.

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

Important Words:

Concept: •

Understanding how materials can pollute our world.

Teaching Ideas – Sheet 1:

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Teac he r

safe, unsafe, dangerous, toxic, hazardous, chemicals, pollutant, solids, liquids, materials.

1. Introduce and define the word ‘pollutant’. (Anything that harms our surroundings: the air, water and land. Can appear in the form of litter, gases, liquids, etc.) 2. Explain that people cannot survive without clean air, clean water and a clean land. Stress that pollution is a responsibility and concern of all people in every community. 3. Look at pictures of water, air, and land pollution. As a class identify what the pollutant is in each picture. Students can write responses underneath each of the pictures. (Examples: a car polluting the air through the exhaust, a green pond with litter in, a site covered in debris.) 4. Students can complete the first activity sheet.

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Teaching Ideas – Sheets 2a and 2b:

1. Students should conduct the experiment to show how pollutants affect plants and to be clear about the characteristics of pollutants. Characteristics of a pollutant are anything that harms our surroundings and people. As we cannot survive without clean air, water, and land.

Extension Activities: •

Organise an excursion to a local company or to an industry that deals with pollution prevention.

•

Invite a guest speaker into the classroom to talk about pollution prevention and/or environmental safety.

Pollutants 1

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

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 What are pollutants? Draw and write.

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 Colour the pollutants in each picture and say whether the pollutants are liquids or gases.

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Pollutants 2a Experiment: How pollutants affect plant life. Materials: • 5 cm seedlings

• soil

• five jars

• water

• fertiliser

r o e t s Boand number the jars. r 1. Plant a seedling in each of the five jars with soil e p ok u 2. In each jar place: S water and fertilizer

oil and water

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Process:

soap and water

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salt and water

water

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o c . che e r o t r Jar s 4u Jar s5 per

3. Water the seedlings for two weeks. 4. Watch the growth of the plants over the two week period and graph their heights.

Pollutants 2b

7 6 5 4 3

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2 1 0

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Jar 1 fertilizer

Jar 2 oil

Jar 3 soap

Jar 4 salt

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Plant height (cm)

How pollutants affect plant life

Jar 5 water

Answer these questions:

 Which plant grew the most? ___________________________________

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 What are the pollutants?

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_____________________________________________________________ _____________________________________________________________

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 Rank the pollutants in order of most dangerous.

 In your own words explain how pollutants affect plants. _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ 58

Answers Page 8 The kangaroo is moving. The hen is reproducing. The dog is eliminating waste. Page 10 Living Things: 1, 3, 5, 9, 10, 11, 12 Non-Living Things: 2, 4, 6, 7, 8

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

To change back to original state, you must: Freeze the ice. Leave the water at room temperature. Heat the tea.

Page 27 Shadows get longer as the Sun moves across the sky. Shadows are shorter as the Sun is high in the sky. Shadows are longer as the Sun is closer to the Earth. Page 32

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Page 15 When kept at room temperature: The ice cube will melt. The water will stay at room temperature. The hot cup of tea will cool down.

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4. true 5. true 6. true 7. true 8. false The Earth’s shadow creates night-time.

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The biggest is the Sun. The smallest is the Moon.

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Page 18 1. melts, warm 2. cooled, solid Melting chocolate is a reversible change. Page 24 1. true 2. false 3. false

Page 33 1.True 2.True 3.True 4.True 5.True 6.False 7.False

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Page 17 1. Container 2. Solid 3. Gas 4. Evaporation 5. Freeze 6. Freezing point 7. Melting point 8. Liquid 9. Melt 10. Boil 11. Condensation 12. Matter 13. Substance 14. Reversible 15. Irreversible

Page 36 Electrical sources of heat: computer, iron, clock, torch, traffic lights, drill, mixer, fridge. Mechanical sources of heat: bike, car, lawn mower, skateboard, hammer, stapler, mouse trap. 59

Page 38 Students should find that the ice melts faster with the metal spoon than the plastic spoon because metal conducts and transfers heat faster than plastic. The heat produced is human. Page 42 Students should discover that bad conductors of electricity are: the plastic spoon, elastic band and pen.

medications, being able to identify body parts and muscles, understanding of human body. Nurse: taking temperature of patient, recognising symptoms of illness, recording progress, understanding of human body, identifying body parts and muscles. Chefs: understanding temperature, how ingredients go together, food nutrition and how heat works.

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Gardeners: understanding of living and Good conductors are: the paper clip, the coin non-living things, soil types and weather conditions. and the aluminum foil. Mechanics: understanding how motors, levers, pulleys and gears work.

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Page 54

Students should discover that heat travels faster than cold.

Insect spray: liquid

The cold nuts slow the water molecules, slowly cooling the temperature.

Kerosene oil: liquid

Light globe: solid

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A good conductor of electricity is metal as it allows heat to pass through it.

liquid ÂŠ ReadyEdPaint: P u b l i c a t i o n s Cleaners (bleach): liquid â&#x20AC;˘f onuts rr ev i e w pPage ur p osesonl yâ&#x20AC;˘ In Beaker 1 more hot make the water 56 The hot nuts speed up the water molecules, raising the temperature.

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In Beaker 2 more cold nuts cool the water down, as the water temperature is transfered into the nuts the temperature in the water is cooled.

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The pollutant is the oil and it is a liquid. Page 58

The students should discover that the plant which grew the most was in Jar 1 because it contained no pollutant.

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Page 49 A. Plant will grow taller with more leaves/ buds. B. Plant life will be damaged along river edge. C. Damage to the bush as being trampled on. D. Tree will be split in half, branches fall off etc. E. Bush will be burnt and no animals will return. Page 52 Doctor: diagnosis of illness, prescribing 60

The gases emitted from the car are pollutants. They are gases.

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hotter as the heat is transfered from the nuts to the water

The students should discover that the plant which grew the least was either the one in Jar 2, 3 or 4 as all these jars contained pollutants. Jar 2 contains the worst pollutant. The pollutants are the oil, soap and salt.