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Starting Science Book 1 w ww

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© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

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Written by Diana Bickford. Illustrated by Annette Edgar. © Ready-Ed Publications - 1994. Published by Ready-Ed Publications (1994) P.O. Box 276 Greenwood W.A. 6024 Email: info@readyed.com.au Website: www.readyed.com.au COPYRIGHT NOTICE Permission is granted for the purchaser to photocopy sufficient copies for non-commercial educational purposes. However, this permission is not transferable and applies only to the purchasing individual or institution.

ISBN 1 86397 048 7


–––––– INTRODUCTION –––––– Science education is an area of the school curriculum that is becoming increasingly important in our society. For students to become well equipped to cope in a high technology world they need a thorough grounding in science and technology concepts from the beginning of their school careers.

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The “Starting Science” series is designed to introduce students to some of the important skills associated with a hands on approach to the subject. In completing this series of thematic investigations children are required to utilize skills such as observing, classifying, recording, predicting, sequencing, comparing and contrasting, identifying and labelling.

To give background to each activity page, sets of teachers’ notes have been provided so that the page itself is able to become a supporting activity fro the lesson, rather than the lesson itself. However, while suggestions have been made, teachers will quickly see how they can modify both teaching outlines and activity pages to suit the need of the classes.

© ReadyEdPubl i cat i ons The in this book, One, revolve around then themes •f oactivities rr ev i e w Book pu r p ose so l y• Matter

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Plants

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Animals

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–––––––– CONTENTS –––––––– 4 - 27

What can you see? Electricity Air Made and Natural Alive and Not Alive Pliable and Not Pliable Solids and Liquids Magnets What Can You See Cause and Effect (1) Cause and Effect (2) Cause and Effect (3)

- Observing/Recording - Classifying - Classifying - Classifying - Classifying - Classifying - Sequencing - Recording - Observing/Recording - Predicting - Predicting - Predicting

Plants Section

28 - 41

Parts of a Plant Plant needs Growing Plants Seeds Edible Plants Where Plants Grow What Can You See?

- Identifying - Recording - Sequencing - Comparing - Classifying - Comparing - Observing/Recording

Animals Section

42 - 63

Count the Legs Type of Covering Animal Homes Parts of a Bird Parts of a Fish Where Animals Live Pets Tame or Wild Parents and Babies Animal Families What Can You See?

- Identifying - Identifying/Classifying - Identifying/Labelling - Identifying/Labelling - Identifying/Labelling - Classifying - Describing/Recording - Contrasting - Identifying - Identifying - Observing/Recording

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4, 5 6, 7 8, 9 10, 11 12, 13 14, 15 16, 17 18, 19 20, 21 22, 23 24, 25 26, 27

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Matter Section

28, 29 30, 31 32, 33 34, 35 36, 37 38, 39 40, 41

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42, 43 44, 45 46, 47 48, 49 50, 51 52, 53 54, 55 56, 57 58, 59 60, 61 62, 63

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––––– TEACHERS’ NOTES ––––– TOPIC: Practising observation skills - “What Can You See?”

SKILL/S:

r o e t s Bo r e p ok u LEARNING OUTCOMES: S Observing Communicating Recording

(Performance Indicators)

Children will be able to:

1. 2. 3.

notice details in surroundings by making use of all the senses. describe an object so that it can be identified. record details from an observation.

EQUIPMENT REQUIRED:

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1. 2. 3.

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

Enlarged picture Paper for making labels/lists/wall charts Copies of worksheet

TEACHING POINTS:

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Go for a walk around your room and label various areas. Children can work in pairs or small groups a) making labels. b) making lists of what they observe in their room. Make wall charts for each group and chart their observations.

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Use overhead projector to enlarge picture. Encourage expressive language so that children can make detailed statements, e.g. “I can see two children kneeling on the floor playing with blocks” instead of “I can see blocks”.

Post-use of activity page Use the pages to … Y Play ‘I spy’ with a partner. Y Using a page from a magazine children make a list of what they observe on that page. Encourage them to note colours, shapes, sizes, textures etc. This is an excellent basis for a spelling lesson.

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Name ......................................................

What Can You See?

Matter

Complete the sentences.

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Observing and recording

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Colour the picture

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––––– TEACHERS’ NOTES ––––– TOPIC: Energy - “Electricity”

SKILL/S:

r o e t s Bo r e p ok u LEARNING OUTCOMES: S Classifying Communicating Inferring

(Performance Indicators)

Children will be able to:

1. 2. 3. 4.

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1. 2. 3.

recognise a common property in a set of objects. group a set of objects into two groups according to common characteristics. describe differences amongst objects. suggest reasonable explanations for observations.

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EQUIPMENT REQUIRED: Magazines Copies of worksheets

TEACHING POINTS:

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Class discussion about electricity - Where does it come from? Why do we need it? What does it do? What did people do before electricity was discovered? Children look through magazines and cut out pictures of objects which do and do not use electricity.

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Discuss objects on the worksheet, their characteristics and why they do or do not need electricity to make them operate/work.

Children choose one room in their house and make lists of objects which do and do not use electricity.

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Electricity

Some things use electricity. Some things don’t use electricity. Cut out the pictures and glue them into the right boxes.

Matter

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r o e t s Bo r e p oelectricity Uses electricity Doesn’t usek u S

Classifying

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––––– TEACHERS’ NOTES ––––– TOPIC: Matter - “Air”

SKILL/S:

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1. 2.

(Performance Indicators)

1. 2. 3.

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Children will be able to:

recognise a common property in a set of objects. group a set of objects into two groups according to common characteristics. suggest what may happen as a result of an action.

EQUIPMENT REQUIRED:

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Balloons, paper bags, balls, bicycle tube, bicycle pump, bubble blowing equipment.

TEACHING POINTS:

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Children blow air into deflated paper bags to show that air occupies space. Children blow up balloons and then let them go. Children use a pump to inflate a tyre/tube/ball. Children put hands on their chests and take a deep breath, hold it and then let it out to feel how the air expands their lungs.

. te o Suggested use of activity page c . che e r o t r s super Discuss vocabulary gained from pre-activity experiences: in/out, inflate/deflate, round/flat, full/empty, hard/soft. Discuss pictures on activity sheets and their characteristics. Children cut out and classify pictures according to headings.

Post-use of activity page Children make bubbles with soapsuds and a bubble blower. Write a story about blowing bubbles. Make paper mâché animals using blown up balloons as a framework. e.g. piggy bank

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Air

Air occupies space. Some objects are full of air. Some objects are not full of air. Cut out the pictures. Glue them into the right boxes.

Matter

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Classifying

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––––– TEACHERS’ NOTES ––––– TOPIC: Matter - “Made and Natural”

SKILL/S:

r o e t s Bo r e p ok u LEARNING OUTCOMES: S Classifying Observing Communicating

(Performance Indicators)

Children will be able to:

1. 2. 3. 4.

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1. 2. 3.

observe objects in detail by making use of the senses. describe an object so that it can be identified. describe changes in an object or a living thing. compare and sort a group of objects according to a common characteristic.

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EQUIPMENT REQUIRED:

Paper for a wall chart, glue, scissors, coloured pencils/markers, letter to parents about “Show and Tell Day”.

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Pre-use of activity page Walk around the school, observing made and natural objects. Make a wall chart of children’s observations.

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Discuss properties of made and natural objects. Compare pictures on the worksheet. Children cut out and glue pictures into appropriate boxes.

Have a “Show and Tell Day”. Half the class bring in made objects, half the class bring in natural objects. (Classify into two groups, making labels for each object).

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Made and Natural

Some things are made by humans. Some things are not made by humans. Cut out the pictures. Glue them into the right boxes.

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Classifying

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––––– TEACHERS’ NOTES ––––– TOPIC: Matter - “Alive and Not Alive”

SKILL/S:

r o e t s Bo r e p ok u LEARNING OUTCOMES: S Observing Communicating Classifying

(Performance Indicators)

Children will be able to:

1. 2. 3.

distinguish objects in detail by making use of all the senses. describe similarities and differences between objects. compare objects by the characteristics they display.

EQUIPMENT REQUIRED:

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1. 2. 3.

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y• TEACHING POINTS: Magazine pictures, scissors, glue, coloured pencils/markers.

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Discuss characteristics necessary for something to be alive. Break class into small groups and give each group a set of pictures. Conduct group discussions on whether objects in their pictures are alive or not alive.

o c . ch e Post-use of activity page r er o t s super Discuss each picture and its characteristics. Cut out pictures and glue into correct boxes.

Decide on a class pet, e.g. a rabbit. Investigate requirements necessary. Send a letter to parents to see if you’ll have enough volunteers to ‘pet sit’ on weekends and holidays.

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Alive and Not Alive

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Classifying

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Some things are alive. Some things are not alive. Colour the pictures. Cut them out and glue them into the right boxes.

Matter

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––––– TEACHERS’ NOTES ––––– TOPIC: Matter - “Pliable and Not Pliable”

SKILL/S:

r o e t s Bo r e p ok LEARNING OUTCOMES: u S Observing Classifying

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1. 2.

(Performance Indicators)

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Children will be able to:

1. 2. 3.

distinguish between objects on the basis of shape, texture and touch. recognise a common property in a group of objects. suggest reasonable explanations for observations.

EQUIPMENT REQUIRED:

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y• TEACHING POINTS: Plasticine, small stones, fork, spoon, elastic bands, pencils for colouring, geo board.

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Children describe the properties of Plasticine and state how its shape can be changed. Use a geo board and elastic bands and let children make patterns. Introduce the term ‘pliable’ and discuss its meaning.

o c . ch e Post-use of activity page r er o t s super Children use their senses to identify objects that are pliable/not pliable. Children cut out pictures and glue them into correct selections.

Make some bread dough and let children form their initials. Bake the dough. Bread dough: Flour, salt, milk/water. Mix to a Plasticine consistency. Children mould the letters in their name or initials, bake in oven. Use to make objects with pipecleaners.

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Pliable and Not Pliable

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Classifying

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Some things can change shape. Some things cannot change shape. Cut out the pictures. Glue them into the right boxes.

Matter

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––––– TEACHERS’ NOTES ––––– TOPIC: Matter - “Solids and Liquids”

SKILL/S:

r o e t s Bo r e p ok u LEARNING OUTCOMES: S Observing Communicating Measuring

(Performance Indicators)

Children will be able to:

1. 2. 3.

observe changes in objects. describe changes in an object. sequence events.

EQUIPMENT REQUIRED:

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1. 2. 3.

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y• TEACHING POINTS: Ice blocks, ice block trays, plastic cups, fruit juice.

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Set up bowls of single ice blocks, one for each group. Children work in groups and observe and discuss the sequence of their ice block melting. Give them a time format for observation activities which can be completed while other class work is being done. e.g. 10 o’clock - draw the ice block 11 o’clock - draw it now, etc.

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Suggested use of activity page

Discuss each group’s drawings and compare results. Discuss pictures on activity page, verbalizing sequence. Children put numbers in each box. Children cut out and glue pictures in correct sequence.

Post-use of activity page Make fruit flavoured ice blocks. Place two in a plastic cup and allow children to drink them when they have melted.

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Matter

A solid can become a liquid. Cut out the pictures and glue them in the right order.

Sequencing

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Solids and Liquids

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––––– TEACHERS’ NOTES ––––– TOPIC: Matter - “Magnets”

SKILL/S:

r o e t s Bo r e p ok u LEARNING OUTCOMES: S Communicating Classifying Interpreting Data

(Performance Indicators)

Children will be able to:

1. 2. 3.

describe an object so that it can be identified. recognise a common property in a set of objects. classify objects from their common characteristics.

EQUIPMENT REQUIRED:

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1. 2. 3.

(E Approx. 1 u © Readyd P bl i cat i ons ( set per ( 4 children •f orr evi ew pur posesonl y•

Magnets, nail, ruler, pin, screws, rock, pencil, paper clips, bottle top

TEACHING POINTS:

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Discuss attributes of objects provided - what they are made of? Are they hard/soft ? etc. What does a magnet do? Why does a magnet attract only certain objects?

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Suggested use of activity page

Children predict which objects a magnet will attract. Put children in small groups with equipment and worksheet. Allow them to discover what the magnet will pick up. They then put a circle around the appropriate picture. Children can estimate how many paper clips their magnet will pick up. Compare with actual number. Draw the number of paper clips the magnet picked up.

Post-use of activity page Make a “Magnet Box”. Inside place a variety of objects that a magnet will, or will not, pick up. Include a magnet and a card for listing objects able or not able to be picked up. Children sort objects into correct sides.

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Magnets

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Recording

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A magnet will pick up objects made from metal. Put a circle around the objects a magnet will pick up.

Matter

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o c . che e r o t r s s r u e p My magnet picked up paper clips. Draw your paper clips here.

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––––– TEACHERS’ NOTES ––––– TOPIC: Observation - “What Can You See?”

SKILL/S:

r o e t s Bo r e p ok u LEARNING OUTCOMES: S Observing Communicating Recording

(Performance Indicators)

Children will be able to:

1. 2. 3.

notice details in surroundings by making use of all the senses. describe an object so that it can be identified. record details from an observation.

EQUIPMENT REQUIRED:

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Teac he r

1. 2. 3.

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y• TEACHING POINTS: Enlarged picture, pencils and colours.

Pre-use of activity page

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Children close their eyes and list five things in the room. Observation game - One child leaves the room. Another child hides in the classroom. First child comes back and guesses who is missing.

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Enlarge the picture and colour it in. Children look at the picture then teacher covers the picture and asks questions. What colour is the child’s jumper? How many kittens are in the picture? What colour is the cat which is lying down, etc. Encourage the children to express their observations in as much detail as possible.

Post-use of activity page

Find out about different types of cats - wild and tame, and their habits/habitats. Play ‘Guess and Remember’ game in pairs or groups: on a table or tray have up to six objects (more if you like). Children look at objects. Cover up the tray. The child tries to remember all of the objects. Alternatively, remove one or two objects and the child tries to remember what is missing.

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What Can You See?

Matter

Complete the sentences.

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Observing and recording

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Colour the picture

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o c . c e her r I can see ............................................................................................ o t s super I can see ............................................................................................ I can see ............................................................................................ I can see ............................................................................................ I can see ............................................................................................ Ready-Ed Publications

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––––– TEACHERS’ NOTES ––––– TOPIC: Matter - “Cause and Effect - 1”

SKILL/S:

r o e t s Bo r e p ok u S LEARNING OUTCOMES: Observing Communicating Inferring Predicting

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1. 2. 3. 4.

(Performance Indicators)

Children will be able to:

1. 2. 3. 4.

observe changes in objects and events. describe changes as a result of an action. suggest reasonable explanations for observations. suggest what may happen as a result of an action.

©R eadyEdPubl i cat i ons EQUIPMENT REQUIRED:

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Worksheet

TEACHING POINTS:

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Discuss changes in events, e.g. seasons. Discuss types of events and activities that happen in different seasons. Discuss rules and the need for them. What could result if there were no rules at home/school?

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Discuss each picture, children give opinions of possible outcomes. Children colour pictures then cut out and glue them into the correct boxes.

Determining the cause of an action. Y Cut out some action pictures from a magazine. Y Ask children “Why?” e.g. Why is the boy crying? Children infer the answer, use as a basis for story writing.

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Cause and Effect - 1

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Predicting Every action has a reaction

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What could happen next? Cut out the pictures. Glue them in the right boxes.

Matter

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––––– TEACHERS’ NOTES ––––– TOPIC: Matter - “Cause and Effect - 2”

SKILL/S:

r o e t s Bo r e p ok u S LEARNING OUTCOMES: Observing Communicating Inferring Predicting

(Performance Indicators)

Children will be able to:

1. 2. 3. 4.

observe changes in objects and events. describe changes as a result of an action. suggest reasonable explanations for observations. suggest what may happen as a result of an action.

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Teac he r

1. 2. 3. 4.

©R eadyEdPubl i cat i ons EQUIPMENT REQUIRED: Balloons

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TEACHING POINTS:

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Caution: This activity may be better done by the teacher demonstrating.

Discuss ‘What If’ - What if you blow up a balloon and keep blowing? Children predict what could happen. Give each child a balloon - what does happen? Children can write a sentence. “When I kept blowing into my balloon it …”

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Discuss each picture and children predict what could happen next. Children colour bottom pictures then cut them out and glue them into the correct boxes.

Post-use of activity page

Make a set of sequence cards. Children sort out pictures into correct sequence. Use “What happens first? What happens next?” vocabulary and concepts.

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Cause and Effect - 2

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Predicting Every action has a reaction

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What could happen next? Cut out the pictures. Glue them in the right boxes.

Matter

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––––– TEACHERS’ NOTES ––––– TOPIC: Matter - “Cause and Effect - 3”

SKILL/S:

r o e t s Bo r e p ok u S LEARNING OUTCOMES: Observing Communicating Inferring Predicting

(Performance Indicators)

Children will be able to:

1. 2. 3. 4.

observe changes in objects and events. describe changes as a result of an action. suggest reasonable explanations for observations. suggest what may happen as a result of an action.

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Teac he r

1. 2. 3. 4.

©R eadyEdPubl i cat i ons EQUIPMENT REQUIRED:

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Worksheet

TEACHING POINTS:

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Class discussion - List sounds which mean something has happened or will happen. e.g. ringing bell at railway crossing, ambulance siren, fire engine siren, clapping, kettle whistling etc.

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Suggested use of activity page

Discuss the effects of energy, light and sound in the environment. What happens as a result of events and actions? Discuss each picture and the results of each event. Children colour pictures, cut them out and glue them into the correct boxes.

Post-use of activity page

Use as basis for health/social studies lessons. “What would happen next …?” e.g. If you found some money … ? If your pet died … ? If you left your room in a mess … ? If you had an accident … ?

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Cause and Effect - 3

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Predicting Every action has a reaction

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What do you think may happen next? Cut out the right picture. Glue them in the correct boxes.

Matter

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––––– TEACHERS’ NOTES ––––– TOPIC: Plants - “Parts of a Plant”

SKILL/S:

r o e t s Bo r e p ok LEARNING OUTCOMES: u S Observing Communicating

Teac he r

1. 2.

(Performance Indicators)

1. 2.

observe a plant in detail using the senses. describe parts of a plant.

EQUIPMENT REQUIRED: A variety of flower specimens, paper and paint.

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Children will be able to:

© ReadyEdPubl i cat i ons TEACHING POINTS: •f orr evi ew pur posesonl y• Pre-use of activity page

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Suggested use of activity page

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Plan a nature walk around the school grounds. Collect a variety of flowers. Children observe and discuss characteristics. Give children a large piece of paper and ask them to paint one of the flowers.

Brainstorm parts of the flower on the blackboard. Illustrate each word to help children associate words with correct parts. Children cut each label from the bottom of the worksheet and glue into the appropriate section.

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o c . ch e Post-use of activity page r er o t s super Make tissue flowers.

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1. 2. 3. 4. 5.

Concertina fold the tissue. Fold in half and tie in the middle with wool. Cut folded end. Separate tissues to form a flower. Add pipecleaner stem and paper leaves.

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Plants

Do you know the different parts of a plant? Cut out and glue the words into the right boxes. Colour the picture.

Identifying plants

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Parts of a Plant

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stem

petals flower

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––––– TEACHERS’ NOTES ––––– TOPIC: Plants - “Plant Needs”

SKILL/S:

r o e t s Bo r e p ok u S LEARNING OUTCOMES: Communicating Predicting Controlling Variables Recording Data

(Performance Indicators)

Children will be able to:

1. 2. 3.

determine needs of a plant. suggest what might happen as a result of an action. investigate whether plants survive in different circumstances.

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Teac he r

1. 2. 3. 4.

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EQUIPMENT REQUIRED: Seedlings, soil, water, containers, rocks/pebbles.

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Pre-use of activity page Grow your plants in

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a) b) c) d) e)

m . u

TEACHING POINTS: a container of small rocks. a container of water. a container of soil. a container of soil and place in a dark cupboard. a container with a lid.

o c . Suggested use of page cactivity e her r o t s super Blackboard words and discuss their relevance to plant survival. Children fill in leaves with the correct words. Cut out leaves and glue them onto main shape.

Post-use of activity page Make a wall chart comparing plant/human needs. Discuss likenesses and differences.

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Ready-Ed Publications


Plants

Name ......................................................

Plant Needs

What do plants need to grow? Read the clouds below, and write the correct words in the leaves. Cut out and glue the leaves onto the plant.

ew i ev Pr

Teac he r

r o e t s Bo r e p ok u soil air water S sun

Recording

w ww

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o c . che e r o t r s super

plants need ..................

Ready-Ed Publications

m . u

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

plants need ...............

plants need ................

plants need ...................

Page 31


––––– TEACHERS’ NOTES ––––– TOPIC: Plants - “Growing Plants”

SKILL/S:

r o e t s Bo r e p ok u LEARNING OUTCOMES: S Measuring Sequencing Predicting

(Performance Indicators)

Children will be able to:

1. 2.

sequence events. suggest what may happen as a result of an action.

EQUIPMENT REQUIRED:

ew i ev Pr

Teac he r

1. 2. 3.

© ReadyEdPubl i cat i ons TEACHING •f oPOINTS: rr evi ew pur posesonl y• Bean seeds/wheat, growing materials.

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Prepare a fortnight before lesson. Grow some bean seeds a) on cotton wool and water b) in soil Discuss what happens to the seeds over a period of time.

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Suggested use of activity page

m . u

Pre-use of activity page

o c . che e r o t r s s per Post-use of activity page u Enlarge pictures and use as a class sequencing activity. Children discuss and place in right order. Colour in picture. Number each picture according to the sequence. Cut out and glue in correct boxes.

Grow some seeds in egg cartons. Keep a diary of growth progress. Grow a “Leader’s Garden”. Each child makes a flower from parts cut out of paper. Write title of book in centre and add to garden. Make a Hairy Head. Fill a stocking end with soil. Add wheat or grass seeds, tie end and place in jar of water. Add eyes, ears and mouth. When head is grown children can use scraps of material to dress Hairy Head.

Page 32

Ready-Ed Publications


Plants

Name ......................................................

Growing Plants

Let’s grow some plants. Look at the pictures. What happens first? Cut out and glue the pictures in the right order.

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

Sequencing

1

2

3

4

5

6

ew i ev Pr

Teac he r

How a plant can grow.

w ww

. te

Ready-Ed Publications

m . u

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

o c . che e r o t r s super

Page 33


––––– TEACHERS’ NOTES ––––– TOPIC: Plants - “Seeds”

SKILL/S:

r o e t s Bo r e p ok u LEARNING OUTCOMES: S Observing Describing Comparing

(Performance Indicators)

Children will be able to:

1. 2. 3.

ew i ev Pr

Teac he r

1. 2. 3.

observe plants with seeds by using all the senses. describe similarities and differences among seeds. group a set of plants according to whether they have one seed or many seeds.

EQUIPMENT REQUIRED:

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y• TEACHING POINTS: Orange, plum, mango, pear, apple, peach.

Pre-use of activity page

. te

Suggested use of activity page

m . u

w ww

Have a variety of fruits. Children predict what size and number of seeds in each fruit. Cut open fruit. Children feel, smell, taste fruit. Compare the different seeds in each fruit.

o c . ch e Post-use of activity page r er o t s super Colour in fruits. Cut out and glue into correct boxes.

Make fruit juice. Maths - Compare sizes and shapes of seeds.

Page 34

Ready-Ed Publications


Plants

Name ......................................................

Seeds

Some plants have lots of seeds. Some plants have only one seed. Cut out and glue the pictures in the right column.

ew i ev Pr

Teac he r

r o e t s B r e o Lots of seeds One seed p o u k S

Comparing

w ww

. te

orange

m . u

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

o c . plum che e r o t r s super

mango

pear

apple

peach

Ready-Ed Publications

Page 35


––––– TEACHERS’ NOTES ––––– TOPIC: Plants - “Edible Plants”

SKILL/S:

r o e t s Bo r e p ok LEARNING OUTCOMES: u S Observing Classifying

Teac he r

1. 2.

(Performance Indicators)

1. 2. 3.

ew i ev Pr

Children will be able to:

recognise that plants have many uses. recognise that some plants can be cared for and cultivated for use by people. identify plants which may be used by people.

EQUIPMENT REQUIRED:

© ReadyEdPubl i cat i ons TEACHING POINTS: •f orr evi ew pur posesonl y• Pre-use of activity page Resources to show different plants/gardens, e.g. pictures, books, charts.

w ww

Suggested use of activity page

m . u

Discuss different types of gardens - flower, vegetable, orchard. What types of media can be used for growing plants, i.e. ‘cultures’ - agriculture, horticulture, viticulture.

Discuss the types of plants which can be eaten. Find out which parts of plants can be eaten. Teach children that some plants can be eaten, but that some plants can be poisonous and can cause severe health problems if touched or eaten. Discuss plants on activity page and classify into ones you can and cannot eat. Cut out pictures and glue into correct boxes.

. te

o c . ch e Post-use of activity page r er o t s super Have a salad day/soup day. Children bring in one vegetable piece each. Discuss if it needs to be peeled. Can it be eaten raw or does it have to be cooked? Discuss hygiene when handling food, and table manners when eating.

Page 36

Ready-Ed Publications


Plants

Name ......................................................

Edible Plants

Do you know what plants you can eat? Sort out the pictures into the right boxes.

r o e t s B r e oyou Plants you can eat Plants can’t eat p o u k S

ew i ev Pr

Teac he r

Classifying

w ww

. te

carrot

m . u

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

o c . tree che e r o t r s super

daisy

lettuce

daffodil

cauliflower

Ready-Ed Publications

Page 37


––––– TEACHERS’ NOTES ––––– TOPIC: Plants - “Where Plants Grow”

SKILL/S:

r o e t s Bo r e p ok LEARNING OUTCOMES: u S Communicating Comparing

Teac he r

1. 2.

(Performance Indicators)

1. 2.

describe how different plants can grow. classify plants according to the ways in which they grow.

EQUIPMENT REQUIRED: Worksheet, pictures of edible plants.

ew i ev Pr

Children will be able to:

© ReadyEdPubl i cat i ons TEACHING POINTS: •f orr evi ew pur posesonl y• Pre-use of activity page

Suggested use of activity page

m . u

w ww

What are the ways in which plants we eat can grow? Classify on blackboard or wall chart plants which grow in the ground, on the ground, or on a tree. Children bring in pictures of edible plants and classify them into the three categories.

. te o c Post-use of activity page . che e r o t r s super

Discuss each picture on activity sheet. Children colour in the pictures, cut them out and glue into the appropriate sections.

Grow some radish seeds. Children describe the changes that take place during growth. Visit a market garden.

Page 38

Ready-Ed Publications


Name ......................................................

Where Plants Grow

Plants

Plants we eat can grow in different ways. Can you sort the plants into the right boxes?

r o e t s Bo r e p ok u In the ground On the ground On a tree S

ew i ev Pr

Teac he r

Comparing

w ww

. te

carrots

lettuce Ready-Ed Publications

m . u

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

o c . che e r o t r s apple su er bananap

potato

cauliflower Page 39


––––– TEACHERS’ NOTES ––––– TOPIC: Observation - “What Can You See?”

SKILL/S:

r o e t s Bo r e p ok u LEARNING OUTCOMES: S Observing Communicating Recording

(Performance Indicators)

Children will be able to:

1. 2. 3.

notice details in surroundings by making use of all the senses. describe an object so that it can be identified. record details from an observation.

EQUIPMENT REQUIRED:

ew i ev Pr

Teac he r

1. 2. 3.

© ReadyEdPubl i cat i ons TEACHING •f oPOINTS: rr evi ew pur posesonl y• Worksheet

Pre-use of activity page

w ww

Suggested use of activity page

m . u

Brainstorm words that would describe objects and plants found in the garden.

Children look at activity page and compare their brainstorming words with the actual picture. Encourage children to expand their visual perception skills by adding to original items, e.g. “I can see a rake, I can see a rake next to a watering can, I can see a rake leaning against a shed near the path.” Children to complete worksheet.

. te o c Post-use of activity page . che e r o t r s super Grow some sunflower seeds. Set up an indoor rockery. Children bring in small plants to add to the garden. “Safety in the Garden” - tools, pests, insecticides, etc.

Page 40

Ready-Ed Publications


Name ......................................................

What Can You See?

Plants

Complete the sentences.

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

Observing and recording

ew i ev Pr

Teac he r

Colour the picture

w ww

m . u

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

. te o I can see ............................................................................................ c . c e her r I can see ............................................................................................ o t s super I can see ............................................................................................ I can see ............................................................................................ I can see ............................................................................................ I can see ............................................................................................ Ready-Ed Publications

Page 41


––––– TEACHERS’ NOTES ––––– TOPIC: Animals - “Count the Legs”

SKILL/S:

r o e t s Bo r e p ok u LEARNING OUTCOMES: S Observing Classifying Identifying

(Performance Indicators)

Children will be able to:

1. 2. 3.

ew i ev Pr

Teac he r

1. 2. 3.

distinguish between animals on the basis of how many legs they have. group animals into categories according to the number of legs they have. identify animals from a description of their characteristics.

EQUIPMENT REQUIRED:

© ReadyEdPubl i cat i ons TEACHING •f oPOINTS: rr evi ew pur posesonl y• Worksheet

w ww

Revise numerals 2, 4, 6, 8. What do legs help us to do? What do legs help animals to do?

Suggested use of activity page

. te

m . u

Pre-use of activity page

Count the legs in each picture. Children should recognise that any animal with six legs is an insect, that a spider has eight legs, and that an octopus’s legs are called tentacles. Identify pictures in activity sheet, cut out and glue into appropriate boxes.

o c . ch e Post-use of activity page r er o t s super

Make a graph and add to it as children bring in pictures of various creatures, counting by 2s.

Page 42

Ready-Ed Publications


Name ......................................................

Count the Legs

Creatures have different numbers of legs. Look at the pictures. Cut them out and glue them in the right boxes.

Teac he r

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

6 legs

Identifying

ew i ev Pr

8 legs

Animals

© ReadyEdPubl i cat i ons 4 •f orr evi ew pur posesonl y•

w ww

2 legs

. te

Ready-Ed Publications

m . u

legs

o c . che e r o t r s super

Page 43


––––– TEACHERS’ NOTES ––––– TOPIC: Animals - “Type of Covering”

SKILL/S:

r o e t s Bo r e p ok LEARNING OUTCOMES: u S Observing Identifying

Teac he r

1. 2.

(Performance Indicators)

1. 2.

distinguish between animals on the basis of their body covering. identify the coverings different animals have.

EQUIPMENT REQUIRED: Pictures of different animals, resources from a museum.

ew i ev Pr

Children will be able to:

© ReadyEdPubl i cat i ons TEACHING POINTS: •f orr evi ew pur posesonl y• Pre-use of activity page

w ww

Suggested use of activity page

m . u

List the different coverings animals may have - fur, hair, skin, shell, scales, feathers. Many museums lend kits to schools. See if they have one that covers this topic - a simple phone call will do it.

Discuss the animals on the activity page and the type of coverings they have. Colour in pictures, cut out and glue into correct boxes.

. tactivity page Post-use of e o c . che e r o t r s super

Make a list of different animal coverings. Collect pictures and paste on charts with different headings. Discuss how humans change their clothing according to the changes in the environment. Keep a crazy crab as a class pet. Put some larger shells in the tank. Collect some snails and make a snail trail on coloured paper.

Page 44

Ready-Ed Publications


Name ......................................................

Type of covering

Sort out the animals. Colour the pictures and glue them in the right boxes.

Animals

ew i ev Pr

Teac he r

r o e t s Bo that don’t r e Animals that do Animals p ok have fur coverings have fur coverings u S

Identifying

w ww

. te

Ready-Ed Publications

m . u

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

o c . che e r o t r s super

Page 45


––––– TEACHERS’ NOTES ––––– TOPIC: Animals - “Animal Homes”

SKILL/S:

r o e t s Bo r e p ok LEARNING OUTCOMES: u S Observing Identifying

Teac he r

1. 2.

(Performance Indicators)

1. 2.

ew i ev Pr

Children will be able to:

observe different animal environments. identify animals’ homes from their characteristics and environmental needs.

EQUIPMENT REQUIRED: Worksheet

© POINTS: ReadyEdPubl i cat i ons TEACHING

•f orr evi ew pur posesonl y•

Pre-use of activity page

w ww

Suggested use of activity page

m . u

Do children know the names of different animal homes? e.g. barn, nest, hive, web, kennel, cage, hutch. What about homes for other types of animals, e.g. wild animals, farm animals, sea animals? Discuss animals that carry their homes around with them - snails, turtles etc.

Discuss each animal on the activity sheet and match up a suitable home. Children make references as to why this home would suit each animal. Could they live anywhere else? Colour pictures, cut out and glue next to the correct animal.

. te o c Post-use of activity page . che e r o t r s super Make a memory game for class use. Children match animals and homes for a correct pair. The one with the most pairs wins. Make a spider web by weaving wool in between sticks. Children make paper spiders to stick on the web.

Page 46

Ready-Ed Publications


Name ......................................................

Animal Homes

Animals

Find the right homes for these animals. Cut them out and glue them in the right boxes.

r o e t s B r e Home Animal o Home p o u k S

Identifying and labelling

ew i ev Pr

Teac he r

Animal

w ww

. te

Ready-Ed Publications

m . u

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

o c . che e r o t r s super

Page 47


––––– TEACHERS’ NOTES ––––– TOPIC: Animals - “Parts of a Bird”

SKILL/S:

r o e t s Bo r e p ok u LEARNING OUTCOMES: S Observing Classifying Identifying

(Performance Indicators)

Children will be able to:

1. 2. 3.

observe details and characteristics of a bird. recognise common properties in birds. identify a bird from its common characteristics.

EQUIPMENT REQUIRED:

ew i ev Pr

Teac he r

1. 2. 3.

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

Resource pictures of different types of birds, worksheet, a real bird.

TEACHING POINTS:

m . u

Pre-use of activity page

w ww

If you are using a real specimen (a nice tame one), have children observe it using all of their senses. Write words for labelling on the blackboard. The children name each part of the bird as you point to it.

. te

o c . che e r o Post-use of activity pager t s super Suggested use of activity page

Children cut out one label at a time and glue it in the appropriate box. Colour in the picture

Keep a canary or a budgie in the class. Make bird mobiles.

Page 48

Ready-Ed Publications


Name ......................................................

Parts of a Bird

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

Identifying and labelling

ew i ev Pr

Teac he r

Find the parts of this bird. Cut out the words and glue them in the right places.

Animals

w ww

. te

m . u

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

o c . che e r o t r s super

eye

feet

beak

tail

wing

feathers

Ready-Ed Publications

Page 49


––––– TEACHERS’ NOTES ––––– TOPIC: Animals - “Parts of a Fish”

SKILL/S:

r o e t s Bo r e p ok u LEARNING OUTCOMES: S Observing Communicating Identifying

(Performance Indicators)

Children will be able to:

1. 2. 3.

ew i ev Pr

Teac he r

1. 2. 3.

recognise a fish from a description on basis of colour, size, shape, texture. describe a fish so it can be identified. identify parts of a fish and label parts correctly.

EQUIPMENT REQUIRED:

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y• TEACHING POINTS: A specimen of a fish, worksheet.

Pre-use of activity page

. te

m . u

w ww

Obtain a fish from a fish shop. Let children touch, smell, see the various parts. Brainstorm words on blackboard. Discuss different types of fish - edible, pets, wild. Plan an excursion to an underwater marine park if possible.

o c . che e r o Post-use of activity pager t s super Suggested use of activity page

Children glue appropriate label into correct space. Colour in fish.

Set up an aquarium with some goldfish. Make a fish mobile. Make a fishing game - cut out cardboard fish. Place paper clip at mouth end. Make a fishing rod with a stick, a piece of wool and a small magnet on the end. You can write words or numbers on the fish for language or maths games.

Page 50

Ready-Ed Publications


Animals

Name ......................................................

Parts of a Fish

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

Identifying and labelling

ew i ev Pr

Teac he r

Find the parts of this fish. Cut out the words and glue them in the right places.

w ww

. te

m . u

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

o c . che e r o t r s super

eye

fin tail

Ready-Ed Publications

gill scales Page 51


––––– TEACHERS’ NOTES ––––– TOPIC: Animals - “Where Animals Live”

SKILL/S:

r o e t s Bo r e p ok u LEARNING OUTCOMES: S Observing Communicating Classifying

(Performance Indicators)

Children will be able to:

1. 2. 3.

distinguish between animals on the basis of their characteristics. describe where an animal can survive. group a set of animals according to their characteristics.

EQUIPMENT REQUIRED:

ew i ev Pr

Teac he r

1. 2. 3.

© ReadyEdPubl i cat i ons TEACHING •f oPOINTS: rr evi ew pur posesonl y• Worksheet

Pre-use of activity page

w ww

Suggested use of activity page Discuss each animal and its characteristics. Children colour picture, cut out and glue into appropriate sections.

m . u

Discuss what determines whether an animal can live in the water, on land or both. Introduce the word ‘amphibian’.

. tactivity page Post-use of e o c . che e r o t r s super Set up an aquarium and make a pond. Keep a frog and keep a diary about its movements.

Page 52

Ready-Ed Publications


Name ......................................................

Where Animals Live

Some animals live in the water. Some animals live on the land. Glue the animals into the right boxes.

Animals

ew i ev Pr

Teac he r

r o e t s Bo r e p Lives inu water Liveso on land k S

Classifying

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Ready-Ed Publications

m . u

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

o c . che e r o t r s super

Page 53


––––– TEACHERS’ NOTES ––––– TOPIC: Animals - “Pets”

SKILL/S:

r o e t s Bo r e p ok u LEARNING OUTCOMES: S Observing Communicating Interpreting Data

(Performance Indicators)

Children will be able to:

1. 2. 3.

describe an animal so that it can be identified. suggest reasonable explanations for observations. classify animal characteristics from a description.

EQUIPMENT REQUIRED:

ew i ev Pr

Teac he r

1. 2. 3.

© ReadyEdPubl i cat i ons TEACHING •f oPOINTS: rr evi ew pur posesonl y• Worksheet.

Discuss pets that children have. Make a class graph of the pets.

w ww

Suggested use of activity page

m . u

Pre-use of activity page

Blackboard action words from bottom of activity page. Match an animal with the most appropriate action word. Children complete the sentence by writing the correct word on the lines. Draw a picture to match the sentence.

. te

o c . ch e Post-use of activity page r er o t s super Sound and Action Drama: Teacher says “Dogs like to … .” Children provide the sound or action. Make a class graph on the types of pets children have. Create a mural of animal actions.

Page 54

Ready-Ed Publications


Matter

Name ......................................................

Pets

What can these pets do? Use the clues below to put in the missing words, and then draw a picture of the pet.

r o e t s Bo r e p ok u Dogs like toS __ __ __.

ew i ev Pr

Teac he r

Describing and recording

Cats like to __ __ __ __ __. Rabbits like to __ __ __.

© ReadyEdPubl i cat i ons •like f otor__ r e v i e w__p r posesonl y• Horses __ __ __ __.u

w ww

m . u

Birds like to __ __ __.

. te

Fish like to __ __ __ __.

o c . c e r Mice like to __ __h __e __r __ __. o t s super gallop swim

Ready-Ed Publications

run scurry

climb fly

hop Page 55


––––– TEACHERS’ NOTES ––––– TOPIC: Animals - “Tame or Wild”

SKILL/S:

r o e t s Bo r e p ok LEARNING OUTCOMES: u S Communicating Inferring

Teac he r

1. 3.

(Performance Indicators)

1. 2.

describe an animal so that it can be identified. suggest explanations for observations.

EQUIPMENT REQUIRED: Worksheet.

ew i ev Pr

Children will be able to:

© POINTS: ReadyEdPubl i cat i ons TEACHING

•f orr evi ew pur posesonl y•

Pre-use of activity page

Discuss the characteristics of wild and tame animals, their habitats, food and care.

Suggested use of activity page

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Post-use of activity page

o c . che e r o t r s super

Plan an excursion to the zoo.

Page 56

m . u

w ww

Discuss each animal. Children infer which category it fits into by giving a description of its characteristics, habitats and needs. Colour, then cut out animals and glue into correct categories.

Ready-Ed Publications


Name ......................................................

Tame or Wild

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

Contrasting

ew i ev Pr

Teac he r

Some animals are tame. Some animals are wild. Can you sort out the wild and tame animals?

Animals

w ww

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Ready-Ed Publications

m . u

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

o c . che e r o t r s super

Page 57


––––– TEACHERS’ NOTES ––––– TOPIC: Animals - “Parents and Babies”

SKILL/S:

r o e t s Bo r e p ok LEARNING OUTCOMES: u S Observing Identifying

Teac he r

1. 2.

(Performance Indicators)

1. 2.

recognise that animals grow and change. identify the differences between baby animals and their parents.

EQUIPMENT REQUIRED: Pictures of animals and their babies, worksheet.

ew i ev Pr

Children will be able to:

© ReadyEdPubl i cat i ons TEACHING POINTS: •f orr evi ew pur posesonl y• Pre-use of activity page

w ww

Suggested use of activity page

m . u

Collect as many pictures as possible of animals and their babies. Make a class display, labelling each picture.

Discuss characteristics of animals and glue into boxes next to their parents.

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Post-use of activity page

o c . che e r o t r s super

Hire an incubator and hatch some chicken eggs. Keep some tadpoles - keep a record of changes as they develop into frogs.

Page 58

Ready-Ed Publications


Name ......................................................

Parents and Babies

Animals

Can you find the baby which belongs to the right parent? Glue each in a box.

r o e t s B r e Baby Parent o Baby p o u k S

Identifying

ew i ev Pr

Teac he r

Parent

w ww

. te

Ready-Ed Publications

m . u

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

o c . che e r o t r s super

Page 59


––––– TEACHERS’ NOTES ––––– TOPIC: Animals - “Animal Families”

SKILL/S:

r o e t s Bo r e p ok LEARNING OUTCOMES: u S Observing Identifying

Teac he r

1. 2.

(Performance Indicators)

1. 2. 3.

describe an animal so that it can be identified. describe changes as part of the growth process in animals. identify animals from a description.

EQUIPMENT REQUIRED:

ew i ev Pr

Children will be able to:

© ReadyEdPubl i cat i ons TEACHING POINTS: •f orr evi ew pur posesonl y• Pre-use of activity page Worksheet.

w ww

Suggested use of activity page Discuss characteristics of each animal and its baby. Introduce new words. Children cut out the baby animal and glue it in the correct space.

m . u

Talk about families - What makes us a family? How do human families differ from animal families?

. tactivity page Post-use of e o c . che e r o t r s super

Family Game: Glue words and pictures from the worksheet onto card. Cut out boxes. 4 players start with one card each, which determines what family they are collecting. Cards are turned face down. Children take turns at turning cards until they have a complete family.

Page 60

Ready-Ed Publications


Name ......................................................

Animal Families

Can you find the baby to match the mum and dad? Cut the picture out and glue it in the right box.

Animals

hen

ew i ev Pr

Teac he r

r o e t s Bo r e p male okbaby female u S

Identifying

rooster

ewe ramP © ReadyEd ubl i cat i ons

•f orr evi ew pur posesonl y•

w ww

. te mare

foal Ready-Ed Publications

bull

m . u

com

o c . che e r o t r s super stallion

lamb

calf

chick Page 61


––––– TEACHERS’ NOTES ––––– TOPIC: Observation - “What can you see?”

SKILL/S:

r o e t s Bo r e p ok u LEARNING OUTCOMES: S Observing Communicating Recording

(Performance Indicators)

Children will be able to:

1. 2. 3.

notice details in surroundings by making use of all the senses. describe an object so that it can be identified. record details from an observation.

EQUIPMENT REQUIRED:

ew i ev Pr

Teac he r

1. 2. 3.

© ReadyEdPubl i cat i ons TEACHING •f oPOINTS: rr evi ew pur posesonl y• Worksheet

Pre-use of activity page

. te

Suggested use of activity page Play “I Spy”.

m . u

w ww

Play “What is ...?” game. Encourage children’s expressive language by encouraging them to give as much detail as possible in an answer. E.g. What is a horse? What is a tree?

o c . che e r o t r s super

“I spy with my little eye something that is an animal. It has four legs. Sometimes it has horns. It has an udder. It likes to eat grass. You can get milk from this animal.” Children complete written activity after oral work.

Post-use of activity page

Visit a farmyard. Make a farm scene with Plasticene. Make a jigsaw puzzle from a picture. SONG: Old MacDonald had a farm.

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Name ......................................................

What Can You See?

Animals

Complete the sentences.

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

Observing and recording

ew i ev Pr

Teac he r

Colour the picture

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m . u

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

. te o I can see ............................................................................................ c . c e her r I can see ............................................................................................ o t s super I can see ............................................................................................ I can see ............................................................................................ I can see ............................................................................................ I can see ............................................................................................ Ready-Ed Publications

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How well are you doing? Name ................................. Class ..................................

r o e t s Bo r e p ok Each time you u finish a sheetS

use your coloured pencils to colour in the correct shape on the clown.

ew i ev Pr

Teac he r

What to do

© ReadyEdPubl i cat i oDecide ns for yourself how •f orr evi ew pur poseso nl y• well you did the

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m . u

w ww

. te

sheet and colour the shapes like this: RED - for excellent work. BLUE - for good work. BROWN - for not-so-good work.

o c . che e r o t r s super

Ready-Ed Publications

Starting Science Series: Book 1  

This series is designed to introduce 6-8 year olds to important science education concepts and skills. Activities involve children in observ...

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