Next Generation Science Level 1 - Activity Book A

Science for the Next Generation

Science Gra d e On e

Activity Book

A

Next Generation Science

Next Generation Science is based on the United States Next Generation Science Standards (NGSS). The series consists of full-color textbooks and full-color activity books for Grades K to 6.

Next Generation Science engages students with a highly visual presentation of the disciplinary core ideas in the textbooks and places an emphasis on applying scientific knowledge using NGSS practices through numerous scientific investigations. Next Generation Science sees engineering as an essential element of science education and as such is tightly integrated into both the textbooks and activity books.

The Next Generation Science activity books include the follow features:

AB Activity

Activity 7.3

Sorting Matter

her sort ing her bedroom. Help 1. Chelsea is clean on the g letters in the boxes her things by writin next page.

Activities and investigations related to concepts and topics covered in the Next Generation Science Textbook.

s in a different way.

2. Now sort the thing

P

O

N

M

L

K

J

I

s been sorted?

How have the thing H

G

F

E

D

C

B

A

s been sorted?

How have the thing

27

Engineer It!

Engineer 26It!

Design a Musical Instrument

Goes beyond inquiry by encouraging students to design, model and build to engineer solutions to defined problems.

Procedure

!

Musical instruments make sounds in different ways.

Some make sound when you blow into them. Some make sound when you hit, shake or pluck them. Now it’s your turn to make your own musical instrument.

1. Use the materials to design and build a musical instrument.

Think about how your instrument will make sound and how the sound can be changed.

2. Draw a model and build your instrument.

Materials • art and craft supplies

• balloons

3. Explain to a friend how your instrument produces sound. Explain how you can change the sounds it makes.

• boxes and containers

• aluminum foil

• string

• scissors

• tape

the night sky? appear small in 4. Why do stars ll balls of gas. (a) They are sma 71 to the Earth. (b) They are close away. far (c) They are very le. peop ts sun affec 5. Tell 2 ways the

70 Review

Review

terns

ce Pat Earth and Spa

s in 1. Use the word Earth

sun

the box to label

the picture.

moon (a)

Topical questions at the end of each chapter for formative assessment.

Earth? day and night on nd the sun.

6. What causes n of the Earth arou (a) The revolutio the Earth. of ion rotat (b) The Sun. the of ion (c) The rotat e across the sky sun appear to mov 7. Why does the during the day?

(b)

(c) you see 2. Which star can s 3. Circle the thing

stars 146

g the day?

in the sky durin

you can see in

Earth

the sky at night.

moon

sun

n to move it take for the moo 8. How long does ? around the Earth (a) 1 day (b) 28 days (c) 365 days 147

Contents Unit 1 – Living and Non-living Things

2

Unit 2 – Plant and Animals Parts

32

Unit 3 – Parents and Offspring

86

Unit 4 – Earth and Space Patterns

120

Unit 5 – Weather and Seasons

148

Activity 1.1

What Are Living Things?

1. Check ( Cross (

2

) the living things. ) the non-living things.

3

2. Draw two living things.

Tell how you know they are living things.

Living Thing 1

Living Thing 2

4

3. Draw two non-living things.

Tell how you know they are non-living things.

Non-Living Thing 1

Non-Living Thing 2

5

Activity 1.2

Do Plants Need Sunlight?

Materials • two small plants

Procedure 1. Place one plant near a window that gets sunlight.

6

2. Place the other plant in a dark cupboard.

3. Observe the plants for two weeks.

4. Record your observations.

Observations Draw the plants on day 1, day 7 and day 14.

Day 1 Window

Cupboard

7

Day 7 Window

Cupboard

Day 14 Window

8

Cupboard

Analyze and Interpret 1. Write two ways the plants look different.

2. What can you infer from your observations?

Application Would you expect to find plants deep inside a cave? Explain your reason.

9

Activity 1.3

Do Plants Need Water?

Materials • two small plants

• marker • watering can

Procedure 1. Use the marker to label the plants.

2. Place the plants near a window.

A

10

B

3. Water plant A every day for two weeks.

Do not water plant B.

A

B

4. Record your observations.

Observations Draw the plants on day 1, day 7 and day 14.

Day 1 Plant A

Plant B

11

Day 7 Plant A

Plant B

Day 14 Plant A

12

Plant B

Analyze and Interpret 1. Write two ways the plants look different.

2. What can you infer from your observations?

Application Sometimes it may not rain for a very long time. How does this affect plants?

13

Activity 1.4

Needs of Living Things 1. Check ( ) or cross ( ) the boxes.

Circle if it is a living thing or a non-living thing. (a)

Needs air: Needs water: Needs sunlight: living thing

(b)

non-living thing Needs air: Needs water: Needs sunlight:

living thing (c)

non-living thing Needs air: Needs water: Needs sunlight:

living thing

14

non-living thing

(d)

Needs air: Needs water: Needs sunlight: living thing

(e)

non-living thing Needs air: Needs water: Needs sunlight:

living thing

non-living thing

2. What is needed by all living things?

3. What is needed by only plants?

15

Activity 1.5

How Animals Move Use the table on the next page to classify the animals by how they move.

16

snake

dog

jellyfish

frog

kangaroo

horse

snail

rabbit

ant

worm

trout

pigeon

butterfly

bee

spider

shark

bat

cheetah

goldfish

deer

How Animals Move Walk/ Run

Crawl

Fly

Swim

Jump/ Hop

Slide

17

Activity 1.6

How Do Plants Grow and Change?

Materials • bean seeds

• plant pot

• soil

• spray bottle

Procedure 1. Fill the plant pot with soil.

2. Place three bean seeds in the soil.

3. Push the seeds under the soil with your finger.

18

4. Place the pot near a window.

5. Fill the spray bottle with water.

6. Use the spray bottle to water the seeds every day for two weeks.

7. Record your observations.

Observations Draw what you see in the pot every three to four days.

19

20

Analyze and Interpret 1. What happened to the seeds?

2. What can you infer from your observations?

Application Blake is growing a tomato plant.

Draw how the tomato plant will look in one month.

21

Activity 1.7

How Do Animals Grow and Change?

1. Match the animals to their young.

22

2. Compare the mother lynx to her young.

(a) List some ways the young lynx is similar to its mother.

(b) How will the young lynx change as it gets older?

23

Activity 1.8

Compare Living and Non-living Things 1. Use the Venn diagram to compare the polar bear cub and polar bear soft toy.

24

2. Use the Venn diagram to compare a Venus flytrap and a crocodile.

25

Activity 1.9

Classify Living and Non-living Things 1. Complete the chart.

Thing

26

Needs Air

Needs Food

Moves

Grows and Living or Has Young Non-living

Thing

Needs Air

Needs Food

Moves

Grows and Living or Has Young Non-living

27

Activity 1.10

How Do You Know It’s a Living Thing?

1. Riley thinks a tree is not a living thing because it cannot move from place to place. Do you think Riley is correct? Explain your answer.

28

2. Wyatt thinks a slinky is a living thing because it can move and grow. Do you think Wyatt is correct? Explain your answer.

29

Review

Living and Non-living Things 1. Use the words in the box to compare the needs of animals, people and plants. air

food

water

All living things need and

sunlight ,

. Plants use the energy from to make food. Some animals get

the

they need by eating plants.

Animals and people drink the need. Plants take in

they from their roots.

2. Name an animal and tell how it gets the air, food and water it needs.

Air Food

Water 30

3. Name two ways that a pet rabbit is different than a rabbit soft toy. (a) (b) 4. True (

) or false (

).

(a) A plant is a living thing. (b) Plants eat other plants for food. (c) Non-living things grow and change. (d) Living things move. (e) Non-living things need air and food. (f) Water is a living thing. (g) People need a place to live.

31

Activity 2.1

Schoolyard Plant Hunt Materials • hand lens

• notebook and pencil

Procedure 1. In small groups, go into your schoolyard and observe plants in three different places.

2. Use the hand lens to closely observe the parts of the plants. Record your observations on the next page.

32

Observations Draw and label the plants you observed.

Location:

Location:

33

Location:

Analyze and Interpret 1. In what ways were the plants you observed similar?

2. In what ways were the plants you observed different?

34

Activity 2.2

What Is the Function of Roots?

Materials • knife

• plastic container

• carrots

• marbles or stones

Procedure 1. Your teacher will help you to cut the bottom off a carrot. The carrot top should be about 3 cm long.

2. Cover the bottom of the dish with marbles.

Place the carrot top on top of the marbles.

3. Fill the dish with water until it covers the top of the marbles.

4. Place the dish in a sunny place. Observe the carrot top every few days. Add more water if needed.

35

Observations Draw and describe the carrot top.

Day:

Day:

36

Day:

Day:

37

Analyze and Interpret 1. Draw arrows and describe how water moved through the carrot top.

2. What is the function of the roots?

38

Activity 2.3

Observing Roots Materials • bean seeds

• clear plastic cup

• paper towel

• spray bottle

Procedure 1. Place a paper towel in the cup as shown.

2. Place some bean seeds around the edges of the cup.

3. Pour a small amount of water in the bottom of the cup.

39

4. Fill the spray bottle with water and use it to wet the paper towel.

5. Place the cup in a sunny place, such as on a window sill.

6. Use the hand lens to observe the seed every three days for nine days. Use the spray bottle to wet the paper towel each time.

Observations Draw and describe your observations.

Day:

40

Day:

Day:

41

Analyze and Interpret 1. Describe how the seed changed during this investigation.

2. How is the shape of roots suitable to how they help the plant?

42

Activity 2.4

What Is the Function of the Stem?

Materials • celery stalk

• red food dye

• jug of water

• knife

• glass

• spoon

Procedure 1. Pour about 4 cm of water into the glass.

2. Add one spoonful of food coloring to the water. Stir gently.

3. Your teacher will help you to cut the base off the celery stalk.

4. Place the celery stalk in the glass.

43

5. Observe the celery stalk the next day.

6. Your teacher will help you to cut a section of the stalk. Observe the section.

Make a Prediction What will happen to the colored water in the glass?

Observations Draw and label the celery stalk at Step 4.

44

Draw and label the celery stalk at Step 5.

Draw and label the celery stalk section cut by your teacher.

45

Analyze and Interpret 1. Was your prediction correct? Tell what happened to the colored water in the glass.

2. A celery stalk is a type of stem. What can you infer about the function of the stem from this activity?

3. Tell one other way the stem helps a plant get the things it needs.

46

Activity 2.5

Observing Leaf Diversity Materials • hand lens

Procedure 1. In small groups, go into your schoolyard and collect leaves that have fallen to the ground.

Try to find leaves of different shapes, sizes and colors.

2. Back in the classroom, take turns observing the leaves using a hand lens.

3. Draw and describe your observations.

47

Observations Draw and describe four leaves you observed.

Leaf 1

Leaf 2

48

Leaf 3

Leaf 4

49

Analyze and Interpret 1. Tell some ways that the leaves you observed were the same.

2. Tell some ways that the leaves you observed were different.

3. How is the shape of leaves suited to their function?

50

Activity 2.6

Observing Flowers and Fruits Materials • hand lens

• notebook and pencil

Procedure In small groups, go into your school compound and use a hand lens to observe different flowers and fruits. Record your observations on the next page.

51

Observations Draw and describe two flowers you observed.

Flower 1

Flower 2

Analyze and Interpret 1. Tell some ways that the flowers you observed were the same.

2. Tell some ways that the flowers you observed were different.

52

Observations Draw and describe two fruits you observed.

Fruit 1

Fruit 2

Analyze and Interpret 1. Tell some ways that the fruits you observed were the same.

2. Tell some ways that the fruits you observed were different.

53

Activity 2.7

Let’s Eat Plant Parts!

Materials • lettuce leaves

• apples

• broccoli florets

• celery sticks

• carrots

Procedure 1. Your teacher will help you to cut the food into small pieces.

2. Taste each food. Record your observations in the table on the next page.

54

Observations Food

Plant Part

Taste

Analyze and Interpret ist some other foods you eat that come from L plants. What part of the plant do they come from?

55

Activity 2.8

Plant Parts and Functions 1. Label the parts of each plant. (a)

(b)

56

2. Match the plant parts to their functions.

Makes food for the plant.

Moves water and nutrients to the other plant parts.

Takes in water and nutrients from the soil.

Makes the seeds for the plant.

Holds and protects the seeds.

57

Activity 2.9

How Animals Move List the animals.

Which body parts do the animals use to move?

Infer how the animals move.

1.

Animals:

Body parts for movement:

How the animals move:

58

2.

Animals:

Body parts for movement:

How the animals move:

59

3.

Animals:

Body parts for movement:

How the animals move:

60

4.

Animals:

Body parts for movement:

How the animals move:

61

Activity 2.10

Animal Body Coverings Cut out the animals on pages 177 and 179.

Classify the animals by body covering by pasting them in the spaces on pages 62 to 64.

Body covering:

62

Body covering:

63

Body covering:

64

Activity 2.11

Animal Parts for Getting Food Observe the body parts of each animal. Tell how the body part helps the animal get food. Infer what each animal eats.

1.

65

2.

66

3.

67

4.

68

Activity 2.12

Animal Research Project In small groups, find information about each animal.

Complete each chart.

1.

Animal Name: Body covering Body parts Moves Eats Gets Air Lives Fun Fact

69

2.

Animal Name: Body covering Body parts Moves Eats Gets Air Lives Fun Fact 70

3.

Animal Name: Body covering Body parts Moves Eats Gets Air Lives Fun Fact

71

4.

Animal Name: Body covering Body parts Moves Eats Gets Air Lives Fun Fact

72

5.

Animal Name: Body covering Body parts Moves Eats Gets Air Lives Fun Fact

73

Engineer It!

Carry a Baby Joey!

When a baby kangaroo, called a joey, is born, it stays safe by living in its mother’s pouch for many months.

Now it’s your turn to design a safety pouch! Your pouch will need to be strong and keep your ‘joey’ safe when you jump like a kangaroo!

Materials • cloth

• string

• scissors

• ribbon

74

• teddy

Procedure 1. In small groups, use the materials to design and build a pouch for your ‘joey’.

2. Draw a model of your pouch.

3. Attach the pouch to your body and put the toy animal inside. Go outside and move like a kangaroo!

75

Activity 2.13

Mimicking Nature 1. Match the animals to the things people use.

76

2. Tell how people have mimicked nature to invent useful objects. (a)

(b)

77

(c)

(d)

78

3. Draw and tell a way that people have mimicked the part of a plant.

4. Draw and tell a way that people have mimicked the part of an animal.

79

Engineer It!

Mimicking Nature Scientists often solve human problems by observing things in nature and applying what they observe to design a solution to the problem. Now it’s your turn to identify a human problem and use nature to find the solution!

The Problem Describe a problem that can be solved by mimicking nature.

Describe how you will mimic nature to design and build a solution.

80

Materials What things will you need?

Procedure List the steps you will take.

81

Draw a Model Draw a model and label your design.

Observations What did you observe when you tested your design?

82

Evaluate 1. Describe how the shape and structure of your design was suited to solve the problem.

2. Was your design able to solve the problem by mimicking nature? How could you improve your design?

83

Review

Plant and Animal Parts 1. Use the words in the box to label the plant parts. flowers fruits stem leaves roots (a)

(b)

(c)

(d)

(e)

84

2. Name the body parts each animal uses to move.

Tell how each animal moves. (a)

(b)

3. Name two animals with a body covered in fur. (a)

(b)

4. Name two animals with a body covered in scales. (a)

(b)

5. Tell how each animal takes in air. (a)

(b)

85

Activity 3.1

Growing Plants from Seeds Materials • radish seeds

• cotton wool

• spray bottle with water

• dish

• ruler

Procedure 1. Place the cotton wool in the dish.

Wet the cotton wool.

2. Place about 10 radish seeds on the cotton wool.

Place the dish near a window.

3. Observe and measure the seedlings every day for 10 days. Use the spray bottle with water to make sure the growing seedlings have enough water.

86

Observations Draw and write down the height of the seedlings.

Day:

Height: 87

Day:

Height: Day:

Height: 88

Day:

Height: Day:

Height: 89

Day:

Height:

Analyze and Interpret 1. Tell how the seedlings changed.

90

2. Order the pictures from first (1) to last (8).

91

Activity 3.2

Plant Life Cycles 1. Cut out the pictures on page 181. Paste them in the spaces below to show the life cycle of a bean plant.

92

2 . Draw arrows to show the order of the life cycle stages.

93

3. Cut out the pictures on page 183. Paste them in the spaces below to show the life cycle of an apple tree.

94

4. Draw arrows to show the order of the life cycle stages.

95

5. Draw to show how a sunflower plant grows and changes.

96

6. Describe how a sunflower plant changes during its life cycle.

97

Activity 3.3

Animal Life Cycles 1. Use the words in the box to label the stages in the life cycle of a tiger. Draw arrows to show the order of the life cycle stages. newborn adult young

(a)

(b)

98

young adult

(c)

2. How does a newborn tiger change during its life cycle?

99

3. Use the words in the box to label the stages in the life cycle of a deer. adult young

(a)

(b) 100

4. Cut out the pictures on page 185. Paste them in the spaces below to show the life cycle of a duck.

Use the words in the box to label the stages. adult duckling hatchling

101

5. Cut out the pictures on page 185. Paste them in the spaces below to show the life cycle of a frog.

Use the words in the box to label the stages. tadpole eggs adult

102

froglet

103

6. Cut out the pictures on page 187. Paste them in the spaces below to show the life cycle of a butterfly.

Use the words in the box to label the stages. butterfly chrysalis caterpillar

eggs

104

105

Activity 3.4

Similar and Different 1. (a) Tell how the young bean plants are similar to their parents.

106

(b) Tell how the young bean plants are different from their parents.

(c) How will the young bean plants change as they get older?

107

2. (a) Tell how the young lions are similar to their parents.

108

(b) Tell how the young lions are different from their parents.

(c) How will the young lions change as they get older?

109

Activity 3.5

Animals and Their Young In this investigation, you will use books, magazines and videos about animals to identify patterns in behavior of parents and offspring that help the offspring survive.

Materials • animal books, magazines and videos

Procedure 1. In small groups, use the books and videos to gather information about animal parents and their offspring.

2. Choose three animals. Identify the ways in which the parents and offspring behave that help the offspring survive. Record your information on pages 111 to 113.

1 10

Animal Name: Draw a picture or paste a photograph of the animal and its offspring.

Behaviors of parents to help offspring:

Behaviors of offspring that help them survive:

111

Animal Name: Draw a picture or paste a photograph of the animal and its offspring.

Behaviors of parents to help offspring:

Behaviors of offspring that help them survive:

1 12

Animal Name: Draw a picture or paste a photograph of the animal and its offspring.

Behaviors of parents to help offspring:

Behaviors of offspring that help them survive:

1 13

Activity 3.6

Caring for Young Tell how each behavior helps the young survive.

1.

2.

3.

1 14

Engineer It!

The Bird Nest Challenge!

Many birds create a nest to protect their eggs. The nest also provides a safe place for young birds to grow. Now it’s your turn to design and build a nest! Your nest will need to be strong enough to hold three eggs and keep them safe.

Materials • art and craft supplies

• twigs, leaves grass

• 3 chicken eggs

• cotton wool

• fan

• string

• paper plates

• newspapers

• scissors

1 15

Procedure 1. In small groups, use the materials to design and build a bird nest.

2. Place three eggs in your nest. Use the fan to test if your nest can protect the eggs in strong winds.

Draw a Model Draw a model of your nest.

1 16

Analyze and Interpret 1. Tell how your nest was able to hold and keep the eggs safe.

2. How could you improve your design?

3. How could you change your nest to keep the eggs safe if it rains? How could you test it?

1 17

Review

Parents and Offspring 1. Which shows the correct life cycle of a plant? (a)

(b)

1 18

2. (a) How is the young horse similar to its parents?

(b) How is the young horse different from its parents?

(c) H ow will the baby horse change as it gets older?

3. How does a mother cat care for her kittens?

1 19

Activity 4.1

Observing the Sky Warning: Do not look directly at the Sun during this activity. The light from the Sun can damage your eyes.

1. During the day, go outside and observe the sky. Draw and list the things you see.

120

2. At night, go outside and observe the sky.

Draw and list the things you see.

3. Complete the diagram to show things in the sky during the day, night and both day and night.

Day

Night

121

Activity 4.2

The Sun, Earth and Moon 1. Draw and write some things you know about the Sun, the Earth and the moon.

122

Sun

Sun facts:

Earth

Earth facts:

Moon

Moon facts:

2. Use the words in the box to label the objects in space.

Earth Sun moon

(a)

(b)

(c)

123

Activity 4.3

The Earth and the Sun ell how the light and heat from the Sun affects the T Earth and living things.

1.

2.

124

3.

4.

5.

125

Activity 4.4

Modeling Day and Night Materials • flashlight

Procedure 1. Turn off the classroom lights.

2. Stand about 10 steps from your classmate.

Have them shine the flashlight onto your shirt.

What do you observe?

3. Turn around so your back is facing your classmate. Have them shine the flashlight onto your shirt. What do you observe?

126

Observations 1. What did you observe at Step 2?

2. What did you observe at Step 3?

Analyze and Interpret Draw and label a diagram to show why you are not able to see the Sun in the sky at night.

127

Activity 4.5

Movement of the Earth Materials • newspaper

• masking tape

• string

• flashlight

128

• paints

Procedure 1. Bunch the newspaper into two balls – one ball to represent the Sun and one ball to represent the Earth.

2 Wrap masking tape around each ball.

Paint the balls.

3. Tape the string to the Earth. Tape the flashlight to the Sun. 4. Use your model to show how the rotation of the Earth causes day and night.

Draw a Model Draw your model.

129

Analyze and Interpret 1. Why do we experience day and night on Earth?

2. Use the words in the box to label the picture. day night Sun Earth

3. Use a gray pencil to show which part of the Earth is in night-time.

Note: Keep your models of the Sun and the Earth for further activities in this book.

130

4. Shade the part of the Earth that is in darkness.

131

Activity 4.6

Sunrise to Sunset Warning: Do not look directly at the Sun during this activity. The light from the Sun can damage your eyes.

Procedure 1. In the morning, observe the position of the Sun in the sky. Write the time and draw your observations.

2. Repeat Step 1 at midday, in the afternoon and close to sunset.

Observations Time:

132

Time:

Time:

Time:

133

Analyze and Interpret 1. Tell how the Sun appears to move in the sky throughout the day.

2. Chelsea observed the Sun rise at 6:30 in the morning. Draw pictures to predict where the Sun will be at different times of the day.

134

6:30 a.m.

8:30 a.m.

10:30 a.m.

midday

Activity 4.7

Observing the Moon Note: If the moon is not visible in the night sky, watch the video about the movement of the moon in the night sky.

Procedure 1. Observe the moon in the sky in the early evening. Draw a picture to show the position of the moon.

2. Repeat Step 1 every 30 minutes for two hours.

Observations Time:

135

Time:

Time:

Time:

136

Analyze and Interpret 1. Tell how the moon appeared to move in the sky throughout the evening and night.

2. Blake observed the moon in the sky at 5:30 in the evening. Draw pictures to predict where the moon will be at different times of the night.

5:30 p.m.

8:00 p.m.

10:00 p.m.

midnight

137

Activity 4.8

Earth’s Revolution Materials • models of the Sun and the Earth from Activity 4.5.

Procedure Place the models of the Sun and the Earth on your desk. Show how the Earth moves around the Sun.

138

Draw a Model raw a model to show the movement of the Earth D around the Sun.

139

Analyze and Interpret 1. How long does it take for the Earth to complete one revolution of the Sun?

2. Use the words in the box to label the positions of the Earth.

October July April January

14 0

Activity 4.9

Movement of the Moon Materials • foam ball

• desk lamp

• pencil

Procedure 1. Stick the pencil into the center of the foam ball.

2. Hold the foam ball in front of you as shown.

3. Turn off the lights and switch on the lamp.

4. Turn around slowly. Observe the foam ball as you turn.

141

Observations Shade and color to show how the shape of the lit part of the moon changed as you turned.

Analyze and Interpret 1. What causes the moon to appear to change shape?

142

2. Riley observed the sky on a clear night but could not see the moon. Explain to Riley why she cannot see the moon. Draw a model to help your explanation.

143

Activity 4.10

The Solar System 1. Use words in the box to label the planets.

Jupiter Mars Uranus Neptune Saturn Earth Mercury Venus

144

2. Which planet is closest to the Sun? 3. Which is the largest planet?

4. Which planet is between Venus and Mars?

145

Review

Earth and Space Patterns 1. Use the words in the box to label the picture.

Earth Sun moon (a) (b)

(c) 2. Which star can you see in the sky during the day?

3. Circle the things you can see in the sky at night.

stars 14 6

Earth

moon

Sun

4.

Why do stars appear small in the night sky? (a) They are small balls of gas. (b) They are close to the Earth. (c) They are very far away.

5. Tell two ways the Sun affects people.

6.

What causes day and night on Earth? (a) The revolution of the Earth around the Sun. (b) The rotation of the Earth. (c) The rotation of the Sun.

7. Why does the Sun appear to move across the sky during the day?

8. How long does it take for the moon to move around the Earth? (a) one day (b) 28 days (c) 365 days

147

Activity 5.1

Weekly Weather Diary 1. Observe and describe the weather once a week for four weeks.

Date:

Time:

Draw a picture of the weather.

148

Location:

Describe the weather.

Date:

Time:

Draw a picture of the weather.

Location:

Describe the weather.

149

Date:

Time:

Draw a picture of the weather.

150

Location:

Describe the weather.

Date:

Time:

Draw a picture of the weather.

Location:

Describe the weather.

2. Compare your weather report with a classmate.

Talk about the ways they are the same and different.

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Activity 5.2

Describing Weather Use the words in the box to describe the weather.

List the clothes you would wear and the activities you could do during such weather. sunny windy cloudy stormy hot cold snowy dark light wet dry 1.

Description:

Clothes: Activities:

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2.

Description:

Clothes: Activities:

3.

Description:

Clothes: Activities:

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Activity 5.3

Reading a Thermometer 1. Write the temperature shown on the thermometer. (a)

(b)

154

(c)

(d)

2. Order the temperatures from the hottest (1) to the coldest (4).

155

Activity 5.4

Measuring Weather – Temperature Materials • thermometer

• tape

Procedure 1. Tape the thermometer to a place outside.

2. Read and record the temperature every day for five days. Write a few words to describe the weather. Record your data in the table on the next page.

156

Observations Record your data in the table.

Day/Time Temperature

Weather

Analyze and Interpret Based on the patterns you observed, predict the temperature and weather tomorrow.

157

Activity 5.5

Extreme Weather se the words in the box to label each extreme U weather event. Write a few words to describe the weather. thunderstorm hurricane wildfire drought flood 1.

2.

15 8

3.

4.

5.

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Activity 5.6

Severe Weather Warning!

Issue a severe weather warning about a severe weather event coming in the next few days.

What type of severe weather is coming?

When will the severe weather arrive?

Draw a picture or paste a photograph of the severe weather.

160

What can people expect when the severe weather arrives?

What can people do to stay safe?

161

Activity 5.7

The Four Seasons 1. Use the words in the box to label the seasons.

Draw arrows to show how the seasons change. summer winter fall spring

162

2. Write the season. List the months of each season for your area.

Months:

Months:

Months:

Months:

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Activity 5.8

What’s Summer Like?

1. Tell what summer is like in your area.

Draw a picture of summer.

Summer in

2. List the activities you do in summer.

Draw the clothes you wear.

Activities:

16 4

Clothes:

Engineer It!

Staying Cool in Summer!

Summer is a great season to go hiking in a forest or swim at the beach. In hot weather, it is a good idea to take food and drinks in a cooler. Now it’s your turn to design and build a cooler!

Materials • art and craft supplies

• ice cubes

• cotton wool

• fabric

• thermometer • bottle of water

165

Procedure 1. In small groups, use the materials to design and build a cooler.

2. Place six ice cubes and the bottle of water in your cooler. Place the cooler outside in a hot place.

3. Use the thermometer to measure the temperature of the water in the bottle throughout the day.

Draw a Model raw a model of your cooler.

D Label the materials you used.

16 6

Observations Record your data in the table.

Time Temperature

Analyze and Interpret Compare your cooler with other groups.

How could you improve your design?

167

Activity 5.9

What’s Winter Like?

1. Tell what winter is like in your area.

Draw a picture of winter.

Winter in

2. List the activities you do in winter.

Draw the clothes you wear.

Activities:

16 8

Clothes:

Engineer It!

Staying Warm in Winter!

If you plan to go outdoors in winter, it’s always a good idea to take a jacket. A jacket helps to keep you warm. Now it’s your turn to design and build something to keep a cup of water warm!

Materials • art and craft supplies

• elastic bands

• cotton wool

• thermometer

• fabric

• cup of warm water

169

Procedure 1. In small groups, use the materials to design and invent a way to keep a cup of water warm.

2. Fill the cup with warm water. Place the cup in your invention.

3. Use the thermometer to measure the temperature of the water in the cup throughout the day.

Draw a Model raw a model of your invention.

D Label the materials you used.

170

Observations Record your data in the table.

Time Temperature

Analyze and Interpret Compare your invention with other groups.

How could you improve your design?

171

Activity 5.10

Seasons and Daylight 1. Watch the video ‘Seasons and Daylight’. (a) Record the sunrise and sunset times for each season in the table.

Season

Sunrise

Sunset

Daylight Hours

Season Fall Winter Spring (b) Which season has the most hours of daylight?

(c) Which season has the fewest hours of daylight?

(d) How does the length of daylight change from fall to winter?

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2. It is the end of winter. What is the next season?

How will the hours of daylight change?

3. It is the end of spring. What is the next season?

How will the hours of daylight change?

5. Which month has the most hours of daylight where you live? What season is it?

173

Review

Weather and Seasons 1. Which word describes how hot or cold the weather is? (a) rainfall (b) temperature (c) wind 2. What can be used to measure temperature? (a) thermometer (b) anemometer (c) rain gauge 3. Name the severe weather events. (a) (b)

17 4

4. Write the order of the seasons. summer,

,

,

5. Which is the warmest season?

6. Which is the coldest season?

7.

Why do many plants grow during spring? (a) It is hot and dry. (b) There is lots of sunlight and water. (c) Leaves fall from trees.

8. True (

) or false (

).

(a) Summer has the most hours of daylight. (b) Spring has longer days than summer. (c) Winter has the fewest hours of daylight.

9. Blake noticed that it is getting darker earlier each evening. Which describes the time of the year? (a) It is the end of spring. (b) It is the start of summer. (c) It is the end of fall.

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Notes

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© Blue Ring Media Pty Ltd ACN 161 590 496 2013 - 2021.

This publication would not have been possible without the tireless effort of our production team.

Special thanks to: Matthew Cole, Daniel Cole, Wang Hui Guan Joseph Anderson, Halle Taylor-Pritchard, Sophie Taylor-Pritchard, Tejal Thakur Varasinun Mathanattapat, Kanungnit Pookwanmuang, Saijit Lueangsrisuk Original Illustrations: Natchanuch Nakapat, graphicsRF, Blue Ring Media and Interact Images Royalty-free images: Shutterstock, Adobe Stock