Literacy through Science: Age 8-10

Literacy through science Ages 8–10 Published by R.I.C. Publications® 2009 under licence to Creative Teaching Press Inc. Copyright© 2002 Creative Teaching Press Inc. This version copyright© R.I.C. Publications® 2009 ISBN 978-1-74126-881-2 RIC–6319

Titles available in this series:

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Contributing authors to the Literacy through science series are: Trisha Callella Marilyn Marks

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This master may only be reproduced by the original purchaser for use with their class(es). The publisher prohibits the loaning or onselling of this master for the purposes of reproduction.

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Teachers notes

Foreword

Literacy through science is a resource designed to provide the integration of science content with specific reading instruction. It enables students to improve their comprehension of nonfiction text, and to understand scientific vocabulary and concepts appropriate to their level. The resource includes 12 units that cover the areas of life, earth and physical science. The topics chosen are based on a selection of those most commonly investigated in their age group.

4ITLES IN THIS SERIES ARE

s Literacy through science – Ages 5–7

s Literacy through science – Ages 8–10

s Literacy through science – Ages 11+

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Introduction.........................................................................................................................................................iv Unit overview.............................................................................................................................................. v – vii Content summary .............................................................................................................................................viii Curriculum links .................................................................................................................................................ix

Life science

Earth science

Physical science

Pre-reading strategies ..................2–4 Nonfiction text ....................................5 Post-reading applications ............6–8 Hands-on science ........................9–11

Pre-reading strategies ..............44–46 Nonfiction text ............................47–48 Post-reading applications ........49–51 Hands-on science ......................52–53

Pre-reading strategies ..............85–87 Nonfiction text .............................88–89 Post-reading applications ........90–92 Hands-on science ......................93–95

Our skeleton

Volcanoes

Light energy

Pre-reading strategies ..............12–14 Nonfiction text ............................15–16 Post-reading applications ........17–19 Hands-on science ......................20–22

Pre-reading strategies ..............54–56 Nonfiction text ..................................57 Post-reading applications ........58–60 Hands-on science ......................61–64

Pre-reading strategies ..............96–98 Nonfiction text ..................................99 Post-reading applications ....100–102 Hands-on science ..................103–105

Food chains

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Sound energy Earthquakes © R. I .

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Ocean communities

Water pollution

Acid rain

Pre-reading strategies ..............23–25 Nonfiction text ...................................26 Post-reading applications ........27–29 Hands-on science ......................30–33

Pre-reading strategies ..............65–67 Nonfiction text ..................................68 Post-reading applications ........69–71 Hands-on science ...................... 72-74

Pre-reading strategies ..........106–108 Nonfiction text .................................109 Post-reading applications ....110–112 Hands-on science ..................113–116

Rainforests

Our solar system

Electricity

Pre-reading strategies ..............75–77 Nonfiction text ..................................78 Post-reading applications ........79–81 Hands-on science ......................82–84

Pre-reading strategies ..........117–119 Nonfiction text ................................120 Post-reading applications ....121–123 Hands-on science ..................124–126

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Pre-reading strategies ..............34–36 Nonfiction text ..................................37 Post-reading applications ........38–40 Hands-on science ......................41–43

Answers ...................................................................................................................................................................................... 127–132

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Teachers notes

Introduction For many students, reading comprehension diminishes when they read nonfiction text. Students often have difficulty understanding scientific vocabulary, making inferences and grasping scientific concepts. Literacy through science integrates science content with specific reading instruction to help students improve their comprehension of nonfiction text.

Pre-reading strategies s 'UESS THE TOPIC s "EFORE AND AFTER chart s 7ORD WARM UP

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Life science

Earth science

Physical science

Ocean communities Earthquakes

Sound energy

Our skeleton

Volcanoes

Light energy

Food chains

Water pollution

Acid rain

Rainforests

Our solar system

Electricity

Each unit includes pre-reading strategies, such as predicting the topic of the nonfiction text, accessing prior knowledge and brainstorming about vocabulary, that may be included in the reading selection. Following the pre-reading exercises is a nonfiction reading selection.

This is followed by essential post-reading applications such as full-answer comprehension questions on multiple taxonomy levels, multiple-choice questions and a critical thinking exercise. Each unit also includes a hands-on science experiment that requires students to become active participants as they gain an understanding of essential scientific concepts.

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This resource includes 12 units that cover three areas of science: life science, earth science and physical science. The units are based on a selection of topics most commonly investigated at this level:

Nonfiction text

Post-reading © R. I .

C.Publ i cat i onsapplications s #OMPREHENSION questions answers •f orr evi ew pur poses onand l y •

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Teachers notes on pages v – vii include the indicators and implementation strategies for each unit component.

Before, during and after reading the nonfiction text, students are exposed to those same reading strategies that are typically reinforced during language and literacy lessons. This provides the opportunity to teach both reading and science simultaneously. Using the activities in this resource, students will continue learning to read while reading to learn. They will become more successful readers while gaining new science knowledge and experiences.

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Hands-on science

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Unit overview

Teachers notes

Pre-reading strategies

Guess the topic

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Before-and-after chart

Indicators 3TUDENTS WILL s ACCESS PRIOR KNOWLEDGE BY BRAINSTORMING WHAT THEY ALREADY know about the topic

s INCREASE FAMILIARITY WITH THE SCIENCE CONTENT BY HEARING others’ prior knowledge experiences

s REVISIT THE BEFORE AND AFTER CHART AFTER READING TO RECALL information from the text Implementation Distribute copies of this page to individual or pairs of students and use it as a whole-class activity. After discussion, students list what they already know about the topic. After the class reads the information text, they add facts they have learned.

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Indicators 3TUDENTS WILL s BE INTRODUCED TO KEY CONCEPTS AND VOCABULARY BEFORE READING

s BE ABLE TO TRANSFER THIS KEY STRATEGY TO IMPROVE TEST TAKING skills Implementation Students use clues and the process of elimination to predict the topic of the nonfiction text. Distribute copies of this page to individual or pairs of students and use it as a whole-class activity. Read each topic word, then the clues one at a time. For each topic, students put a tick or a cross for each clue. Then discuss with the class what topic word(s) could be eliminated and the reasons why. (Note: There will be clues that do not eliminate any words. The purpose of this is to teach students that although there is information listed, it is not always helpful information.) If there is more than one word left after the class discusses all of the clues, reread the clues with the class and discuss further which answer would be the most appropriate. Students then write the answer on the space provided.

They can list three things they would like to know about the topic on the bottom of the page.

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Word warm-up

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Indicators 3TUDENTS WILL s REVISE FAMILIAR VOCABULARY

s BE INTRODUCED TO NEW VOCABULARY

s MAKE PREDICTIONS ABOUT THE NONFICTION TEXT USING THINKING AND reasoning skills

s BEGIN TO MONITOR THEIR OWN COMPREHENSION Implementation Distribute copies of this page to individual or pairs of students and use it as a whole-class activity. Have students make predictions about which of the words could be in the text and which words are unrelated and should be eliminated from the list. Ask them to give reasons for their predictions. For example; ask: ‘Do you think a cashew nut would be found in a rainforest?’ A student may answer ‘Yes, because they are grown there’ or ‘No, because we buy them at the shops’. Students circle the word if they think it will be in the text and cross it out if they don’t. Do not correct students’ responses. After reading, students can either confirm or refute their own predictions. It is more beneficial for students to verify their predictions on their own than to be told the answer before actually reading the text. Students choose five of the circled words and write each in a meaningful sentence.

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Unit overview

Teachers notes

Nonfiction text

Read and comprehend

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Indicators 3TUDENTS WILL s READ HIGH INTEREST NONFICTION TEXT

s INCREASE SCIENCE KNOWLEDGE

s INCREASE CONTENT AREA VOCABULARY

s MAKE CONNECTIONS BETWEEN THE SCIENCE FACTS AND THEIR OWN experiences Implementation Each student will need a copy of the text (some topics are presented as one page and others cover two pages) and their corresponding Word warm-up worksheet. After reading and discussion, students look at the Word warm-up again and discuss their predictions in relation to the new information they learned. Students identify any changes they would make and give reasons for their responses. Then, students revisit their corresponding Before and after chart and add any new information they have learned.

Besides the post-reading applications below, the nonfiction text can also be used for identifying parts of speech such as nouns, verbs, adjectives and conjunctions; compiling a theme of list of spelling words; identifying the main ideas of specific paragraphs and summarising key facts and concepts.

Post-reading applications

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Indicators 3TUDENTS WILL s RECALL FACTUAL INFORMATION

s BE CHALLENGED TO THINK BEYOND THE FACTS IN THE TEXT TO MAKE inferences

s CONNECT THE TEXT TO OTHER READING THEIR OWN LIVES AND THE world around them Implementation Each student will need a copy of the comprehension page. Use the questions to facilitate a class discussion of the text. Afterwards, students can write the answers to the questions on their blackline.

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Multiple-choice questions

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Questions and answers

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Indicators 3TUDENTS WILL s PRACTISE ANSWERING QUESTIONS IN A MULTIPLE CHOICE TEST TAKING format

s INTEGRATE LITERACY SKILLS WITH SCIENCE KNOWLEDGE Implementation Ensure students have had some experience with the content of the literacy skills covered in these activities. These include knowledge of how to break words into syllables; identifying nouns, verbs, adjectives conjunctions; and understanding alphabetical order, synonyms, antonyms, homophones and homographs. Each student will need a copy of this page. Instruct students to read a question and all of the answer choices for that question before deciding on an answer. Instruct them to completely fill in the circle for their answer. Ask students to raise their hand if they have difficulty reading a question and/or the answer choices. Thoroughly explain the types of questions and exactly what is being asked the first few times students use this blackline. An ‘extra’ activity has been included to cater for early finishers. vi

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Teachers notes

Unit overview Get logical

r o e t s Bo r e p ok u S Hands-on science

Science experiment

Indicators 3TUDENTS WILL s PARTICIPATE IN HANDS ON LEARNING EXPERIENCES

s APPLY A SCIENTIFIC METHOD

s EXPAND AND REINFORCE SCIENCE KNOWLEDGE

s APPLY NEW SCIENCE VOCABULARY Implementation Students will each need a copy of any blackline master pages accompanying the teachers page. The teachers page includes additional background information to enhance discussions, as well as experiment results and conclusions.

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Indicators 3TUDENTS WILL s PRACTISE LOGICAL AND STRATEGIC THINKING SKILLS

s PRACTISE THE SKILL OF PROCESS OF ELIMINATION

s TRANSFER THE INFORMATION READ BY APPLYING IT TO NEW SITUATIONS Implementation Each student will need a copy of this page. Read and discuss the clues and sentences with the students. Show them step-by-step how to eliminate choices based on the clues given. Students place an X in a box that represents an impossible choice, thereby narrowing down the options for accurate choices. The latter can be ticked. Once they understand the concept, students can work independently on this blackline.

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Each experiment begins with a scientific question. Encourage students to brainstorm answers (hypotheses) and discuss their ideas based on facts they learned from the text.

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Review the step-by-step procedure for the hands-on experiment on ‘Science experiment – 1’ with the class and provide them with the necessary materials for the activity.

Discuss the questions on the ‘Science experiment – 2’ page before students write their answers. The final question in the ‘Results and conclusion’ section restates the inquiry used to start the activity.

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Teachers notes

Content summary

This chart shows a summary of the science content covered in each unit.

Ocean communities

Our skeleton

Food chains

Rainforests

Organisms have basic needs.

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The world has many different environments.

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Distinct environments support life of different organisms.

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Organisms can only survive where their needs are met.

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Life science

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Each plant or animal has different structures that serve different functions.

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An organism’s patterns of behaviour are related to the nature of that organism’s environment.

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All organisms cause changes in the environment where they live.

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Humans depend on their natural and built environments.

Earth science

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All animals depend on plants. Some animals eat plants and some eat animals that eat plants.

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Earthquakes

Volcanoes

Water pollution

Our solar system

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Earth materials include solid rocks and soils, water and the gases of the atmosphere.

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Earth materials have different physical and chemical properties.

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Earth materials provide many resources humans use.

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Objects in the sky all have proprieties, locations and movements that can be observed and described.

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Objects in the sky have patterns of movement.

Physical science

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The surface of the Earth changes.

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Magnets

Objects are made of one or more materials; e.g. wood, metal, paper.

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Objects have the ability to react with other substances.

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Sound is produced with vibrating objects.

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The pitch of a sound can vary by changing the rate of vibration.

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Shadows

Electricity in circuits can produce light, heat, sound and magnetic effects.

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Electrical circuits need a complete loop for an electrical current to pass.

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Light travels in a straight line until it strikes an object.

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Light can be reflected, refracted or absorbed by an object.

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Curriculum links

Teachers notes

The following curriculum links in English and Science are covered in this resource.

State NSW

English TS2.1, TS2.2, TS2.3, TS2.4, RS2.5, RS2.6, RS2.7, RS2.8, WS2.11, WS2.12

Science LTS2.3, PPS2.4, ESS2.6, INVS2.7

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SCBS0301, SCBS0302, SCCS0301, SCCS0302, SCES0301, SCES03032, SCPS0301, SCPS0302

WA

LS3, R3

I 3, EB 3, EC 3, LL 3, NPM 3

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Vic.

ENSL0301, ENSL0302, ENSL0303, ENSL0304, ENRE0301, ENRE0302, ENRE0303, ENRE0305, ENRE0306, ENRE0307

Qld

http://www.qsa.qld.edu.au

SS31., SS3.2, SS3.3, D3.4, EB3.1, EB3.2, EB3.3, EC3.1, EC3.2, EC3.3, D3.4, LL3.1, LL3.2, LL3.3, D3.4, NPM3.1, NPM3.2, NPM3.3, D3.4

SA

2.1, 2.2, 2.3, 2.5, 2.6, 2.7, 2.9, 2.11

2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7

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Refer to curriculum documents on:

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?

Guess the topic s

,OOK AT THE FOUR TOPIC CHOICES

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2EAD EACH CLUE BELOW

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$RAW A TICK IF THE TOPIC MATCHES THE CLUE

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$RAW A CROSS IF THE TOPIC DOES NOT MATCH THE CLUE

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4HE TOPIC THAT BEST MATCHES THE CLUES IS Topic 1

Topic 2

-OUNTAINS

#LUE

#LUE

#LUE

#LUE

Topic 3

#LUE #LUE

0LANETS Topic 4

#LUE

© R#LUE .

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/CEAN COMMUNITIES

C L U E S

#LUE

#LUE

#LUE

-INERALS

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#LUE

1 4HEY COVER MOST OF OUR WORLD . te o 2 -ANY PLANTS AND ANIMALS LIVE THERE c . che e r o 3 4HEY HAVE DIFFERENT COMMUNITIES OF LIFE t r s super 4 4HEY NEED TO BE PROTECTED

7HAT ARE THREE THINGS YOU WOULD LIKE TO KNOW ABOUT THE TOPIC s s s 2

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Before-and-after chart

Ocean communities

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,IST FACTS YOU ALREADY KNOW ABOUT OCEAN COMMUNITIES

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AFTER READING

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Literacy through science

Ocean communities

Word warm-up

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PLASTIC

TELESCOPE

MIDNIGHT

SEA ANEMONES

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1 #IRCLE THE WORDS YOU MIGHT EXPECT TO lND IN A TEXT ABOUT OCEAN COMMUNITIES

CORAL

BARNACLES

MUSIC Š R. I .

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ANIMALS

MURKY

TWILIGHT

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2 #HOOSE lVE WORDS AND WRITE A SENTENCE FOR EACH

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Read and comprehend

Ocean communities

2EAD THE INFORMATION ABOUT OCEAN COMMUNITIES

Dear Maria I am having a great time with my uncle in California in the USA. We went to the beach and I saw

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would not go high up on the beach. I fell asleep in the warm sun under the shelter of our beach

beach grasses. The animals would bury themselves in the sand for part of the day.

before. My uncle explained that tide pools are made on a rocky shore area. When the ocean have different zones where plants and animals live.

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C.Publ i cat i ons and mussels close up and store water in their shells. This is how they live until the tide comes •f orr evi ew pur posesonl y• water. The sea urchins and sea stars crawl into a pool of water as the tide is going back out.

I saw a fantastic looking sea urchin. I took a photograph of it to show you.

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much deeper there. The tour guide knew a lot about the ocean. I learned that the oceans cover three-quarters of the Earth and are so big and deep that there are different types of zones in the ocean.

The water at the surface of the ocean is commonly called the sunlight zone. That means the sun can shine down through the water. This zone is where most of the animals and plants of the

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the sunlight zone is the twilight zone. The tour guide said it is very murky there and hard to

wait to get back so I can show you all of the photographs I took and the fabulous shells I collected from the beach.

Your best friend Jackie

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Ocean communities

Questions and answers 1 7HAT ARE THE DIFFERENT ZONES IN THE OPEN OCEAN

2 7HAT ANIMALS AND PLANTS MIGHT LIVE ON A SANDY BEACH

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4 $ESCRIBE WHAT HAPPENS WHEN THERE IS A LOW TIDE

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3 7HAT ANIMALS COULD YOU lND IN A ROCKY TIDE POOL

5 %XPLAIN ONE DIFFERENCE BETWEEN A TIDE POOL AND THE OPEN OCEAN

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6 7HY DO YOU THINK THE ZONES OF THE OPEN OCEAN ARE CALLED @SUNLIGHT @TWILIGHT AND @MIDNIGHT

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8 7HICH OCEAN COMMUNITY WOULD YOU MOST LIKE TO SEE UP CLOSE 7HY

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Ocean communities

Multiple-choice questions #OLOUR THE CIRCLE NEXT TO THE CORRECT ANSWER

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cobra–coin

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barnacles

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worms

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collect–conjunction

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whales

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glowing fish

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corridor–curb

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7HEN THE TIDE GOES OUT BARNACLES AND MUSSELS CLOSE UP AND STORE WATER INSIDE THEIR SHELLS 4HIS IS HOW THEY SURVIVE UNTIL THE TIDE COMES BACK IN AND COVERS THEM WITH WATER AGAIN

7HICH WORD BEST COMPLETES THE FOLLOWING SENTENCE 7OULD YOU LIKE TO DOWN INTO THE TWILIGHT ZONE â??

dived

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diving

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7 7HICH LIVING THING DOES NOT Š R. I .

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)F YOU WANTED TO LEARN MORE ABOUT CREATURES THAT LIVE IN TIDE POOLS

WHICH RESOURCE WOULD BE THE MOST HELPFUL

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dictionary

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encyclopedia/internet

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plankton

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squid

8 (OW WOULD YOU SPLIT THE WORD kBARNACLEl INTO SYLLABLES

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barna-cle

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bar-nac-le

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Extra! e â?? thesaurus c her r o 5SING 1UESTION AS A GUIDE WRITE t s super A SIMILAR ACTIVITY ON THE BACK OF THIS 7HICH WORD IS NOT AN ADJECTIVE IN â??

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#LAMS ARE TO BEACH LIKE ARE TO TIDE POOLS.

car–carton

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7HICH WORD WOULD SHOW HOW THESE TWO THINGS ARE ALIKE

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7HICH WORD IS AN ANTONYM FOR @SURVIVE

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7HICH GUIDE WORDS AT THE TOP OF A PAGE IN A DICTIONARY WOULD HELP YOU ĂźND THE WORD kCOMMUNITYl

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3CUBA DIVERS MUST WEAR PRESSURISED SUITS AND OXYGEN TANKS WHEN THEY DIVE DEEP INTO THE OCEAN â??

oxygen

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scuba

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ocean

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bar-na-cle â??

barn-a-cle

SHEET FOR lNDING THE WORD @PLANKTON IN A DICTIONARY

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Ocean communities

Get logical

2ILEY 9OKE !VA !LEXA AND #ALE EACH READ A BOOK THAT TAUGHT THEM ABOUT THE OCEAN COMMUNITY THEY WERE MOST INTERESTED IN 5SE THE CLUES BELOW TO lND OUT WHICH COMMUNITY EACH PERSON LEARNED MORE ABOUT

Clues 2 3

5

Riley learned more about the cold, pitch-black area of the ocean.

Alexa’s book told her about the rocky shore area when the ocean has a low tide.

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Yoko learned more about sand crabs and worms.

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Ava learned about plants and animals that live in clear, warm tropical areas.

Cale learned more about the area of the ocean where it is light enough for both plants and animals to live.

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-IDNIGHT ZONE

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. te o c 2ILEY 9OKO !VA !LEXA . che e r o t r s super 2ILEY READ MORE ABOUT THE .

3UNLIGHT ZONE

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2 9OKO READ MORE ABOUT THE 3 !VA READ MORE ABOUT THE

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Science experiment

Teachers notes ommuni

Student focus question: How do animals survive in a tide pool?

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Background information

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Tides are mainly the result of the gravitational pull of the moon on the Earth with a little help sometimes from the sun. Because the water recedes and returns gradually as the tide is going out and coming in, the animals that live in a tide pool have time to adjust to the changing water level. They are adapted in many ways to being in and out of the water.

Experiment results and conclusions

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Tide pools form in rocky coastal regions where water is trapped between the rocks as the tide goes out.

s 4HE LOW SPOTS OR DEPRESSIONS NEAREST THE ocean will fill with water first as the tide comes in. s (IGH TIDE IS REPRESENTED WHEN THE PAN IS full of water. At this time, all of the animals should be under the water, or almost covered with water.

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C.Publ i cat i ons The animals that live highest up on the rocks s !S STUDENTS REMOVE THE WATER TO SIMULATE •tof o rr e e wthepur p o e so y• must be able survive out ofv thei water thes tide going out,n thel snail will be

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Other animals, like some crabs and sea stars, must migrate into deeper water or find a pool to stay in until the tide returns.

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Tide pools are very interesting environments to visit when the tide is low, and you can see many of the varied creatures that make this ocean community their home.

uncovered first, then the sea star, and lNALLY THE CRAB (OWEVER THE STUDENTS should note that in real life the sea star and perhaps the crab are still covered with water, since they would need to migrate to a tide pool.

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longest. Many, like the barnacle and periwinkle snail, close up and store water inside their shells to keep them alive.

s #RABS USUALLY SWIM INTO DEEPER WATER AS the tide goes out.

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Note: If the plastic sea creatures required for the experiment are not available, substitute a similar-sized labelled object such as a lid from a juice drink or mould the creatures from clay and paint.

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s 4HE LOWEST WATER LEVEL REPRESENTS LOW TIDE s 4HIS COMMUNITY IS CALLED A ROCKY TIDE POOL because it is found along a rocky shore and the water collects in pools as the tide goes out. s 3OME ANIMALS SURVIVE BY CLOSING UP AND storing water inside their shells. Others move to deeper waters or find a pool to stay in until the high tide returns.

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9

Science experiment – 1

Ocean communities

(OW DO ANIMALS SURVIVE IN A TIDE POOL

Materials PER GROUP s MODELLING CLAY

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

s RECTANGULAR DISPOSABLE FOIL PAN s ROCKS AND PEBBLES

s PLASTIC SEA STAR CRAB AND SNAIL s JUG OF WATER

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s BLUE FOOD COLOURING

s MEAT POULTRY BASTER OR LARGE PLASTIC SYRINGE

Procedure

1 5SE THE MODELLING CLAY TO BUILD A DOWNWARD SLOPING LANDSCAPE AT ONE END OF THE PAN ,EAVE ABOUT HALF OF THE PAN EMPTY 4HIS WILL BE THE AREA FOR THE DEEPER OCEAN WATER

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C.Publ i cat i ons 2 5SE YOUR HAND TO MAKE SEVERAL INDENTS LIKE SHALLOW HOLES IN THE SURFACE •f orr evi ew pur posesonl y• OF THE CLAY TO FORM PLACES FOR POOLS OF WATER TO COLLECT

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3 0RESS ROCKS AND PEBBLES INTO THE CLAY ESPECIALLY AROUND YOUR INDENTS

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4 0LACE THE PLASTIC SNAIL HIGH UP ON YOUR @SHORELINE AND PLACE THE SEA STAR IN THE MIDDLE OF THE SLOPE IN ONE OF THE INDENTS 'ENTLY PRESS BOTH OF THEM INTO THE CLAY 4HEN PLACE THE PLASTIC CRAB FURTHEST DOWN THE SLOPE NEAR THE BOTTOM OF THE CLAY 5

6

. te o c !DD THREE TO FOUR DROPS OF BLUE FOOD COLOURING TO YOUR JUG OF WATER TO . c e CREATE @OCEAN WATER her r o t s s r u e p 3LOWLY POUR THE WATER INTO THE EMPTY END OF THE PAN $O NOT LET THE

WATER OVERmOW /BSERVE HOW THE @TIDE COMES IN AS THE WATER MOVES UP THE CLAY 7 5SE THE BASTER SYRINGE TO SUCK UP AND REMOVE SOME OF THE WATER FROM YOUR LANDSCAPE CLAY AREA %MPTY THE WATER FROM THE BASTER SYRINGE INTO THE JUG +EEP REMOVING WATER WITH THE BASTER SYRINGE UNTIL YOU REACH A @LOW TIDE 4HIS IS WHERE THE WATER IS TRAPPED IN THE INDENTS OR @POOLS YOU FORMED /BSERVE WHERE THE ANIMALS ARE LOCATED

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Science experiment – 2

Ocean communities

(OW DO ANIMALS SURVIVE IN A TIDE POOL

Results and conclusions

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

2 A 7HAT IS THE NAME FOR THE PERIOD OF TIME WHEN YOUR PAN WAS FULL OF WATER

5 7HICH ANIMAL MIGHT SWIM INTO THE DEEPER WATER AS THE TIDE GOES OUT

6 7HAT DO YOU CALL THE PERIOD OF © R. I .

C.Publ i c at i ons TIME WHEN YOUR PAN HAD THE LOWEST WATER LEVEL •f orr evi ew pur po sesonl y•

B 7HICH ANIMALS WERE UNDERWATER DURING THAT PERIOD OF TIME

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3 !S YOU REMOVED WATER FROM YOUR TIDE POOL ENVIRONMENT WHICH ANIMAL S WAS WERE EXPOSED TO THE AIR lRST

7 7HY DO YOU THINK THIS OCEAN COMMUNITY IS CALLED A @ROCKY TIDE POOL

A POOL AS THE WATER LEVEL GETS LOWER

8 (OW DO ANIMALS SURVIVE IN A TIDE POOL

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1 7HICH AREAS OF YOUR @TIDE POOL lLLED UP WITH WATER lRST AS THE TIDE CAME IN

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?

Guess the topic s

,OOK AT THE FOUR TOPIC CHOICES

s

2EAD EACH CLUE BELOW

s

$RAW A TICK IF THE TOPIC MATCHES THE CLUE

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$RAW A CROSS IF THE TOPIC DOES NOT MATCH THE CLUE

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4HE TOPIC THAT BEST MATCHES THE CLUES IS Topic 1

Topic 2

#AMOUÄŒAGE

#LUE

#LUE

#LUE

#LUE

Topic 3

#LUE

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#LUE #LUE

/UR SKELETON Topic 4

#LUE

Š R#LUE .

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C.P ubl i cat i ons #LUE

•f orr ev i ew pur posesonl y#LUE • #LUE

.UTRITION

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7HAT ARE THREE THINGS YOU WOULD LIKE TO KNOW ABOUT THE TOPIC s s s

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Before-and-after chart

Our skeleton

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

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,IST FACTS YOU ALREADY KNOW ABOUT OUR SKELETON

Š R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y• ,IST FACTS YOU HAVE LEARNED Ou

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r skeleton

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AFTER READING

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Our skeleton

Word warm-up

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PIVOT

WATCH

PROTECTS

GUARD

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1 #IRCLE THE WORDS YOU MIGHT EXPECT TO lND IN A TEXT ABOUT OUR SKELETON

NIGHT

ORGANS

HINGE Š R. I .

C.P ubl i cat i ons SOCKET •f orr evi ew pur posesonl y•

TENDONS

GLIDING

TISSUE

COLOUR

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2 #HOOSE lVE WORDS AND WRITE A SENTENCE FOR EACH

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Read and comprehend – 1

Our skeleton

2EAD THE INFORMATION ABOUT OUR SKELETON

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

I certainly learned a lot during that visit. Not only did I ďŹ nd out I had a broken bone, but the doctor explained bones and our skeleton to me. Did you know that your body has 206 bones that help you to stand straight and tall? Lucky for me, I only broke one of my 206 bones.

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Ouch, what a painful experience! I was skateboarding after school when my board suddenly hit a rock and I fell and hit my arm on the concrete. My arm was hurting so badly that my mum had to rush me to the doctorʟ’s surgery.

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C.Publ i cat i ons •f oyour rr evi ew u r pand os esinoyour nl y • and The bones in arms and legsp are long those ďŹ ngers Bones help you in many ways such as helping you move around and protecting the organs that keep you alive.

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toes are short. Did you know your hand is made of 26 bones? Iʟ’m so glad I didnʟ’t break any of those. Your rib bones guard your heart and lungs and help to keep them from getting hurt if you fall. Your skull bones guard your brain. You also have bones along your spine called vertebrae. They keep your spinal cord safe.

The smallest bone in your body is called the stirrup. It is in your inner ear.

You use the longest bone in your body to run. Can you guess what it is? It is your thighbone, also called the femur.

o c . c The doctor told me I was lucky that I only broke a bone and did not tear e h r any ligaments or tendons.

He explained to met bones in your body er ototheother sthat su r econnected p do not work all by themselves.

They are bones in your body by strong stretchy bands called ligaments. He also said muscles are connected to your bones by tough cords called tendons. You can move your skeleton with the help of your muscles. He told me that the places where bones meet each other are called joints.

Another interesting thing the doctor told me was that there are six dierent kinds of joints in your body! Each type allows your bones to move in a dierent way.

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Read and comprehend – 2

Our skeleton

Ball-and-socket joints let us move in many directions. Your shoulders and hips have ball-and-socket joints to allow your arms and legs to move up and down, out to the side and all around. It is the ball-and-socket joints that help us pitch a baseball to a batter.

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Hinge joints let your bones bend or straighten at the joint. This is just like the hinge on a door or when you bend your elbow.

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Another type of joint is called a pivot joint. This joint helps to move bones from side to side. Shake your head from side to side like you are saying ʻ‘noʼ’. You just used a pivot joint.

Gliding joints help bones move up and down and side to side. You have gliding joints in your neck, wrist and ankle. They let you nod your head to say ʻ‘yesʼ’ or make a three-point shot in a basketball game.

Another type of joint is called an immovable joint. This joint does not let your bones move at all! This type of joint is found in your skull.

© R. I .

C.Publ i cat i ons The last type of joint is called a partially movable joint. This joint lets you twist and bend in different ways.

Where dor you think these joints are?

If •f o rr ev i ew pu po se so nl y • you guessed that they are in your backbone, you are right!

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Finally, the doctor told me the bones in our body are living tissue. That means they grow and need to be taken care of.

He said I need calcium, vitamin D and lots of exercise in order for my bones to be strong and healthy. If people do not get enough of these three things, their bones can actually become weaker. I told the doctor that I drink a lot of milk, eat dairy products and other healthy foods and get lots of exercise every day skateboarding to help me grow strong, healthy bones.

femur tibia

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However, until my broken bone knits together, Iʼ’ll stick to walking as my main exercise!

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Questions and answers

Our skeleton

1 A (OW MANY BONES ARE IN YOUR BODY

B (OW MANY ARE IN YOUR HAND 2 7HAT ARE LIGAMENTS

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3 7HAT ARE THE DIFFERENT KINDS OF JOINTS THAT YOU HAVE IN YOUR BODY

4 7HAT WILL HAPPEN IF YOU DO NOT TAKE CARE OF YOUR SKELETON

5 7HY IS IT IMPORTANT TO HAVE IMMOVABLE JOINTS IN YOUR SKULL

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C.Publ i cat i ons •f orr evi ew pur posesonl y•

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6 7HAT WOULD HAPPEN IF YOU DID NOT HAVE BONES IN YOUR BODY

7 7HY DO YOU THINK PEOPLE HAVE TO WEAR A CAST WHEN THEY BREAK A BONE SUCH AS IN AN ARM OR A LEG

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8 ,IST THREE OF YOUR FAVOURITE ACTIVITIES 7RITE THE JOINTS YOU USE TO DO EACH ACTIVITY

(a) (b) (c)

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Multiple-choice questions

Our skeleton

#OLOUR THE CIRCLE NEXT TO THE CORRECT ANSWER 7HICH GUIDE WORDS AT THE TOP OF A PAGE IN A DICTIONARY WOULD HELP YOU ĂźND THE WORD kFRACTUREl

5

2OCKS is to ROUGH LIKE BONES ARE TO .

â?? family—fatten

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â?? frail—frame â?? feel—foal

9OUR BONES GUARD THE ORGANS THAT KEEP YOU ALIVE 7HAT DOES THE WORD kGUARDl MEAN

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sharp

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7HICH WORD IS A NOUN IN THE FOLLOWING SENTENCE %ACH TYPE ALLOWS YOUR BONES TO MOVE IN A DIFFERENT WAY

lift

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allows

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glue

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7

)F YOU WANTED TO ĂźND OUT MORE ABOUT THE DIFFERENT JOINTS IN YOUR BODY ON WHICH PAGE WOULD YOU BEGIN TO LOOK FOR THE INFORMATION

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bones

(OW WOULD YOU SPLIT THE WORD kSKELETONl INTO SYLLABLES

Š R. I .

C.Publ i cat i onsâ?? sk-el-e-ton â?? sk-el-eton â??o skel-e-ton skel-eton •f orr evi ew pur p sesonâ??l y •

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â?? 123 â?? 128

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8 7HAT DOES THE WORD kKNITl MEAN IN THIS SENTENCE

4HE TWO ENDS OF A BROKEN BONE WILL EVENTUALLY KNIT TOGETHER â??

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Extra! che e r o 5SING 1UESTION AS A GUIDE WRITE t r s sup er A SIMILAR ACTIVITY ON THE BACK OF 4HEY CAN HELP YOU MOVE UP AND 3UZANNE WROTE SOME SENTENCES ABOUT SKELETONS 2EAD WHAT SHE WROTE AND THEN IDENTIFY THE TOPIC OF HER SENTENCES DOWN OR SIDE TO SIDE 4HEY ARE PLACES WHERE BONES MEET 4HEY LET YOU STRAIGHTEN OR BEND YOUR BONES

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4ABLE OF CONTENTS 3TRETCHY BANDS ............... n 9OUR SKULL ........................ n 'ET MOVING ..................... n (EALTHY BONES ................ n

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6

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3

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â?? fraction—fragile 2

7HICH WORD WOULD SHOW HOW THESE TWO THINGS ARE ALIKE

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tendons

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joints

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muscles

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cartilage

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â??

join

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wriggle

THIS SHEET FOR SPLITTING THE WORD @LIGAMENT INTO SYLLABLES

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Our skeleton

Get logical

*AMES -ARCUS 4YLER :OE AND *ACINTA ARE DOING A REPORT ON SKELETONS %ACH STUDENT CHOSE ONE TOPIC TO FOCUS ON 5SE THE CLUES BELOW TO DECIDE WHICH TOPIC EACH STUDENT CHOSE

Clues 1

Marcus did not do more research on muscles or tendons.

3 4 5

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2

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Tyler learned more about strong, stretchy bands that connect bones together.

Zoe learned that her heart is one of these.

James learned about what attaches muscles to bones.

Jacinta used the examples of the femur, ribs, stirrup and vertebrae in her report.

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C.Publ i cat i ons -USCLES •f orr evi ew pur posesonl y• Joints

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4ENDONS ,IGAMENTS

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"ONES

1

o c :OE . che e r o t r s super *AMES WROTE A REPORT ON . *AMES

Marcus

4YLER

2 -ARCUS WROTE A REPORT ON

.

3 4YLER WROTE A REPORT ON 4 :OE WROTE A REPORT ON 5 *ACINTA WROTE A REPORT ON R.I.C. PublicationsŽ – www.ricpublications.com.au

Jacinta

. . .

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Teachers notes

Science experiment

our

Student focus question:

s k e le t o n

What makes the skeleton strong enough to support the body?

Background information

Experiment results and conclusions

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

Many long bones in the body have a round or columnar shape. Round columns are much stronger than rectangular- or triangularshaped columns because they distribute the weight evenly and there are no weak spots.

A lot of mineral matter, especially calcium phosphate, has been deposited between the living cells. This forms the outer portion of the bone, called compact bone, which is quite hard.

s (AVE EACH GROUP RECORD THEIR RESULTS IN THE @#OLUMN TESTING CHART ON PAGE s 4HE ROUND COLUMN WILL BE THE STRONGEST OF the three shapes because this allows the weight to be distributed more evenly. There will not be any weak spots. The number of books the round column can actually support may surprise the students. Many long bones have a round shape. It makes them much stronger.

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The skeleton provides a lightweight but very strong framework for the body. It gives the body shape and support. Gram for gram, your bones are stronger than steel or reinforced concrete.

s 4HE OUTSIDE OF THE BONE WILL FEEL HARD AND smooth.

s 4HE SOFT MARROW lLLS THE INSIDE OF THE BONE It is soft and spongy instead of hard and smooth.

Š R. I .

C.Publ i cat i ons It is important for children to drink • f or r emilk vi ew pu posesonl y• s r 4HE SHAPE AND mEXIBILITY OF THE BONES because the calcium in milk helps to build

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The inner part of the bone looks more like a honeycomb and is called spongy bone. Many bones are hollow in the centre and have a soft tissue called marrow filling the inside area.

Think of the bone like a straw. The centre of the straw would be filled with marrow. This is why the skeleton is relatively lightweight.

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provide added strength to support the body.

s 4HE BONES ARE STRONG BECAUSE OF THEIR hard outer portion and shape. They are lightweight because the inside is spongy and soft.

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strong and healthy bones and teeth.

o c . che e r o t r s super

There are two kinds of marrow inside bones.

Red marrow is found in the ends of long bones, in the vertebrae and in flat bones like the ribs, breastbone and shoulder blades. Yellow marrow is found in the shaft of long bones.

Ask a butcher for long marrow soup bones to complete this project with students.

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Our skeleton

Science experiment – 1

7HAT MAKES THE SKELETON STRONG ENOUGH TO SUPPORT THE BODY

Materials PER GROUP s PIECES OF ! THIN CARD

s TAPE

s STACK OF BOOKS

s CROSS SECTION OF A ROUND BONE WITH MARROW

Procedure

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

2 &OLD ANOTHER SHEET OF CARD LENGTHWISE IN HALF AND THEN IN HALF AGAIN 4HIS WILL GIVE YOU FOUR COLUMNS /PEN UP THE CARD AND FORM IT INTO A RECTANGULAR COLUMN 4APE THE TWO EDGES TOGETHER

4 4EST EACH COLUMN FOR ITS WEIGHT BEARING STRENGTH 3TAND EACH COLUMN UPRIGHT AND PLACE A BOOK ON TOP OF IT +EEP ADDING BOOKS UNTIL THE COLUMN COLLAPSES OR THE STACK OF BOOKS FALLS OFF

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1 &OLD ONE SHEET OF THE CARD LENGTHWISE INTO THIRDS /PEN IT UP AND TAPE THE TWO EDGES TOGETHER TO CREATE A TRIANGULAR SHAPE

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s MAGNIFYING GLASS

5 2ECORD YOUR RESULTS IN THE @#OLUMN TESTING CHART BELOW

c 5SE THE MAGNIFYING GLASS TO LOOK © R. I .

C.Pub6l i at i ons AT A CROSS SECTION OF THE BONE WITH 3 &ORM THE LAST SHEET OF CARD MARROW .OTICE THE SHAPE OF THE • f o r r e v i e w p u r p o sesonl y• LENGTHWISE INTO A ROUND COLUMN BONE &EEL THE HARD BONE TISSUE AND OBSERVE WHERE THE MARROW IS LOCATED &EEL THE MARROW IF YOU WOULD LIKE TO 7ASH YOUR HANDS WHEN YOU lNISH

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CYLINDER /VERLAP THE EDGES A LITTLE BIT AND TAPE THEM TOGETHER

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o c . che e r o t r s super Column testing chart

$IRECTIONS 4EST EACH TYPE OF COLUMN AND WRITE THE NUMBER OF BOOKS IT SUPPORTED WITHOUT FALLING DOWN 3HAPE OF COLUMN TESTED

4RIANGUAR

2ECTANGULAR

2OUND

.UMBER OF BOOKS IT SUPPORTED R.I.C. Publications® – www.ricpublications.com.au

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Science experiment – 2

Our skeleton

7HAT MAKES THE SKELETON STRONG ENOUGH TO SUPPORT THE BODY

Results and conclusions 1 7HICH SHAPE WAS THE STRONGEST COLUMN

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B 7HY DO YOU THINK A LOT OF BONES ARE SHAPED LIKE THIS

3 (OW DID THE OUTSIDE PART OF THE BONE FEEL

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2 A 7HAT SHAPE WAS THE BONE YOU OBSERVED

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y•

4 A 7HAT WAS INSIDE THE BONE

B (OW IS IT DIFFERENT FROM THE OUTSIDE PART OF THE BONE

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5 7HY ARE THE BONES OF THE SKELETON SO STRONG AND YET LIGHTWEIGHT

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6 7HAT MAKES THE SKELETON STRONG ENOUGH TO SUPPORT THE BODY

spongy bone

bone marrow

hard bone

22

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?

Guess the topic s

,OOK AT THE FOUR TOPIC CHOICES

s

2EAD EACH CLUE BELOW

s

$RAW A TICK IF THE TOPIC MATCHES THE CLUE

s

$RAW A CROSS IF THE TOPIC DOES NOT MATCH THE CLUE

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

4HE TOPIC THAT BEST MATCHES THE CLUES IS

3OLAR SYSTEM

#LUE

#LUE

#LUE

#LUE

Topic 3

#LUE #LUE

#OMMUNITY Topic 4

#LUE

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C .Pu bl i cat i ons #LUE #LUE •f orr evi e w pu r posesonl y•#LUE #LUE

&OOD CHAINS

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#LUE

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Topic 2

C . t Le U E S

#LUE

#LUE

1 7E ARE A PART OF ONE

#LUE

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Topic 1

/CEAN LIFE

#LUE

o c . che e r o 3 )T RELIES ON THE SUN t r s super 2 )T MUST BE BALANCED

4 %VERY PART DEPENDS ON THE OTHERS TO LIVE

7HAT ARE THREE THINGS YOU WOULD LIKE TO KNOW ABOUT THE TOPIC s s s R.I.C. PublicationsŽ – www.ricpublications.com.au

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Before-and-after chart

Food chains

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

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,IST FACTS YOU ALREADY KNOW ABOUT FOOD CHAINS

Š R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y• ,IST FACTS YOU HAVE LEARNED

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Fo o d c h a i ns

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AFTER READING

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Food chains

Word warm-up

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RUINED

NUTRIENTS

HEALTHY

PLANKTON

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1 #IRCLE THE WORDS YOU MIGHT EXPECT TO lND IN A TEXT ABOUT FOOD CHAINS

ENERGY LISTEN

FAMILY Š R. I .

C.Pu bl i cat i onsCARBON DIOXIDE •f orr evi ew pur posesonl y• SURVIVE

GARBAGE

DECOMPOSER

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2 #HOOSE lVE WORDS AND WRITE A SENTENCE FOR EACH

(a)

(b)

(c)

D

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CONSUMER

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25

Read and comprehend

Food chains

2EAD THE INFORMATION ABOUT FOOD CHAINS

What is a food chain? A food chain explains how living things eat other living things in order to stay alive. All living things are linked to each other. They need other living things to survive.

The sun is needed in a food chain. It gives plants and animals the energy to grow. There would not be a food chain at all without sunlight.

All food chains begin with a link called a producer. Producers make food from nonliving things. A green plant is an example of a producer. Have you ever watered a plant? If so, you have helped a plant make its own food!

The plant takes that water and uses the sun’s energy to combine it with carbon dioxide. This is how the plant makes its own food and gives it nourishment. It is just like when you eat a healthy meal.

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A food chain is like a ladder. Imagine you are standing in the middle of a ladder. You would eat the animals or plants that are below you on the ladder. The animals above you on the ladder would eat you!

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The last link in a food chain is called a decomposer. Decomposers, like bacteria and fungi, are living things that eat dead plants and animals or help them decay. Decomposers are nature’s garbage collectors. They help to keep the earth clean and healthy. Can you imagine what the Earth would look like if each plant and animal that died just lay on the ground forever? You can see that even though most decomposers are small, they do a very big job.

Let’s look at a food chain in action in the sea.

At the bottom of the food chain there are plants and plankton. Fish and animals like shrimp, jellyfish and sea stars need to eat this plankton to live. Then, larger fish like tuna and mackerel eat the jellyfish and shrimp. Even larger creatures such as sharks, seals and people eat them. Do you know what would happen if all of the plankton disappeared? The shrimp and jellyfish would die because they would not have any food. So, the tuna and mackerel would not have as much to eat and they would start to die off. If this went up the food chain, it could affect our lives as well. Just like each step on a ladder is important to make it to the top, we need each part of the food chain to keep the balance of life the same. This way all living things can survive!

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The next link in a food chain is called a consumer. A consumer is any living thing that needs a producer for food. There are many types of consumers. One type is called an herbivore. This is an animal that only eats plants. A plant gets nutrients from the food it makes. Then, an animal gets nourishment by eating the plant. The second type of consumer is called a carnivore. Animals that only eat other animals are called carnivores. The third type of consumer is called an omnivore. Animals and people who eat both plants and animals are called omnivores.

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Questions and answers

Food chains

1 7HAT IS A FOOD CHAIN

2 7HAT ARE THE THREE LINKS OF A FOOD CHAIN

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

3 7RITE A BRIEF DElNITION FOR EACH TYPE OF CONSUMER

B HERBIVORE C OMNIVORE

4 7HY IS THE SUN IMPORTANT TO FOOD CHAINS

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A CARNIVORE

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6 7HY IS A GREEN PLANT A PRODUCER

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7

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C.Publ i cat i ons 5 )F ALL OF THE DECOMPOSERS DIED WHAT WOULD HAPPEN TO THE %ARTH •f orr evi ew pur posesonl y•

o c . c e (OW DO HUNTING OVERCROWDING AND THE DESTRUCTION OF NATURAL HABITATS AFFECT A her r o t FOOD CHAIN s super

8 $ESCRIBE WHAT YOU ATE FOR BREAKFAST AND HOW EACH FOOD lTS INTO A FOOD CHAIN

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27

Multiple-choice questions

Food chains

#OLOUR THE CIRCLE NEXT TO THE CORRECT ANSWER

7HAT DOES THE WORD @MAINTAINED MEAN â?? held â?? destroyed

7HICH WORD IN THE FOLLOWING SENTENCE IS A CONJUNCTION !LL LIVING THINGS ARE LINKED TO EACH OTHER AND THEY NEED OTHER LIVING THINGS TO SURVIVE

r o e t s Bo r e p ok u S â??

preserved

â??

checked

dictionary

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encyclopedia/internet

â??

atlas

6

7

â??

they

â??

and

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all

â??

living

(OW WOULD YOU SPLIT THE WORD kOMNIVOREl INTO SYLLABLES â??

omn-iv-ore

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om-ni-vore

â??

gives

â??

takes

protects

â??

heats

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â??

28

omniv-ore

â??

o-mnivore

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C.Publ i cat i ons 4HE SUN PROVIDES THE ENERGY THAT â??o chain carnivore •f orr evi ew pur p sesoâ??nl y• PLANTS AND ANIMALS USE TO GROW thesaurus

7HICH WORD IS AN ANTONYM FOR @PROVIDES

4

â??

)F YOU PUT THESE WORDS IN ALPHABETICAL ORDER WHICH WORD WOULD COME SECOND

â?? consumer

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â??

â??

3

)F YOU WANTED TO ĂźND OUT MORE ABOUT THE CARNIVORES THAT LIVE IN !FRICA WHICH RESOURCE WOULD BE THE MOST HELPFUL

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2

5

)T IS IMPORTANT THAT THE BALANCE OF LIFE BE MAINTAINED IN A FOOD CHAIN

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â?? carbon dioxide

8 7HICH WORD BEST COMPLETES THE FOLLOWING SENTENCE

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1

! SHARK IS IN A FOOD CHAIN THAN A JELLYlSH â??

high

â??

higher

more high

highest o c . che #ARNIVORE is to e r o CONSUMER LIKE PLANT t r s super is to .

7HICH WORD SHOWS HOW THESE TWO THINGS ARE ALIKE

â??

producer

â??

omnivore

â??

decomposer

â??

bacteria

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â?? â??

Extra!

5SING 1UESTION AS A GUIDE WRITE A SIMILAR ACTIVITY ON THE BACK OF THIS SHEET USING THE WORD @PRODUCER R.I.C. PublicationsŽ – www.ricpublications.com.au

Food chains

Get logical

3HANELLE #OLBY #ALVIN %LTON AND ,EAH WANTED TO LEARN MORE ABOUT THE DIFFERENT ELEMENTS OF A FOOD CHAIN %ACH STUDENT CHOSE ONE AREA TO LEARN ABOUT AND TEACH THE OTHERS 2EAD THE CLUES BELOW TO DECIDE WHICH LEVEL OF A FOOD CHAIN EACH STUDENT RESEARCHED

Clues

1

Shanelle researched animals that are meat-eaters.

3 4 5

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Teac he r

2

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

Calvin researched how a plant uses the sun’s energy to combine water with carbon dioxide to make food.

Colby is a vegetarian and decided to research the level of a food chain that was similar to his eating habits.

Elton researched bacteria.

Leah researched animals that ate insects and seeds.

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C.Publ i cat i ons (ERBIVORES •f orr evi ew pur posesonl y•

$ECOMPOSERS

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0RODUCERS #ARNIVORES

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/MNIVORES

1

o c Elton . che e r o t r s super 3HANELLE RESEARCHED .

3HANELLE

#OLBY

#ALVIN

2 #OLBY RESEARCHED

.

3 #ALVIN RESEARCHED

.

4 %LTON RESEARCHED

.

5 ,EAH RESEARCHED

.

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,EAH

29

Science experiment

Teachers notes

Fo o d ai ns ch

Student focus question: Why is the order of a food chain important?

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

Background information

Teac he r

The basic components will be the same, too.

Every food chain starts with a producer, which is some type of green plant. The plants will be eaten by primary consumers called herbivores.

These animals will be eaten by secondary consumers called carnivores. There may or may not be omnivores in the chain. Finally, NATURE S DECOMPOSERS CAUSE THE DECAY OF THE dead plants and animals and return useful nutrients to the environment. Then, the cycle starts over again.

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Food chains illustrate the way energy is transferred within a segment of a particular environment. It does not matter whether you are looking at a desert, grassland, forest, tundra, aquatic (fresh water) or marine environment: there will be food chains in all of these locations.

Experiment results and conclusions

s 4HE SUN PROVIDES THE ENERGY FOR ALL FOOD chains to begin, since green plants use THE SUN S ENERGY TO MAKE FOOD THROUGH THE process of photosynthesis.

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C.Publ i cat i ons s 4HE NUMBER OF STEPS IN A FOOD CHAIN VARIES •f orr evi ew pu r p ose sonl y• The number of consumers varies from one

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s )F THERE WERE NOT ENOUGH PRODUCERS IN AN environment, it would have an impact on all the other members of the food chain, causing a decrease in their numbers, too. s 4HE %ARTH WOULD LOOK LIKE A RUBBISH DUMP if there were no decomposers. We do not notice the decomposers at work because most of them are very small, even microscopic.

o c . che e r o t r s super

3MALL PLASTIC SPIDERS ARE AVAILABLE AT TOY stores, hobby shops, party stores and craft stores.

environment to another.

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4HE GREEN PLANTS REPRESENTED ON PAGE IN this project by leaves, use the energy of the sun to make their own food. The producers are then eaten by a caterpillar (a herbivore), which is then eaten by a spider (a carnivore).

The spider is eaten by a bird (in this case an omnivore), which, when it dies, supplies nourishment for the decomposers (the mushrooms, soil insects and worms, as well as soil bacteria that are too small to see).

s ! BEETLE GRASSHOPPER SLUG OR SNAIL COULD take the place of the caterpillar.

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s )N GENERAL MOST PEOPLE ARE OMNIVORES WHO eat plant and animal matter. (There may be some students who are vegetarian and would be called herbivores.) s 4HE ORDER OF A FOOD CHAIN SHOWS THE natural order of consumption so the cycle can repeat.

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Science experiment – 1

Food chains

7HY IS THE ORDER OF A FOOD CHAIN IMPORTANT

Materials PER GROUP s 7HAT IS A FOOD CHAIN WORKSHEET PAGE s CRAYONS OR MARKERS s SCISSORS s STAPLER s GLUE

s GREEN PIPE CLEANER

s SMALL PLASTIC SPIDER s PIECE OF FEATHER

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Teac he r

s COTTON BALL

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

s SQUARES OF THICK CARD SLIGHTLY LARGER THAN EACH PICTURE ON PAGE

Procedure

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C.Publ i cat i ons 1 #OLOUR YOUR WORKSHEET AND CUT OUT EACH SQUARE •f orr evi ew pur posesonl y• 3 'LUE A COTTON BALL ONTO THE CLOUD SHAPE

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2 'LUE EACH SQUARE ONTO A CARD

4 4WIST THE PIPE CLEANER AROUND A PENCIL 3LIDE IT OFF 4HIS CURLED PIPE CLEANER IS A @CATERPILLAR A HERBIVORE 'LUE THE CATERPILLAR NEXT TO THE LEAF WITH A BITE TAKEN OUT OF IT 5 6

. te o 'LUE THE PLASTIC SPIDER IN THE SPACE GIVEN FOR A CARNIVORE c . c e her r 'LUE OR STAPLE THE FEATHER ON THE BIRD S TAIL o t s super

7 2EVIEW THE STEPS IN A FOOD CHAIN WITH A PARTNER IN THE FOLLOWING WAYS

s

0LACE THE CARDS FACE DOWN 4HEN HAVE YOUR PARTNER TIME YOU FOR SECONDS WHILE YOU PUT THE CARDS IN ORDER AND TRY TO BEAT THE CLOCK

s

0LACE THE CARDS ON THE GROUND WITH ONE MISSING AND HAVE YOUR PARTNER GUESS WHICH PART OF THE FOOD CHAIN IS MISSING

s

0ICK A FOOD CHAIN CARD 3HOW IT TO YOUR PARTNER !SK YOUR PARTNER WHAT THE NEXT CARD IN THE FOOD CHAIN WOULD BE

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Literacy through science

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o c . che e r o t r s super

Literacy through science

OTHER ANIMALS

PLANTS AND OTHER ANIMALS

m . u /MNIVORESqANIMALS EAT #ARNIVORESqANIMALS EAT

0RODUCERSqPLANTS MAKE FOOD

Teac he r

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C.Publ i cat i ons •f orr evi ew pur posesonl y•

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2AW MATERIALS

What is a food chain?

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Food chains

(ERBIVORESqANIMALS EAT PLANTS

$ECOMPOSERSqDEAD PLANTS AND ANIMALS DECAY

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

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Science experiment – 2

Food chains

7HY IS THE ORDER OF A FOOD CHAIN IMPORTANT

Results and conclusions 1 7HY IS THERE A SUN AND A RAIN CLOUD IN THE RAW MATERIALS BOX

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

3 $O YOU THINK YOU COULD HAVE A FOOD CHAIN

WITH FEWER STEPS

-ORE STEPS

7HY OR WHY NOT

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Teac he r

2 #AN YOU THINK OF ANOTHER ANIMAL THAT WOULD lT IN PLACE OF THE CATERPILLAR

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C.Publ i cat i ons •f orr evi ew pur posesonl y• 4 $O YOU THINK THE FOOD CHAIN WOULD STILL WORK PROPERLY IF YOU TOOK OUT THE PRODUCERS

7HY OR WHY NOT

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5 7HAT DO YOU THINK OUR %ARTH WOULD LOOK LIKE IF THERE WERE NO DECOMPOSERS

6

o c . che e r o t r s super 7HAT KIND OF CONSUMER ARE YOU

7 7HY IS THE ORDER OF A FOOD CHAIN IMPORTANT

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?

Guess the topic s

,OOK AT THE FOUR TOPIC CHOICES

s

2EAD EACH CLUE BELOW

s

$RAW A TICK IF THE TOPIC MATCHES THE CLUE

s

$RAW A CROSS IF THE TOPIC DOES NOT MATCH THE CLUE

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

4HE TOPIC THAT BEST MATCHES THE CLUES IS Topic 1

Topic 2

/CEAN

#LUE

#LUE

#LUE

#LUE

Topic 3

#LUE

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Teac he r

#LUE #LUE

#LOUDS Topic 4

#LUE

© R#LUE .

I .

C.P ubl i cat i ons #LUE

•f orr ev i ew pur posesonl y#LUE • #LUE

-OUNTAINS

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C L U E S

#LUE

#LUE

#LUE

2AINFORESTS

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#LUE

. te o 2 6ERY LITTLE SUNLIGHT REACHES THE BOTTOM LAYER c . che e r o 3 4HEY ARE RAPIDLY BEING DESTROYED t r s super 1 4HEY HAVE DIFFERENT LAYERS

4 -ANY ENDANGERED PLANTS AND ANIMALS LIVE THERE

7HAT ARE THREE THINGS YOU WOULD LIKE TO KNOW ABOUT THE TOPIC s s s

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Before-and-after chart

Rainforests

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

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Teac he r

,IST FACTS YOU ALREADY KNOW ABOUT RAINFORESTS

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C.Publ i cat i ons •f orr evi ew pur posesonl y• ,IST FACTS YOU HAVE LEARNED Ra i

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nforests

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AFTER READING

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Literacy through science

Rainforests

Word warm-up

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

TROPICAL

UNDERSTOREY

MEDICINE

ENDANGERED

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Teac he r

1 #IRCLE THE WORDS YOU MIGHT EXPECT TO lND IN A TEXT ABOUT RAINFORESTS

LAYERS SLEEP

RUIN CASHEW NUT Š R. I .

C.P ubl i cat i ons •f orr evi ew pur posesonl y•

SHADY

COUNTRY

EMERGENT

(a)

(b)

(c)

D

E

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2 #HOOSE lVE WORDS AND WRITE A SENTENCE FOR EACH

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SPECIES

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Read and comprehend

Rainforests

2EAD THE INFORMATION ABOUT RAINFORESTS

Rainforests are large areas of evergreen trees and plants found in tropical (warm and humid) and temperate (mild) areas.

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

Teac he r

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Did you know that more than half of the world’s plant and animal groups live in the rainforests?

The type of environment provided by a rainforest, particularly a tropical rainforest, means there is a lot of food available. There are also plenty of places for plants to grow and animals to live. Unfortunately, many of these plants and animals are endangered. They need rainforests to stay alive.

People also need rainforests. Have you eaten a banana, pineapple, coconut or cashew nut? If so, you have eaten food that comes from a tropical rainforest. If you have ever needed medicine when you were sick you may have used medicine that was made from plants in a rainforest.

Š R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y•

What is life like in a tropical rainforest? Imagine you decided to walk through one. You would see four layers as you look up toward the sky. They are the forest floor, understorey, canopy and emergent layer. Different types of plants and animals live in each layer.

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You would walk on the lowest layer of the rainforest, called the forest floor. It is shady there and it gets very little sunlight. The tropical rainforest floor is made up of bare ground, dropped seeds and fruits, dead leaves and branches.

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If you looked up towards the sky, you would see the next layer, called the understorey. It is also fairly dark there and it does not get a lot of sunlight. Young trees and plants that do not need a lot of light live in this layer.

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o c . che e r o t r s super The top layer is called the emergent layer. Giant trees rise out of the top of the rainforest and into

The next layer up is called the canopy. This layer has thick trees that rise approximately 18–30 metres above the ground. That is as tall as a six-storey building! The canopy treetops are close together and the branches are covered with other plants and vines. This keeps a lot of sunlight from going deeper into the rainforest. Most animals live in this layer. the sky. They get the most sunlight and have to live through a lot of heat and strong winds.

Did you know that about half a hectare of trees is cut down in rainforests every second? That means in just one minute approximately 36 hectares of trees are felled! The clearing of land of forest or trees is called deforestation. Scientists worry that we may lose much or all of the rainforests, resulting in plants and animals living there dying out. Each species needs others to stay alive. When something is ruined in a rainforest, it affects other living things, too.

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Rainforests

Questions and answers 1 7HAT IS A RAINFOREST

2 7HAT ARE THE FOUR LAYERS OF A TROPICAL RAINFOREST

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

4 7HAT IS DEFORESTATION AND WHY IS IT HARMFUL

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Teac he r

3 7HERE DO MOST OF THE ANIMALS LIVE IN A RAINFOREST

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C.Publ i cat i ons •f orr evi ew pur posesonl y•

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5 7HY DOES IT GET SO MUCH DARKER AS YOU GO FROM THE TOP LAYERS OF A RAINFOREST DOWN TO THE mOOR

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6 #OMPARE THE RAINFOREST mOOR WITH THE CANOPY LAYER $ESCRIBE ONE WAY THEY ARE THE SAME AND ONE WAY THEY ARE DIFFERENT

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o c . c e her r 7HY CAN SO MANY DIFFERENT PLANTS AND ANIMALS LIVE IN A TROPICAL RAINFOREST o t s super

8 7HICH LAYER OF THE RAIN FOREST IS THE MOST INTERESTING TO YOU 7HY

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Multiple-choice questions

Rainforests

Colour the circle next to the correct answer.

â??

three

â??

four

â??

five

â??

six

â??

dictionary

â??

encyclopedia/internet

â??

atlas

â??

thesaurus

7HICH OF THE FOLLOWING IS ,%!34 LIKELY TO HAVE ANY MATERIALS THAT CAME FROM A RAINFOREST â??

â??

4

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In which of these sentences is the word ‘close’ used in the same way?

â?? â??

â??

%MERGENT LAYER is to FOREST ÄŒOOR like top is to .

6

â??

right

â??

bottom

â??

middle

â??

left

7HICH WORD BEST COMPLETES THE FOLLOWING SENTENCE The plants and animals of the rainforests want you to help protect homes so they can survive. â??

they’re

â??

their

â??

there

â??

they’s

7 Š R. I .

C.Publ i c7HICH WORD IN THE FOLLOWING at i ons juice â?? bread SENTENCE IS NOT A NOUN • f o r r e v i e w p u r p o sesonl y• muesli bar â?? cough syrup Due to the type of environment,

4HE CANOPY TREETOPS ARE SO CLOSE TOGETHER THAT THEY PREVENT A LOT OF SUNLIGHT FROM GOING DEEPER INTO THE RAIN FOREST

â??

7HICH WORD WOULD SHOW HOW THESE TWO THINGS ARE ALIKE

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3

5

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

)F YOU WANTED TO ĂźND OUT WHAT ANIMALS LIVE IN THE !MAZON RAINFOREST WHICH RESOURCE WOULD BE THE MOST HELPFUL

Teac he r

2

(OW MANY SYLLABLES ARE IN THE WORD kDEFORESTATIONl

many plants and animals live in a tropical rainforest. â??

live

â?? environment

â??

rainforest

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1

â?? animals

. te o c Tropical rainforests are close . che e to the equator. â?? covered â?? r o s super We need to ‘close ther book’ â??t endangered â?? on deforestation.

If you have a close look at the trees in a rainforest, you might see a sloth hanging upside down.

The rainforest floor is almost as dark as a closet when you close the door.

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8 )F YOU PUT THESE WORDS INTO ALPHABETICAL ORDER WHICH ONE WOULD COME SECOND

emergent canopy

Extra!

Using Question 1 as a guide, write a similar activity on the back of this sheet using the word ‘understorey’.

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39

Rainforests

Get logical

-ARCUS (ARRY 0AIGE %RIN AND "LAKE WENT ON HOLIDAY TO THE !MAZON RAINFOREST %ACH STUDENT LOVED TO TAKE PHOTOGRAPHS 4HE STUDENTS DECIDED THEY WOULD EACH TAKE PHOTOS OF EVERYTHING THAT WAS INTERESTING IN ONE LAYER OF THE RAINFOREST DURING THEIR @2ADICAL 2AINFOREST 4OUR 5SE THE CLUES BELOW TO DECIDE WHICH LAYER OF THE RAINFOREST EACH STUDENT PHOTOGRAPHED

Clues

2

4 5

Marcus took some beautiful pictures of tall treetops, even though it was very windy.

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3

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

Paige was worried because it was so dark that she did not think the pictures she took would turn out.

Teac he r

1

Harry’s pictures were filled with lots of animals—many of which are endangered.

Many of Erin’s photos show shady areas with young trees growing.

Blake had to step over branches in between taking photographs.

Š R. I .

C.Publ i cat i ons %MERGENT LAYER •f orr evi ew pur posesonl y• &OREST mOOR

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5NDERSTOREY

. te o c Marcus Erin . che (ARRY 0AIGE r e o t r s s r u e p -ARCUS TOOK PHOTOS WHILE VISITING THE &OREST mOOR

1

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#ANOPY

"LAKE .

2 (ARRY TOOK PHOTOS WHILE VISITING THE

.

3 0AIGE TOOK PHOTOS WHILE VISITING THE

.

4 %RIN TOOK PHOTOS WHILE VISITING THE 5 "LAKE TOOK PHOTOS WHILE VISITING THE

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. .

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Science experiment

Teachers notes R ain

fore s ts

Student focus question: Why can so many different plants and animals live in a tropical rainforest?

Experiment results and conclusions

Before the class begins this experiment, discuss how a tropical rainforest grows in layers. Review the names; i.e. emergent, canopy, understorey, and forest floor, and locations of the four layers.

s 4HE ROOM TEMPERATURE AT THE BEGINNING OF the experiment will vary depending on the time of year students complete this activity.

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

The canopy layer is the densest. The flatcrowned treetops grow so close to each other that canopy layer plants absorb most of the sunlight. Rain that goes through the canopy layer falls gently down on the understorey and forest floor. Many plants grow on the branches of the canopy layer trees. These plants do not have their roots anchored in any soil. They attach themselves to the tree branches and absorb water from the humid air, as well as from the rain that falls. Also, many vines grow all over the canopy layer tree branches and tree trunks.

s 3TUDENTS WILL NOTICE THE DIFFERENCE IN THE AMOUNT OF @SUNLIGHT REACHING THE @FOREST mOOR COMPARED TO THE LAYERS ABOVE

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Teac he r

Background information

s 4HE TEMPERATURE OF THE EMERGENT LAYER should increase a few degrees (at least) AFTER YOU SHINE YOUR @SUN FOR n MINUTES (OWEVER THE TEMPERATURE ON THE FOREST floor will have changed less. s )N A REAL FOREST THE FOREST mOOR TEMPERATURE would stay fairly constant during the day.

Š R. I .

C.Publ i cat i ons s 9OU WOULD lND DIFFERENT TYPES OF PLANTS ands animals ino each layer of• the rainforest •f orr evi ew pur po e s n l y because of the difference in the amount of

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sunlight, wind and water. Plants that need the most sun would be in the emergent and canopy layers. Plants that grow in the shade would be found in the understorey and even more so on the forest floor.

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#ONTRARY TO WHAT YOU MIGHT THINK TROPICAL rainforest tree roots do not grow very deeply in the soil. Instead, they spread out laterally, close to the surface. This allows them to ABSORB WATER VERY QUICKLY WHEN IT RAINS 3OME of the trees that reach up to the canopy and emergent layers have thick buttressed bases or extra stilt roots that help to support them.

s 4HE EMERGENT LAYER GETS THE STRONGEST winds because the very tall trees stick out of the top of the forest and are more exposed.

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s 4HE CANOPY LAYER SUPPORTS THE MOST animals because more plants are growing there and there are more places for animals to make their home; e.g. along vines and branches, in trees and on flowers. s ! TROPICAL RAINFOREST HAS AN ABUNDANCE of plant and animal species due to its favourable growing conditions, plentiful food supply and variety of habitats.

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Science experiment – 1

Rainforests

7HY CAN SO MANY DIFFERENT PLANTS AND ANIMALS LIVE IN A TROPICAL RAINFOREST

Materials PER GROUP s SCISSORS

s TAPE

s BROWN CHENILLE PIPE CLEANERS

s GREEN @BUMP CHENILLE PIPE CLEANERS

s SHEET OF PAPER

s CM X CM RECTANGULAR BLOCK OF STYROFOAMÍ

r o e t s Bo r e p ok u S s CM GREEN THIN CARD SQUARE

s SMALL GLASS THERMOMETERS

s LAMP WITH WATT BULB

Procedure

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Teac he r

s n PAPER @DRINK UMBRELLAS

1 #UT ONE BROWN PIPE CLEANER INTO n SMALL PIECES AND INSERT THEM INTO THE STYROFOAMÍ BLOCK TO REPRESENT PLANTS ON THE FOREST mOOR

2 #UT EACH GREEN PIPE CLEANER INTO FOUR PIECES )NSERT THEM INTO VARIOUS PLACES IN THE STYROFOAM TO REPRESENT UNDERSTOREY TREES 3 /PEN THE PAPER UMBRELLAS AND INSERT THEM INTO THE STYROFOAM SO THEY OVERLAP 4HESE REPRESENT A CANOPY OF @UMBRELLA TREES

© R. I .

C.Publ i cat i ons 4 &OLD THE OTHER BROWN PIPE CLEANER IN HALF AND TWIST THE TWO PIECES TOGETHER •f orr evi ew pur posesonl y• "END THE TWISTED PIPE CLEANERS AT THE TOP TO FORM AN UPSIDE DOWN @, SHAPE

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#UT AN OVAL SHAPED TREETOP FROM THE GREEN CONSTRUCTION PAPER AND TAPE THE TREETOP TO THE BENT PART OF THE PIPE CLEANER 4HIS REPRESENTS AN EMERGENT LAYER TREE 5 #AREFULLY INSERT THE PIPE CLEANER @TREE INTO THE STYROFOAM SO THE @TRUNK IS BETWEEN TWO UMBRELLAS

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6 0LACE ONE SMALL THERMOMETER BETWEEN THE TREES ON THE @FOREST mOOR AND GENTLY LAY THE OTHER THERMOMETER ON THE UMBRELLA TREES 2EAD AND RECORD THE TEMPERATURE OF THIS THERMOMETER ROOM TEMPERATURE ON A SHEET OF PAPER 7

o c . c e her r $ARKEN THE ROOM AS MUCH AS POSSIBLE (OLD THE LAMP n CM ABOVE THE RAIN o t s super FOREST MODEL 4URN ON THE LAMP @SUN AND SHINE IT ON THE EMERGENT LAYER TREE AND THE CANOPY LAYER UMBRELLA TREES

8 /BSERVE THE AMOUNT OF @SUNLIGHT HITTING THE EMERGENT LAYER AND CANOPY LAYER /BSERVE FROM THE SIDE THE AMOUNT OF SUNLIGHT PASSING THROUGH TO THE FOREST mOOR 9 +EEP THE LIGHT ON FOR n MINUTES 4AKE TURNS HOLDING THE LIGHT WITH OTHER GROUP MEMBERS 10 2EAD THE THERMOMETER ON THE CANOPY LAYER TREE 4URN OFF THE LAMP AND READ THE THERMOMETER ON THE FOREST mOOR 2ECORD THE RESULTS

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Science experiment – 2

Rainforests

7HY CAN SO MANY DIFFERENT PLANTS AND ANIMALS LIVE IN A TROPICAL RAINFOREST

Results and conclusions 1 7HAT WAS THE ROOM TEMPERATURE AT THE BEGINNING OF THIS EXPERIMENT

7 $O YOU THINK THE SAME KINDS OF PLANTS AND ANIMALS WOULD LIVE IN THE DIFFERENT LAYERS OF A RAINFOREST

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

Teac he r

3 (OW MUCH @SUNLIGHT REACHED THE FOREST mOOR

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2 (OW MUCH @SUNLIGHT REACHED THE EMERGENT LAYER AND CANOPY LAYER

7HY OR WHY NOT

8 )N WHICH LAYER S WOULD YOU EXPECT TO lND PLANTS THAT NEED A LOT OF SUN

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y•

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5 7HAT WAS THE TEMPERATURE ON THE FOREST mOOR AFTER n MINUTES OF SUNLIGHT

6

9 )N WHICH LAYER S WOULD YOU EXPECT TO lND PLANTS THAT GROW IN THE SHADE

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4 7HAT WAS THE TEMPERATURE IN THE CANOPY LAYER AFTER n MINUTES OF SUNLIGHT

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o c . )N A REAL RAINFOREST THE mOOR WOULD c e 7HY CAN SO MANY DIFFERENT PLANTS her r BE APPROXIMATELY n METRES o t AND ANIMALS LIVE IN A TROPICAL s super BELOW THE CANOPY (OW WOULD THIS RAINFOREST AFFECT THE TEMPERATURE DIFFERENCE 10

BETWEEN THE LAYERS

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?

Guess the topic s

,OOK AT THE FOUR TOPIC CHOICES

s

2EAD EACH CLUE BELOW

s

$RAW A TICK IF THE TOPIC MATCHES THE CLUE

s

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

4HE TOPIC THAT BEST MATCHES THE CLUES IS Topic 1

Topic 2

4ORNADOES

#LUE

#LUE

#LUE

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Topic 3

#LUE

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#LUE #LUE

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#LUE

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•f orr ev i ew pur posesonl y#LUE • #LUE

%ARTHQUAKES

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C L U E S

4 4HEY ARE DIFĂźCULT TO PREDICT

7HAT ARE THREE THINGS YOU WOULD LIKE TO KNOW ABOUT THE TOPIC s s s 44

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Before-and-after chart

Earthquakes

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

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Teac he r

,IST FACTS YOU ALREADY KNOW ABOUT EARTHQUAKES

Š R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y• ,IST FACTS YOU HAVE LEARNED Ea

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AFTER READING

o c . che e r o t r s super

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Earthquakes

Word warm-up How the Earth moves ...

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

compression

tension

shear

MOVEMENT

TREMBLE

LAYERS

LIGHT

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Teac he r

1 #IRCLE THE WORDS YOU MIGHT EXPECT TO lND IN A TEXT ABOUT EARTHQUAKES

FORCE FAULT

PRESSURE Š R. I .

C. Publ i cat i onsVIBRATION •f orr evi ew pur posesonl y•

STATE

2ICHTER SCALE

SWAYING

(a)

(b)

(c)

D

E

46

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2 #HOOSE lVE WORDS AND WRITE A SENTENCE FOR EACH

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RIVER

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Read and comprehend

Earthquakes

2EAD THE INFORMATION ABOUT EARTHQUAKES I had just moved to California in the USA. I was sitting in my classroom when suddenly the room started to shake and things began to move. I felt like I was rocking on a boat. When it stopped, my teacher said we had just had an earthquake. ‘What is an earthquake?’ I asked.

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

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Teac he r

She explained that an earthquake is a sudden movement of the Earth’s crust. ‘Have you ever been so cold that you began to shake or tremble?’ she asked. My teacher added that this same movement happens to the Earth when there is too much force on the layers of rock in the Earth. The crust of the Earth is not all in one piece. There are places in the earth’s crust that have large cracks called faults.

Faults are made when the rock layers are not strong enough. They break because there is too much pressure on them. This makes sudden movements of the earth’s crust. This pressure can cause the rock layers to move apart, push together or slide past each other. When the rock layers move, a force is let go that makes the rock layers vibrate forcefully. The vibrations create an earthquake. ‘How do you know when there will be an earthquake?’ I asked. My teacher explained that scientists keep trying to answer this question. It is hard for them to tell when earthquakes might happen. They have a good idea of where earthquakes might happen. They use special devices called seismographs to find out about earthquakes. These devices measure earthquake vibrations or shock waves. The shock waves recorded tell how strong the vibrations were, how far the waves went and how far away the centre of the earthquake was from where the scientists are. Then, they know the exact place of the earthquake.

Š R. I .

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‘How do scientists know the strength of an earthquake?’ I queried. My teacher replied that it is measured on a Richter scale. It was developed in 1935 by Charles Richter as a method of comparing the size of earthquakes. She said to think of this scale from one to ten. One would be small and ten would be huge! Each number is worth ten times more than the number before it. That means that an earthquake that measures 7.0 is ten times stronger than an earthquake that measures 6.0 on the Richter scale. An earthquake that measures a 2.0 is just strong enough for you to feel. An earthquake that measures 5.0 can cause some damage. And, an earthquake that registers 7.0 or more is considered a major earthquake.

My teacher also mentioned that California is situated on a very long fault line known as the San Andreas Fault. She added that the earthquake we had experienced was really just a tremor and low on the Richter scale. Southern California experiences thousands of earthquakes each year but most of them are so small that they cannot be felt. However, major earthquakes had occurred in parts of California in the past.

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Now I was curious. I wondered what I should do if there was a major earthquake. My teacher said we should ‘duck and cover’. She showed us how to get under something that is strong and solid like a table or desk. We were told to cover our head and neck with our hands. Our teacher also said to stand in a doorway if there was not anything strong to get under. She reminded us to stay away from windows, mirrors and shelves.

Also, we were told to follow our school’s safety rules during an earthquake drill so we would know what to do. This made me feel better. Now I know what an earthquake is and what to do to be safe during one.

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Questions and answers

Earthquakes

1 7HAT IS AN EARTHQUAKE

2 7HAT IS A FAULT AND HOW IS IT MADE

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

4 7HAT IS USED TO MEASURE

A THE VIBRATIONS OF AN EARTHQUAKE

B THE STRENGTH OF AN EARTHQUAKE

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Teac he r

3 7HAT ARE SOME SAFETY TIPS TO FOLLOW DURING AN EARTHQUAKE

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5 (OW CAN YOU lND OUT IF AN EARTHQUAKE WAS MILD OR STRONG

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7

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6 #OMPARE A EARTHQUAKE WITH A EARTHQUAKE 7HAT DO YOU THINK EACH WOULD BE LIKE

o c . )F SCIENTISTS ESTIMATE THAT THERE ARE POSSIBLY EARTHQUAKES EACH YEAR

c e her r WHY DON T YOU FEEL ALL OF THEM o t s super

8 )F YOU WERE IN BED SLEEPING DURING AN EARTHQUAKE WHAT WOULD YOU DO

48

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Multiple-choice questions

Earthquakes

#OLOUR THE CIRCLE NEXT TO THE CORRECT ANSWER

to walk

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to figure

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3

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â?? earthq-ua-ke â?? ear-thquak-e 7

7HICH WORD IS AN ADJECTIVE IN THE FOLLOWING SENTENCE

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C.Publ i cat i ons

!N EARTHQUAKE MEASURING IS A swaying MAJOR EARTHQUAKE •f orr evi ew pur po sesonl y•

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5

7HAT DO YOU THINK THE ROOT WORD @GRAPH MEANS

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! SEISMOGRAPH RECORDS VIBRATIONS ! TELEGRAPH RECORDS ELECTRICAL SIGNALS !N AUTOGRAPH IS SOMEONElS SIGNATURE

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seismograph

â?? fault â?? shock

5SING 1UESTION AS A GUIDE WRITE A SIMILAR ACTIVITY ON THE BACK OF THIS SHEET FOR lNDING THE WORD @VIBRATION IN A DICTIONARY

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Earthquakes

Get logical

*ENNIFER "RENTON ,INDA 2ICHARD AND %AMON EACH HAD AN EARTHQUAKE IN THEIR HOME TOWN LAST YEAR 5SE THE CLUES BELOW TO DECIDE WHAT THE STRENGTH OF EACH EARTHQUAKE WAS ON THE 2ICHTER SCALE

Clues 2

4 5

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Jennifer was asleep when the earthquake occurred. She woke up right away. She saw things falling off the shelves and felt strong jolts. She stood in her doorway with her dad. The news said that a building collapsed.

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3

Richard did not feel the earthquake, although he heard about it on the news. There were no reports of any damage.

Teac he r

1

The earthquake in Linda’s town was ten times stronger than the earthquake in Richard’s town.

Brenton felt the earthquake while he was at school. Everyone had to duck and cover and then evacuate. There was no visible damage.

Eamon’s town experienced an earthquake twice as strong as Linda’s.

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C.Publ i cat i ons •f orr evi ew pur posesonl y•

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4.5

. te o c *ENNIFER 2ICHARD . che"RENTON ,INDA r e o t r s s r u e p 4HE EARTHQUAKE IN *ENNIFER S TOWN MEASURED .

1

2 4HE EARTHQUAKE IN "RENTON S TOWN MEASURED 3 4HE EARTHQUAKE IN ,INDA S TOWN MEASURED

. .

4 4HE EARTHQUAKE IN 2ICHARD S TOWN MEASURED

.

5 4HE EARTHQUAKE IN %AMON S TOWN MEASURED

.

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%AMON

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Science experiment

Teachers notes Ea r

t h quake s

Student focus question: What causes earthquakes and which way(s) can the ground move?

Teac he r

The Earth’s crust is made of large sections called crustal plates. They fit together like pieces of a jigsaw puzzle. However, the heat and pressure in the layer below the crust, called the mantle, always make the crust move.

Normally, the crustal plates move very slowly, about 2.5–5 cm a year, and the movement is not noticeable. When there is a sudden movement, we feel that as an earthquake.

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

Experiment results and conclusions s 4HE CRUSTAL PLATES MOVE SIDEWAYS

sliding past each other. This is called shear.

© R. I .

C.Publ i cat i ons The crust’s plates can move in three different • f o r r e v i e w pur ps o4HE STUDENTS SHOULD OBSERVE SOME OF sesonl y• ways. If the plates are pulled apart, this is

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the trees and houses falling over and perhaps even a crack in the soil surface.

s 4HE MOST DAMAGE SHOULD OCCUR NEAR THE junction of the two pieces of material, which represent the edges of the crustal plates. More movement occurs at these edges, or faults. This is where earthquakes occur.

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called tension. This is what is happening along the floor of the Atlantic Ocean at the midAtlantic Ridge. The crust is actually getting larger there. If the plate pieces are pushed together, this is called compression. This can cause mountains to slowly build, such as the Andes in South America. Or, the plates can slide past each other in a sideways direction.

This is called shear. This is the type of movement that occurs along the San Andreas Fault in California. All three types of movement can cause earthquakes.

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Science experiment – 1

Earthquakes

7HAT CAUSES EARTHQUAKES AND WHICH WAY S CAN THE GROUND MOVE

Materials PER GROUP s STRIPS OF CLOTH A LITTLE LONGER THAN THE CONTAINER s STURDY SHALLOW BOX OR PLASTIC TRAY s SOIL s SAND s WATER

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

Procedure

1 0LACE THE STRIPS OF CLOTH SIDE BY SIDE IN THE BOX OR TRAY +EEP THE ENDS HANGING OFF THE END OF THE CONTAINER %ACH STRIP REPRESENTS A CRUSTAL PLATE

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Teac he r

s SMALL TOY HOUSES TWIGS PIPE CLEANER @TREES

© R. I .

C.Publ i cat i ons 2 &ILL THE CONTAINER WITH A MIXTURE OF SOIL AND •f orr evi ew pur posesonl y• SAND ABOUT n CM THICK

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3 3PRINKLE WATER OVER THE TOP OF THE SOIL AND SAND TO MOISTEN IT AND THEN PRESS IT DOWN 4 !RRANGE TOY HOUSES TWIGS AND PIPE CLEANER TREES OVER THE SURFACE OF THE SOIL AND SAND 5

o c . che e 7ITH A PARTNER PULL THE ENDS OF THE STRIPS r o AWAY FROM EACH OTHER VERY SLOWLY FOR t r s su er ABOUT n CM SO THE STRIPS SLIDE PAST p EACH OTHER /BSERVE WHAT HAPPENS

6 #AN YOU THINK OF ANOTHER WAY TO ARRANGE THE PIECES OF MATERIAL TO SHOW ANOTHER TYPE OF EARTHQUAKE 4RY IT

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Science experiment – 2

Earthquakes

7HAT CAUSES EARTHQUAKES AND WHICH WAY S CAN THE GROUND MOVE

Results and conclusions

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

B 7HAT IS THIS TYPE OF MOVEMENT CALLED

2 7HAT DID YOU OBSERVE DURING YOUR EARTHQUAKE

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Teac he r

1 A 7HICH WAY DID THE CRUSTAL PLATES MOVE IN THIS EXPERIMENT

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C.Publ i cat i ons •f orr evi ew pur posesonl y•

B 7HY

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4

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3 A 7HERE WAS THE MOST DAMAGE

. te o %XPLAIN WHAT TYPE OF EARTHQUAKE YOU SHOWED IN 3TEP OF YOUR EXPERIMENT c . che e r o t r s super

5 7HAT CAUSES EARTHQUAKES AND WHICH WAY S CAN THE GROUND MOVE

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?

Guess the topic s

,OOK AT THE FOUR TOPIC CHOICES

s

2EAD EACH CLUE BELOW

s

$RAW A TICK IF THE TOPIC MATCHES THE CLUE

s

$RAW A CROSS IF THE TOPIC DOES NOT MATCH THE CLUE

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

4HE TOPIC THAT BEST MATCHES THE CLUES IS Topic 1

Topic 2

6OLCANOES

#LUE

#LUE

#LUE

#LUE

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Teac he r

#LUE #LUE

%ARTHQUAKES

Topic 3

Topic 4

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. t4HEY CAN CAUSE A GREAT DEAL OF DAMAGE AND ARE HARD TO 2 e o c .

PREDICT che e r o t 3 4HEY ARE FOUND ON %ARTH AND SOME PLANETS AND MOONS r s super 1 4HEY ARE AS OLD AS OUR HISTORY

4 3OME ISLANDS WERE CREATED BY THEM

7HAT ARE THREE THINGS YOU WOULD LIKE TO KNOW ABOUT THE TOPIC s s s 54

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Before-and-after chart

Volcanoes

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

ew i ev Pr

Teac he r

,IST FACTS YOU ALREADY KNOW ABOUT VOLCANOES

Š R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y• ,IST FACTS YOU HAVE LEARNED

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55

Volcanoes

Word warm-up

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

composite volcano

shield volcano

MOVEMENT

ERUPT

STORY

YOUNG

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Teac he r

1 #IRCLE THE WORDS YOU MIGHT EXPECT TO lND IN A TEXT ABOUT VOLCANOES

BLOWHOLE SHIELD

Š R. I .

C.(AWAII Publ i cat i onsEXTINCT •f orr evi ew pur posesonl y•

DESTROYS

ACTIVITY

PUMICE

(a)

(b)

(c)

D

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56

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2 #HOOSE lVE WORDS AND WRITE A SENTENCE FOR EACH

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EXPLODE

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Volcanoes

Read and comprehend 2EAD THE INFORMATION ABOUT VOLCANOES How do volcanoes form? A volcano forms when magma (melted rock deep in the earth), gases and rocks erupt through openings in the Earth’s crust. The magma that erupts out of the volcano onto the earth is called lava.

Teac he r

ew i ev Pr

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

There are three types of volcanoes. The first type is called a composite volcano. This type is explosive. When it explodes, lava, ash and gases shoot out of an opening in it. To imagine what this looks like, think about the spray that shoots up from a whale’s blowhole. The volcano shoots up in the same way but on a much larger scale and a lot hotter. Hardened lava and ash build up over the years. They can form mountains that are quite tall. Mount St Helens, located in the state of Washington in the USA, is a composite volcano. Mount Fuji, situated on the island of Honshu in Japan, is another example.

Some volcanoes do not shoot lava up in the air. The lava pours out of them instead. When the lava gets to the surface of the earth, it moves like a thick river. This type of volcano is called a shield volcano. The lava flows slowly over the land, destroying anything in its path. But you do not have to worry! The lava moves slowly enough for people who live nearby to leave safely. Then, the lava flow slows down cools off, and turns into rock. Shield volcanoes form shorter mountains. They are wide, rounded and smooth. If you ever get to visit Hawaii in the Pacific Ocean, look for shield volcanoes. Mount Loa and Kilauea are two shield volcanoes you will find there.

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C.Publ i cat i ons •f orr evi ew pur posesonl y•

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The third type of volcano forms quickly and is smaller. It is called a cinder cone volcano. These volcanoes are usually between 90 to 120 metres in height. They explode once—very quickly. When cinder cones erupt, they force out ash, gases and lava in tiny bits. An example of a cinder cone volcano is Paracutin in Mexico.

After a volcano erupts, the lava cools off. It gets hard and becomes igneous rock. How the volcano erupts determines the kind of igneous rock that is formed. Composite volcanoes form rocks from the lava that shoots out. Some of these rocks are obsidian and pumice. Magma that gets trapped in the Earth’s crust forms granite. Shield volcanoes make rocks such as basalt, pahoehoe and aa (pronounced ‘ah-ah’). The last two names are Hawaiian. The pahoehoe rock feels like rope. The aa is a sharp and jagged rock. Tuff, pumice and lots of basalt cinders come from cinder cone volcanoes. Pumice is made from lava that has many bubbles of hot gases in it. The lava cools so fast that the gases do not have time to get out. Some pieces of pumice are so full of holes from the gases that they can float in water!

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The most powerful volcanic eruption to date occurred in 1815 in Mount Tambora, Indonesia. The eruption was so violent that abut 150 cubic kilometres of melted rock was blasted out of the volcano.

Approximately 10 000 people were killed instantly. Another 82 000 died later, mostly from starvation.

Volcanoes have been forming for thousands of years. Some are still active. This means that they have erupted in the last 10 000 years and could erupt again. Others are dormant or extinct. Dormant volcanoes show no signs of activity. Many scientists think they could erupt again some day. Those that are extinct have not had any signs of activity in the last 10 000 years. They probably will not erupt again.

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Volcanoes

Questions and answers 1 7HAT ARE THE THREE TYPES OF VOLCANOES

2 A 7HAT IS LAVA

A EXPLODES WITH LAVA ASH AND GASES IN TINY BITS

B HAS LAVA THAT MOVES LIKE A THICK RIVER

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

B (OW DOES IT CHANGE FORM

4 7HAT TYPE OF VOLCANOES ARE ON THE ISLANDS OF (AWAII

5 $ESCRIBE ONE WAY COMPOSITE AND CINDER CONE VOLCANOES ARE ALIKE AND ONE WAY THEY ARE DIFFERENT

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3 7HAT KIND OF VOLCANO

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y•

7HY

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6 7HICH TYPE OF VOLCANO WOULD BE THE SAFEST TO BUILD NEAR

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7 7HY DO VOLCANOES MAKE MANY DIFFERENT KINDS OF IGNEOUS ROCKS

8 )F YOU WANTED TO LEARN MORE ABOUT A CERTAIN TYPE OF VOLCANO WHICH ONE WOULD YOU CHOOSE 7HY

58

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Multiple-choice questions

Volcanoes

#OLOUR THE CIRCLE NEXT TO THE CORRECT ANSWER 4

1 )F YOU PUT THESE WORDS IN ALPHABETICAL ORDER WHICH WORD WOULD COME THIRD

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.

â?? antonyms

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5

7HICH WORD IS AN ADJECTIVE IN THE FOLLOWING SENTENCE

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Teac he r

4HE WORDS @TWO AND @TOO ARE

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2 )F YOU WANTED TO ĂźND OUT THE DEĂźNITION OF THE WORD kCOMPOSITEl

WHICH RESOURCE WOULD BE THE MOST HELPFUL

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dictionary

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encyclopedia/internet

0UMICE IS MADE FROM LAVA THAT HAD MANY HOT GASES IN IT

â??

atlas

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pumice

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thesaurus

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gases

3 ! VOLCANO IS FORMED WHEN MAGMA

GASES AND ROCKS ERUPT THROUGH OPENINGS IN THE %ARTHlS CRUST

6

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made

(OW WOULD YOU SPLIT THE WORD kVOLCANICl INTO SYLLABLES

Š R. I .

C.Publ i c at i ons â?? vol-ca-nic â?? volc-ani-c )N WHICH OF THESE SENTENCES IS THE â??s vol-c-an-ic â??• vol-can-ic •f orr evi ew pur po e sonl y WORD @THROUGH USED IN THE SAME 7

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Through the years, many volcanoes have become dormant.

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When the lava is through flowing, it will harden into lava rock.

7HAT IS THE SUPERLATIVE ADJECTIVE FOR THE WORD kPOWERFULl â??

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more powerful

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powerful

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â?? most powerful . t e o Composite volcanoes shoot )N WHICH PARAGRAPH DID YOU LEARN c . lava through the air when c ABOUT CINDER CONE VOLCANOES e her r they erupt. o t â?? third â?? fourth s s r u e p Scientists are studying â?? fifth â?? sixth 8

volcanic activity through different methods.

Extra!

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59

Volcanoes

Get logical

*ONAH 2OSIE ,ORRAINE 3OlA AND (AYDEN WANTED TO MAKE VOLCANOES FOR THE SCIENCE FAIR %ACH STUDENT CHOSE TO READ ABOUT AND CREATE A DIFFERENT TYPE OF VOLCANOES 5SE THE CLUES BELOW TO DECIDE WHAT KIND OF VOLCANO EACH STUDENT MADE

Clues

2

4 5

The lava slowly flowed out over the sides of Rosie’s volcano.

Jonah was having a hard time making lava in tiny bits shoot out of his volcano.

The lava from Sofia’s volcano looked like a thick river.

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3

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

Lorraine’s volcano erupted straight up into the air! What a mess!

Teac he r

1

Hayden’s volcano was much taller than Lorraine’s and Rosie’s.

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C.Publ i cat i ons 3HIELD VOLCANO •f orr evi ew pur posesonl y• #OMPOSITE VOLCANO

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#INDER CONE VOLCANO 3HIELD VOLCANO

. te o c *ONAH (AYDEN 2OSIE ,ORRAINE . che e r o t r s supe.r *ONAH MADE A

#OMPOSITE VOLCANO

1

2 2OSIE MADE A

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3 ,ORRAINE MADE A 4 3OlA MADE A 5 (AYDEN MADE A

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3OlA

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Science experiment

Teachers notes

Volc anoe s

Student focus question: Why do volcanoes make several types of igneous rocks?

Teac he r

Igneous rocks form when tremendous heat and pressure in the mantle force some magma into or on top of the Earth’s crust. The magma that is forced onto the Earth’s crust is known as lava. There are two main types of igneous rocks. Those formed from lava are called extrusive rocks; e.g. obsidian, pumice, basalt; and those formed from magma trapped inside the Earth’s crust are called intrusive rocks; e.g. granite.

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

Experiment results and conclusions s (AVE EACH STUDENT RECORD HIS OR HER results on the ‘Igneous rock chart’ on page 63. If students observed samples of igneous rocks, they will notice that all of the rocks feel hard. The rocks are all shades of darker or drab colours (no bright colours).

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C.Publ i cat i ons The main difference between the two types is or r e v i ew pur ps o4HE ROCK SAMPLES ARE DIFFERENT IN THEIR sesonl y• related to• howf fast or slow the rocks cool and

The depth and temperature of the magma also influence the type of rocks formed. Magma that originates from deeper chambers in the Earth will have a higher gas and water content than magma that was closer to the surface.

Different minerals in the magma form crystals at different temperatures.

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surface texture. Obsidian is a glassy rock, whereas basalt and pumice will be dull and usually have some holes in them. The granite will have a speckled appearance.

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harden. The igneous rocks made from lava cool quickly and have very small or no visible crystals. The igneous rocks made from magma that was trapped inside the Earth’s crust cool slowly and have large, easily visible crystals.

s !FTER MAKING THEIR OWN IGNEOUS ROCKS

students will see that different mixtures of materials in the magma or lava will result in different types of igneous rocks. They might also see that the amount of gas trapped in the magma could vary, as well as the temperature.

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Several different kinds of rocks can be created from a few basic mineral ingredients. You can buy vermiculite from a plant nursery. Quick-set plaster hardens in about 20–30 minutes. Do not allow students to wash their hands at the sink if they have plaster on them. It will harden inside the pipes! Ask students to wash their hands first in a bucket and then wash them again at the sink.

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s )N ACTUAL VOLCANOES MAGMA ORIGINATES in different locations in each volcano, causing the magma to cool at different speeds, resulting in several types of igneous rocks.

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Science experiment – 1

Volcanoes

7HY DO VOLCANOES MAKE SEVERAL TYPES OF IGNEOUS ROCKS

Materials

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

Procedure

1 ,OOK AT THE SAMPLES OF IGNEOUS ROCK WITH A MAGNIFYING GLASS /BSERVE THE COLOUR TEXTURE AND PRESENCE OF VISIBLE CRYSTALS $ISCUSS THEIR SIMILARITIES AND DIFFERENCES WITH YOUR GROUP 3KIP THIS STEP IF THERE ARE NO ROCK SAMPLES

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Teac he r

PER GROUP s )GNEOUS ROCK CHART ON PAGE s BUCKET OF SOAPY WATER s SAMPLES OF OBSIDIAN BASALT PUMICE AND GRANITE OPTIONAL s SMALL BOWL OF DRY QUICK SET PLASTER OF 0ARIS s NEWSPAPER s MEASURING CUP s BOWL s PLASTIC SPOONS s SMALL CONTAINERS s VERMICULITE s SAND s BLACK TEMPERA PAINT POWDERED OR LIQUID s PAPER CUPS s JUG OF WATER s MAGNIFYING GLASS

OR ADD ONE PART SAND ONE PART VERMICULITE AND ONE PART BLACK TEMPERA PAINT "E SURE TO USE A DIFFERENT COMBINATION FOR EACH CUP

6 !DD JUST ENOUGH WATER TO EACH © R. I .

C.Pu bl i cat i ons PAPER CUP TO MAKE THE MIXTURE LIKE THICK CREAM 3TIR EACH MIXTURE WITH •f orr evi ew pur p osesonl y• A SPOON 2EMOVE THE SPOONS AND

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3 0UT VERMICULITE IN ONE SMALL CONTAINER SAND IN ANOTHER AND BLACK TEMPERA PAINT IN THE THIRD CONTAINER 0LACE A SPOON IN EACH CONTAINER SO YOU CAN SPOON THESE INGREDIENTS INTO THE CUPS

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7 !LLOW YOUR @IGNEOUS ROCKS TO COOL AND HARDEN FOR MINUTES 4HE CUPS WILL FEEL WARM AFTER YOU lRST MIX IN THE WATER 8 7HILE YOU ARE WAITING FOR YOUR ROCKS TO COOL AND HARDEN CLEAN UP YOUR TABLE 7ASH YOUR HANDS lRST IN THE BUCKET OF SOAPY WATER 4HEN

WASH YOUR HANDS AGAIN AT THE SINK )F YOU WASH YOUR HANDS IN THE SINK WHILE YOU STILL HAVE PLASTER ON THEM THE PLASTER WILL HARDEN IN THE PIPES

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4 (ALF lLL EACH PAPER CUP WITH DRY PLASTER

5 !DD DIFFERENT COMBINATIONS OF VERMICULITE SAND AND OR BLACK TEMPERA PAINT TO EACH CUP 9OU CAN ADD ONE OR MORE INGREDIENTS AND YOU CAN CHANGE THE AMOUNT YOU ADD &OR EXAMPLE ADD TO THE lRST CUP OF PLASTER ONE PART VERMICULITE AND TWO PARTS BLACK TEMPERA PAINT

PUT THEM IN THE BIN

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2 #OVER YOUR TABLE WITH NEWSPAPER 0LACE CUPS OF PLASTER INTO THE BOWL 0UT A SPOON IN THE BOWL

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9 !FTER MINUTES TEAR AWAY THE PAPER CUPS 4HIS WILL REVEAL YOUR IGNEOUS ROCKS 10 2ECORD YOUR RESULTS ON YOUR @)GNEOUS ROCK CHART R.I.C. Publications® – www.ricpublications.com.au

Teac he r

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2OCK

2OCK

2OCK

2OCK

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2OCKS

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0LASTER

7ATER

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6ERMICULITE

Materials mixed together 3AND

"LACK PAINT #OLOUR

$IRECTIONS 0LACE A TICK IN THE APPROPRIATE BOXES TO SHOW WHICH INGREDIENTS YOU USED TO CREATE EACH @ROCK 9OU CAN SHOW HOW MUCH OF AN INGREDIENT YOU ADDED BY USING TALLY MARKS 0LACE ONE TALLY MARK FOR EACH SPOONFUL OF AN INGREDIENT YOU USED 5SE WORDS TO DESCRIBE THE COLOUR TEXTURE AND CRYSTALS OF EACH ROCK

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Igneous rock chart Š R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y•

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#AN YOU SEE ANY CRYSTAL PIECES

Volcanoes

4EXTURE E G SMOOTH ROUGH

Results

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Volcanoes

Science experiment – 2 7HY DO VOLCANOES MAKE SEVERAL TYPES OF IGNEOUS ROCKS

Results and conclusions 1 A )F YOU HAD REAL IGNEOUS ROCKS TO OBSERVE DESCRIBE SOME WAYS THEY WERE ALIKE

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B (OW WERE THEY DIFFERENT

Teac he r

B 7HICH ONES

C (OW WERE THEY THE SAME

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C.Publ i cat i ons $ID ANY OF YOUR ROCKS LOOK DIFFERENT FROM EACH OTHER yes no • f o r r e v i e w p u r p o s e s o n l y • 7HICH ONES

B

C (OW WERE THEY DIFFERENT

B

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4 A

no

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yes

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2 A $ID ANY OF YOUR ROCKS LOOK THE SAME

. te o 7HICH ROCK WAS YOUR FAVOURITE c . che 7HY e r o t r s super yes

no

5 7HY DO VOLCANOES MAKE SEVERAL TYPES OF IGNEOUS ROCKS

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?

Guess the topic s

,OOK AT THE FOUR TOPIC CHOICES

s

2EAD EACH CLUE BELOW

s

$RAW A TICK IF THE TOPIC MATCHES THE CLUE

s

$RAW A CROSS IF THE TOPIC DOES NOT MATCH THE CLUE

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4HE TOPIC THAT BEST MATCHES THE CLUES IS

7ATER POLLUTION

#LUE

#LUE

#LUE

#LUE

Topic 3

#LUE #LUE

4ORNADOES Topic 4

#LUE

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C .Pu bl i cat i ons #LUE #LUE •f orr evi e w pu r posesonl y•#LUE #LUE

7EATHER

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#LUE

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Topic 2

C . teL U E S

#LUE

#LUE

#LUE

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Topic 1

2AINFORESTS

#LUE

1 )T AFFECTS EVERY LIVING THING ON %ARTH

o c . ch e r )T CAN HURT OUR SURVIVAL 3e o t r s super 4 )T IS CAUSED MOSTLY BY PEOPLE 2 )T INVOLVES A NATURAL RESOURCE

7HAT ARE THREE THINGS YOU WOULD LIKE TO KNOW ABOUT THE TOPIC s s s R.I.C. Publications® – www.ricpublications.com.au

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65

Before-and-after chart

Water pollution

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Teac he r

,IST FACTS YOU ALREADY KNOW ABOUT WATER POLLUTION

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C.Publ i cat i ons •f orr evi ew pur posesonl y• ,IST FACTS YOU HAVE LEARNED

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Wa ter pol lution

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Water pollution

Word warm-up

RUBBISH

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

RESOURCE

WASTEWATER

SLEEP

CHEMICALS

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1 #IRCLE THE WORDS YOU MIGHT EXPECT TO lND IN A TEXT ABOUT WATER POLLUTION

AGRICULTURE

RUBBISH BIN

POLLUTE Š R. I .

C.Pu bl i cat i ons DRINK •f orr evi ew pur posesonl y• RECYCLED

ANIMALS

POISON

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2 #HOOSE lVE WORDS AND WRITE A SENTENCE FOR EACH

(a)

(b)

(c)

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RELEASE

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67

Read and comprehend

Water pollution

2EAD THE INFORMATION ABOUT WATER POLLUTION Of all the things you need to live, what is one of the most important? Did you think of ‘water’? If you did—that is right!

Water. Believe it or not, people can live for weeks without food. But people can only live for a few days without water.

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We need to take care of the water in our oceans and rivers because it can be recycled. This means it is used over and over again.

Many things can pollute the water in our oceans and rivers. One cause of water pollution is wastewater.

Wastewater is the water left over after we do laundry, flush the toilet or use the sink. Luckily, most of the water that goes down the drains inside our homes goes through a water treatment plant. At the water treatment plant, this wastewater is cleaned with special chemicals and released. This water is reused to water places such as parks and golf courses or it is put back into the rivers and oceans. This water is not used for drinking and cooking in most countries.

Another way our water becomes polluted is from chemicals. This can happen in agriculture. Sometimes, too many chemicals are used when we grow food, raise livestock or prepare foods to be sold. The extra chemicals can flow into rivers or streams and pollute them. This harms the plants and animals that live in the water.

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Water is one of our most important natural resources. Besides drinking it, we need it for washing, producing food and making thousands of products.

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Would you want to eat it? What if you did eat your food with petroleum oil on it? Do you think it would be safe?

After an oil spill, animals are harmed or die because they can not breathe.

Sometimes they get poisoned because the food they eat has oil on it. Or their food source dies and they do not have enough to eat.

Š R. I .

C.Publ i cat i ons What can you do to help •f orr evi ew pur pose sonl y• keep our water clean?

You can save water in your home or at school. This helps because less water will go down the drain and become wastewater. To save water, turn off the tap while you brush your teeth. You can also take a short shower or shallow bath.

Ask your parents to run the dishwasher or wash clothes only when there is a full load. Use low-flow shower heads.

Re-use water from the shower to water plants or wash the car. Check for tap or toilet leaks. There are also special ways to throw away paints, aerosol cans, litter, pet waste and things made of plastic.

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Another example of water pollution is an oil spill. This occurs when oil tankers accidentally spill oil in the ocean.

Thousands of fish, birds and other animals are harmed or killed when there is an oil spill. Can you imagine having petroleum oil poured all over your food?

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The easiest thing you can do is to throw your rubbish in a bin and not on the street as it could end up in our rivers or oceans through a storm drain.

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Water pollution

Questions and answers 1 7HAT ARE THREE CAUSES OF WATER POLLUTION

2 7HAT IS A WATER TREATMENT PLANT

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3 7HY IS IT HARMFUL TO THROW RUBBISH DOWN STORM DRAINS

4 7HAT ARE SOME WAYS WE USE REUSED WATER

5 7HAT EFFECT DO YOU THINK WATER POLLUTION HAS ON LIFE CYCLES AND FOOD CHAINS

7

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6 (OW DOES WATER GET RECYCLED IN THE ENVIRONMENT

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. te o 7HICH PLACES AT YOUR SCHOOL COULD YOU CHECK TO SEE IF WATER IS BEING WASTED c . che e r o t r s super

8 7HAT SOURCES OF WATER DID YOU USE TODAY (OW DID YOU HELP CONSERVE WATER

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69

Multiple-choice questions

Water pollution

#OLOUR THE CIRCLE NEXT TO THE CORRECT ANSWER 1 7HICH GUIDE WORDS IN THE DICTIONARY WOULD HELP YOU ĂźND THE WORD kCONTAMINATIONl

5 7HICH WORD WOULD SHOW HOW THESE TWO THINGS ARE ALIKE

Car exhaust is to air pollution LIKE IS TO WATER POLLUTION

contract—control

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contact—contradict

treatment plant

collaborate—collage

oil spill

coil—coinage

conservation plant

7HICH WORD IS A SYNONYM FOR @POLLUTE purify

contaminate

clean

refresh

3 )F YOU WANTED TO LEARN MORE ABOUT WATER POLLUTION WHICH RESOURCE WOULD BE THE MOST HELPFUL

6 7HICH WORD BEST COMPLETES THE FOLLOWING SENTENCE

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2 -ANY THINGS CAN POLLUTE THE WATER IN OUR OCEANS AND RIVERS

4HE 2EYNOLDS FAMILY DOES NOT DO LAUNDRY UNTIL THEY HAVE A FULL LOAD FOR THE WASHING MACHINE they’re

there

their

they’s

7b l 7HICH WORD IS A NOUN IN THIS Š R. I .

C.Pu i cat i ons dictionary SENTENCE •f orr evi ew pu p osesonl y• r 7E NEED WATER FOR DRINKING

encyclopedia/internet

thesaurus

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4 4HE PROBLEM IS THAT WE DO NOT DO ENOUGH TO PROTECT WATER AND OFTEN TAKE IT FOR GRANTED

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)N WHICH OF THESE SENTENCES IS THE WORD @GRANTED USED IN THE SAME WAY

WASHING PRODUCING FOOD AND MANUFACTURING PRODUCTS need

for

producing

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products

8 (OW WOULD YOU SPLIT THE WORD kCHEMICALSl INTO SYLLABLES

o c . e The fairy grantedc her wish chem–i–cals her r o of ending all water pollution t s super chemi–cals problems.

We still create water pollution, granted, but we are trying to stop it.

Justin took it for granted that the river water was safe to drink.

What wish would you like to have granted?

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ch–em–ic–als chem–icals

Extra!

RUBBISH

5SING 1UESTION AS A GUIDE

WRITE A SIMILAR ACTIVITY ON THE BACK OF THIS SHEET FOR SPLITTING THE WORD @POLLUTION INTO SYLLABLES R.I.C. PublicationsŽ – www.ricpublications.com.au

Water pollution

Get logical

0AUL -ARLA )MOGEN 4RENTON AND -ATT ARE EACH TRYING TO HELP MINIMISE WATER POLLUTION 5SE THE CLUES BELOW TO DECIDE WHAT EACH STUDENT IS DOING TO HELP THE ENVIRONMENT

Clues

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1 Imogen makes a difference at least twice a day.

2 Trenton helps his mum once a week with this chore.

3 When Paul is finished, he takes the plastic materials to a special place.

4 Marla makes a difference every day.

5 Matt collects this to water the plants.

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They save water.

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C.Publ i cat i ons •f orr evi ew pur posesonl y•

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1

Paul

2

Marla

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4AKES A SHORTER SHOWER 4URNS OFF THE WATER WHILE BRUSHING TEETH 3ORTS RUBBISH FOR RECYCLING 7ASHES FULL LOADS OF LAUNDRY 2EUSES WATER FROM THE SHOWER

o c 4RENTON . che e r o t r s super Paul

Marla

)MOGEN

Matt . .

3 )MOGEN

.

4 4RENTON

.

5

.

Matt

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Science experiment

Teachers notes

W ate r

p o l lu t io

n

Student focus question:

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

Background information Water pollution comes from many sources and often can not be detected with the naked eye. Water that looks clean can still be polluted. In addition to the more obvious types of pollution (e.g. rubbish, spilled oil, cast-off junk from society, chemicals from rain runoff), factories or agriculture can also pollute the water of lakes, rivers and oceans in subtler ways.

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Teac he r

What are some ways to remove pollution from water?

Experiment results and conclusions

s 3TUDENTS SHOULD DISCOVER THAT IT IS EASIEST TO remove street rubbish and dirt as you can see the pieces. Some can be removed with the spoon and the rest by filtering with the strainer and paper towel.

© R. I .

C.Publ i cat i ons •f orr evi ew s p4HE @OIL SPILL CAN BE PARTLY REMOVED WITH THE ur posesonl y•

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Many chemicals interact with the dissolved oxygen in the water (both fresh and ocean) and reduce the oxygen available for aquatic and marine life. Scientists test water samples to detect and monitor various types of pollution. If the water is not safe, signs will be posted and media releases issued warning the public not to drink, swim or go boating in that particular area for the time being. The water will be tested again and the public notified when it is safe to use.

spoon or by filtering, but not completely. They should observe droplets of oil still on the water’s surface even after filtering.

s 4HE @AGRICULTURAL CHEMICALS FOOD COLOURING are the hardest to remove because the chemicals are dissolved in the water and you can not see any pieces. In real life, the chemicals are often colourless and can not be detected with the naked eye.

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s 3TUDENTS MAY COME UP WITH A VARIETY OF OTHER suggestions as ways to remove pollutants from water. No matter what they suggest, they will gain an understanding that it is not always easy to clean up polluted water.

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Science experiment – 1

Water pollution

7HAT ARE SOME WAYS TO REMOVE POLLUTION FROM WATER

Materials PER GROUP s PLASTIC CUPS

s WATER

s FOOD COLOURING

s PLASTIC SPOON

s HOLE PUNCH

s PAPER

s SOIL

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

s SMALL BOWL

s PAPER TOWELS

Procedure 1 2

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Teac he r

s SMALL STRAINER

© R. I .

C.Publ i cat i ons !DD DROP OF FOOD COLOURING TO THE lRST CUP 3TIR WITH THE PLASTIC SPOON •f orr evi ew pur posesonl y• 4HE FOOD COLOURING REPRESENTS AGRICULTURAL CHEMICALS THAT CAN POLLUTE &ILL CUPS HALF FULL OF WATER

4

5

5SE THE HOLE PUNCH TO PUNCH n LITTLE BITS OF PAPER !DD THESE AND A SPOONFUL OF SOIL TO THE SECOND CUP 3TIR WITH THE SPOON 4HIS REPRESENTS STREET RUBBISH AND DIRT

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THE WATER

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o c . che e r o t r s super 5SE THE PLASTIC SPOON THE STRAINER AND A PAPER TOWEL TO TRY TO REMOVE !DD SPOONFULS OF VEGETABLE OIL TO THE THIRD CUP 3TIR WITH THE SPOON 4HIS REPRESENTS AN OIL SPILL

THE @POLLUTION FROM ONE CUP 5SING THE SAME CUP PLACE A PAPER TOWEL INSIDE THE STRAINER 0OUR THE CONTENTS OF THE CUP THROUGH THE STRAINER INTO THE SMALL BOWL /BSERVE THE WATER THAT IS COLLECTED IN THE BOWL UNDER THE STRAINER TO SEE IF THE POLLUTION WAS REMOVED 6

2EPEAT STEP USING THE OTHER TWO CUPS WITH @POLLUTED WATER SAMPLES

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Science experiment – 2

Water pollution

7HAT ARE SOME WAYS TO REMOVE POLLUTION FROM WATER

Results and conclusions 1 7ERE YOU ABLE TO REMOVE ANY OF THE @AGRICULTURAL CHEMICALS FOOD COLOURING FROM THE WATER USING THE SPOON OR BY STRAINING THE WATER

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7HY OR WHY NOT

7HY OR WHY NOT

3 7ERE YOU ABLE TO REMOVE ANY OF THE @OIL SPILL USING THE SPOON OR BY STRAINING THE WATER

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2 7ERE YOU ABLE TO REMOVE ANY OF THE @STREET RUBBISH AND DIRT USING THE SPOON OR BY STRAINING THE WATER

© R. I .

C.Publ i cat i ons 7HY OR WHY NOT •f orr evi ew pur posesonl y•

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4 7HICH TYPE OF WATER POLLUTION WAS THE EASIEST TO CLEAN UP

5 7HICH TYPE OF WATER POLLUTION DO YOU THINK IS THE HARDEST TO CLEAN UP

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o c . che e r o t r )F THE @AGRICULTURAL CHEMICALS DID NOT COLOUR THE WATER WOULD YOU BE ABLE TO s super TELL IF THE WATER WAS POLLUTED

7 A 7HAT ARE SOME WAYS THAT POLLUTANTS CAN BE REMOVED FROM WATER

B #AN YOU THINK OF ANY OTHER WAYS THAT MIGHT WORK

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?

Guess the topic s

,OOK AT THE FOUR TOPIC CHOICES

s

2EAD EACH CLUE BELOW

s

$RAW A TICK IF THE TOPIC MATCHES THE CLUE

s

$RAW A CROSS IF THE TOPIC DOES NOT MATCH THE CLUE

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

4HE TOPIC THAT BEST MATCHES THE CLUES IS

7EATHER

#LUE

#LUE

#LUE

#LUE

#LUE #LUE

-OUNTAINS

Topic 3

Topic 4

#LUE

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C .Pu bl i cat i ons #LUE #LUE •f orr evi e w pu r posesonl y•#LUE #LUE

0OLLUTION

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#LUE

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Topic 2

#LUE

#LUE

#LUE

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Topic 1

/UR SOLAR SYSTEM

#LUE

1 The sun is an important part of this. . te It is an enormous area. o 2 c . c e r Objects in this are made out of 3 h er o t s rocks or gases. super

C L U E S

4 Astronomers study this.

7HAT ARE THREE THINGS YOU WOULD LIKE TO KNOW ABOUT THE TOPIC s s s R.I.C. PublicationsŽ – www.ricpublications.com.au

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Before-and-after chart

Our solar system

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,IST FACTS YOU ALREADY KNOW ABOUT OUR SOLAR SYSTEM

AFTER READING

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C.Publ i cat i ons •f orr evi ew pur posesonl y• ,IST FACTS YOU HAVE LEARNED

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Our solar system

Word warm-up

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

UNIVERSE

-ILKY 7AY

RINGS

GAS

TELESCOPE

POISONOUS

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1 #IRCLE THE WORDS YOU MIGHT EXPECT TO lND IN A TEXT ABOUT OUR SOLAR SYSTEM

ROTATE

PLANET

POLLUTE Š R. I .

C.Pu bl i cat i ons REVOLVE •f orr evi ew pur posesonl y•

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2 #HOOSE lVE WORDS AND WRITE A SENTENCE FOR EACH

(a)

(b)

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Read and comprehend

Our solar system

2EAD THE INFORMATION ABOUT OUR SOLAR SYSTEM Do you ever dream of going into space to see the wonders of the universe? You really already travel in space. Our spaceship is the planet Earth. It travels at the speed of 107 200 km an hour!

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

The sun is actually a large star at the centre of our solar system and is made up of hot gases. All things in our solar system orbit (move around) the sun. One full path around the sun is called a revolution.

Thick poisonous clouds surround Venus. It is the hottest planet. Venus is a bit smaller than Earth. It has no moons.

Earth is the only planet in our solar system known to sustain life. It is known as the ‘blue planet’ as the large patches of ocean make it look blue from outer space.

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Our solar system is in a small area of outer space called the Milky Way Galaxy. It is made up of our planet Earth, the sun, seven other planets, dwarf planets, many moons and other space objects.

The planets that make up our solar system are made of rock or gases. Earth, Mercury, Venus and Mars are all made of rock. Saturn, Jupiter, Uranus and Neptune are made of gases. These four planets also have rings of ice, dust and rock around them. On 24 August 2006, Pluto was redefined as a dwarf planet.

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Mercury is the smallest planet and is a bit larger than our moon. Dust, rocks and bowl-shaped holes called craters cover it.

Mercury has no moons.

Mars is called the ‘red planet’. It has a dry rocky surface covered in reddish iron dust.

Jupiter is the largest planet in our solar system. Did you know you could fit 318 planet Earths inside it? Jupiter has over 60 moons.

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C.Publ i cat i ons Saturn is almost as large as Jupiter and is • f o r r e v i e w p u r p os e oofn l y •on best known for itss band rings.

A day As the planets move around the sun, they also

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Uranus and Neptune are both very cold planets. This is because they are so far from the sun. Uranus rotates in a different way from the other planets: it rotates on its side instead of upright. Uranus has 27 known moons, while Neptune has 13.

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If you look at all of the planets in a row starting with the one closest to the sun, you would see Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus and Neptune.

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Saturn is only 10 1/2 hours long. That means if you lived on Saturn, your school day would be much shorter! It would get dark after only five hours! Like Jupiter, Saturn has many moons.

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turn around in circles, or rotate. The time it takes a planet to rotate once is called a ‘day’. To see how a planet rotates, stand up and look at one spot on the wall. Then, slowly turn your body around until you are looking at that same spot again. Now, do this again, but carefully walk around your desk as you are turning around. You just made one revolution while you were rotating!

It is not an easy thing to do, is it?

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The best way to watch our solar system is through a telescope at night. A telescope helps you see things millions of miles away.

Would you like to fly into outer space? Then maybe you would like to be an astronaut.

Can you imagine what it would be like to visit another planet up close? Which one would you choose? Or maybe you would rather be an astronomer and study outer space from here on Earth.

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Questions and answers

Our solar system

1 7HAT MAKES UP OUR SOLAR SYSTEM

2 7HAT IS THE ORDER OF THE PLANETS STARTING FROM THE SUN

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

3 7HICH PLANETS ARE MADE FROM ROCK

A FOR ITS COLOURFUL RINGS OF ICE

DUST AND ROCK

B AS THE @RED PLANET

C AS THE @BLUE PLANET

D FOR ITS DIFFERENT WAY OF ROTATING

E FOR BEING THE SMALLEST PLANET

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4 7HICH PLANET IS BEST KNOWN

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C.Publ i cat i ons •f orr evi ew pur posesonl y•

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5 @3OLAR COMES FROM THE WORD @SOL WHICH MEANS @SUN 7HY DO YOU THINK THE TERM @SOLAR SYSTEM WAS CREATED

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6 $O YOU THINK PEOPLE COULD EVER LIVE ON 6ENUS IN THE FUTURE 7HY OR WHY NOT

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7 7HAT IS THE DIFFERENCE BETWEEN AN ASTRONAUT AND AN ASTRONOMER

8 7HICH PLANET WOULD YOU LIKE TO VISIT THE MOST 7HY 7HAT WOULD YOU EXPECT TO SEE THERE

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Multiple-choice questions

Our solar system

#OLOUR THE CIRCLE NEXT TO THE CORRECT ANSWER 1 7HICH GUIDE WORDS IN THE DICTIONARY WOULD HELP YOU ĂźND THE WORD kORBITl

oar—oboe ocelot—ode

7OULD YOU LIKE TO RIDE IN A ROCKET OUTER SPACE

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

orator—orchid ordain—order

dictionary

thru

threw

though

through

6 7HICH WORD WOULD SHOW HOW THESE TWO THINGS ARE ALIKE

Circle is to revolve LIKE rotate.

encyclopedia/internet

spin

atlas

circle

thesaurus

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2 )F YOU WANTED TO ĂźND ANOTHER WORD FOR kOBSERVEl WHICH RESOURCE WOULD BE THE MOST HELPFUL

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5 7HICH WORD BEST COMPLETES THE FOLLOWING SENTENCE

is to

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cut in half

7 7HICH PLANET HAS THE MOST SYLLABLES

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C.Publ i cat i ons Neptune Mars •f orr evi ew pur poSaturn sesonl yMercury • 3CIENTISTS HAVE DISCOVERED THAT

IT TAKES *UPITER %ARTH YEARS TO REVOLVE AROUND THE SUN scientists

Jupiter

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years

sun

4 3ATURN IS BEST KNOWN FOR ITS BAND OF BEAUTIFUL RINGS

8 7HICH SPACE OBJECT IS THE ODD ONE OUT

Jupiter sun

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3 7HICH WORD IS A PROPER NOUN IN THE FOLLOWING SENTENCE

Saturn Mars

Extra! . t e o )N WHICH OF THESE SENTENCES IS 5SING 1UESTION AS A GUIDE

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THE WORD @BAND USED IN THE SAME WRITE A SIMILAR ACTIVITY ON THE c e her BACK OF THIS SHEET FOR lNDING THE r WAY o t s supe r WORD @ROTATE IN A DICTIONARY We listened to a new band on

the radio.

There is a band of the colour red in each rainbow.

Where is that band playing?

The band of ribbon held the flowers together.

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Our solar system

Get logical

)N -R 7ILSON S CLASS EACH STUDENT CHOSE A PLANET TO TRAVEL TO IF HE OR SHE HAD A SPECIAL ROCKET %ACH STUDENT WROTE A RIDDLE ABOUT HIS OR HER CHOSEN PLANET 5SE THE CLUES BELOW TO DECIDE WHICH PLANET EACH STUDENT WANTED TO VISIT Clues

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

2

Summer’s riddle: I am the furthest planet from the sun. One orbit around the sun takes me 165 Earth years. I am a blue-green planet named after the god of the sea.

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Seth’s riddle: I am the first planet from the sun. I am very hot. I am named after the Roman god of travel in mythology because I move quickly across the sky.

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1

3

Serena’s riddle: I am the same colour as a colour in the rainbow. I am the fourth planet from the sun. A day on my planet is about as long as a day on Earth.

4

Shana’s riddle: People think that I am a beautiful planet. I am made up of gases, not rock. I have a band of rings around me.

5

Simon’s riddle: I am the hottest planet. Thick poisonous clouds surround me.

I am named after the Roman goddess of love and beauty.

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C.Publ i cat i ons •f orr evi ew pur posesonl y•

Saturn

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6ENUS

-ERCURY

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o c 3ETH 3UMMER 3ERENA 3HANA . ch e r er o t s super 3ETH WOULD LIKE TO TRAVEL TO .EPTUNE

1

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Mars

Simon .

2 3UMMER WOULD LIKE TO TRAVEL TO

.

3 3ERENA WOULD LIKE TO TRAVEL TO

.

4 3HANA WOULD LIKE TO TRAVEL TO

.

5 3IMON WOULD LIKE TO TRAVEL TO

.

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Science experiment

Teachers notes

solar sys tem

Student focus question: What keeps the planets in orbit as they revolve around the sun?

Teac he r

There are two forces at work that keep the planets in orbit around the sun. The first is inertia, which is the tendency of a body in motion to stay in motion unless acted upon by some other force. Likewise, a body at rest will stay at rest unless some force moves it. This is Newton’s first law of motion. Simply put, if you are running forwards quickly, you can not stop instantly. It takes a few moments to slow down and stop. Since the planets are moving, they will tend to keep moving unless something else stops them. The planets would normally want to move forward in a straight line.

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

Experiment results and conclusions

s 3TUDENTS SHOULD OBSERVE THAT IT IS hard to hold the book up in their outstretched hand, as gravity is pulling down on the book and their arm.

© R. I .

C.Publ i cat i ons s p 4HE TENNIS BALL FALLS TO THE mOOR AND •f orr evi ew pur osesonl y• bounces. Gravity is pulling on the

tennis ball, too. Everything is being pulled down towards the Earth. When they try to roll the ball across the table, it is difficult to make it stop.

Usually, it will continue to roll and fall off the table. The inertia keeps the moving ball in motion.

Fortunately, there is a balance between these two forces. The sun’s gravity is not strong enough to pull the planets down into it. The planets’ inertia is not strong enough for them to fly off into space. Thus, the planets stay in orbit around the sun.

s 4HEIR HAND HAS TO KEEP PULLING ON the string to keep the eraser in orbit around them. This is what the sun’s gravity does to the planets. The two forces of gravity and inertia keep the planets in orbit around the sun.

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s 7HEN STUDENTS RELEASE THE STRING attached to the eraser, the eraser flies off in a different direction, away from them.

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This is where the second force comes in to play.

It is gravity. Gravity is the natural attraction between objects. The bigger and heavier the object, the greater its pull of gravity. The Earth’s gravity pulls down on everything and everybody.

This is what keeps the Earth together and prevents us from ‘flying off’ into outer space.

The sun is so much bigger than any of the planets, that its gravitational pull prevents the planets from flying off into space.

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Science experiment – 1

Our solar system

7HAT KEEPS THE PLANETS IN ORBIT AS THEY REVOLVE AROUND THE SUN

Materials PER GROUP

s HEAVY BOOK s TENNIS BALL

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s M PIECE OF STRING

Procedure 1

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s BLACKBOARD WHITEBOARD ERASER

3TRETCH OUT YOUR ARM AND HOLD THE BOOK IN YOUR HAND 7AIT FOR MINUTE /BSERVE HOW IT FEELS AND WHETHER IT IS EASY OR HARD TO MAINTAIN YOUR position.

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C.Publ i cat i ons 2 (OLD A TENNIS BALL IN YOUR OUTSTRETCHED HAND ,ET GO OF IT /BSERVE WHAT •f orr evi ew pur posesonl y• HAPPENS

. te o 3TAND IN AN OPEN AREA OUTSIDE AWAY FROM OTHERS AND CAREFULLY WHIRL c . che THE ERASER AROUND YOUR HEAD TWO TO THREE TIMES ,ET GO OF THE STRING e r o SUDDENLY AND OBSERVE WHAT HAPPENS t r s super

4 4IE THE PIECE OF STRING AROUND THE ERASER 5

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3 'ENTLY ROLL THE TENNIS BALL ACROSS A TABLE 4RY TO ROLL THE BALL QUICKLY BUT YOU HAVE IT STOP BEFORE IT FALLS OFF THE TABLE /BSERVE WHAT HAPPENS

6 7HIRL THE ERASER AROUND YOUR HEAD AGAIN FOUR TO SIX TIMES /BSERVE WHAT YOUR HAND IS DOING AS THE ERASER MOVES

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Science experiment – 2

Our solar system

7HAT KEEPS THE PLANETS IN ORBIT AS THEY REVOLVE AROUND THE SUN

Results and conclusions 1 (OW DID YOU FEEL AFTER HOLDING UP THE HEAVY BOOK FOR ONE MINUTE

7AS IT EASY OR HARD TO MAINTAIN YOUR POSITION

7HY

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2 7ERE YOU ABLE TO ROLL THE TENNIS BALL ACROSS THE TABLE QUICKLY WITHOUT IT FALLING OFF

7HY OR WHY NOT

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C.Publ i cat i ons •f orr evi ew pur posesonl y•

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3 7HAT HAPPENED WHEN YOU LET GO OF THE STRING ATTACHED TO THE ERASER

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4 7HEN YOU WHIRLED THE ERASER AGAIN WHAT DID YOUR HAND DO TO KEEP THE ERASER @IN ORBIT

5 7HAT KEEPS THE PLANETS IN ORBIT AS THEY REVOLVE AROUND THE SUN

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?

Guess the topic s

,OOK AT THE FOUR TOPIC CHOICES

s

2EAD EACH CLUE BELOW

s

$RAW A TICK IF THE TOPIC MATCHES THE CLUE

s

$RAW A CROSS IF THE TOPIC DOES NOT MATCH THE CLUE

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

4HE TOPIC THAT BEST MATCHES THE CLUES IS

%LECTRICITY

#LUE

#LUE

#LUE

#LUE

Topic 3

#LUE #LUE

3OUND ENERGY Topic 4

#LUE

Š R. I .

C .Pu bl i cat i ons #LUE #LUE •f orr evi e w pu r posesonl y•#LUE #LUE

,IGHT ENERGY

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#LUE

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Topic 2

#LUE

#LUE

#LUE

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Topic 1

/CEAN WATER

#LUE

1 We use it every day. . te It travels in waves. o 2 c . c e r It e can be reflected.

3 h o t r s super

C L U E S

4 It involves our sense of hearing.

7HAT ARE THREE THINGS YOU WOULD LIKE TO KNOW ABOUT THE TOPIC s s s R.I.C. PublicationsŽ – www.ricpublications.com.au

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Before-and-after chart

Sound energy

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

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Teac he r

,IST FACTS YOU ALREADY KNOW ABOUT SOUND ENERGY

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C.Publ i cat i ons •f orr evi ew pur posesonl y• ,IST FACTS YOU HAVE LEARNED So

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und energy

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AFTER READING

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Sound energy

Word warm-up

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

LISTEN

COMPRESSION

VIBRATE

REÄŒECTED

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Teac he r

1 #IRCLE THE WORDS YOU MIGHT EXPECT TO lND IN A TEXT ABOUT SOUND ENERGY

PLUCKING BLOWING

ECHO Š R. I .

C.Pub l i cat i ons STRIKING •f orr evi ew pur posesonl y• TRAVEL

BOUNCE

WAVES

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2 #HOOSE lVE WORDS AND WRITE A SENTENCE FOR EACH

(a)

(b)

(c)

D

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PITCH

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Read and comprehend - 1

Sound energy

2EAD THE INFORMATION ABOUT SOUND ENERGY

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

Do you know what sound is? Sound is a form of energy. Sound is made when something causes an object to vibrate. This means the object moves quickly back and forth. These vibrations move through the air until they reach our ears. Our ears and brain interpret these as different kinds of sounds.

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Teac he r

Sounds are all around us. Each day we hear people talk, dogs bark, the sounds of traffic or music. The sound of an alarm clock may wake you up to get ready for school.

Sounds can move through solids (e.g. brick and glass), liquids (e.g. water) and gases (e.g. air). Sound moves more easily through solids than it does through liquids. It travels a bit slower through gases like the air. Sound cannot travel through a vacuum because there is nothing to vibrate.

Š R. I .

C.Publ i cat i ons How does sound travel?

Sound moves in u waves called compression waves. • f o r r e v i e w p r p o s e s o n l y • This means that the waves press together. Then they separate and move from

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where they began to the place that will get the sound. Have you ever dropped a rock in a pool of calm water? Did you see rings of waves move away from the rock? Sound waves travel in the same way.

Sound can also be reflected by some things. An echo is reflected sound. You hear an echo when the sound waves bounce off an object. Echoes are mostly heard when you stand in a canyon or a large empty room. The sound will bounce off the sides of the canyon or the walls of the room.

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o c . ch There are four main ways to make a sound: striking, stroking, plucking and e r e o blowing. Striking is just hitting an object, or a parts oft it, against something. r s r u e p This will make the object begin vibrating. A child banging a spoon on the table and a musical instrument such as a drum or cymbals, both make sounds by striking.

Stroking is a form of rubbing. One object is rubbed against another object. If you rub sandpaper over a piece of wood, you will make sound from stroking.

A grasshopper rubs its wing across little ridges on its back leg to make sounds. Crickets rub both of their wings together to make sound.

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Read and comprehend - 2

Sound energy

Plucking is a picking action with the fingers that makes the object vibrate.

To make sound by plucking, you can pluck a rubber band or the strings of a banjo or a guitar.

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

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Teac he r

Blowing is another way to make sounds. When we talk, we blow air over our vocal cords. This makes them vibrate. Put your hand on your throat and say something. Can you feel your vocal cords vibrating? You can make sounds by blowing over the opening of a jar, through a whistle or into a flute. The croak of a frog and the chirp of a bird are both sounds made by blowing.

The bigger the vibration, the louder the sound. The bigger the size, the more sound energy. The harder you strike, stroke, pluck or blow an object, the louder it sounds.

Pitch is how high or low a sound is. The difference between high and low is how often an object vibrates. High pitched sounds are made by rapid vibrations and low pitched sounds by slower vibrations. Shorter or smaller things vibrate more quickly and longer and bigger things vibrate more slowly.

© R. I .

C.Publ i cat i ons Listen• to the world around you.

You will hear many different sounds.

See if f o r r e v i e w p u r p o s e s o n l y • you can tell how each sound is made. Also, think about what is happening to

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make the sounds you hear.

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Sound energy

Questions and answers 1 7HAT ARE SOME SOUNDS PEOPLE HEAR EACH DAY

2 $OES SOUND TRAVEL FASTER THROUGH SOLIDS LIQUIDS OR GASES

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3 7HAT ARE THE FOUR DIFFERENT WAYS OF MAKING SOUND

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5 (OW ARE HIGH AND LOW PITCHED SOUNDS MADE

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4 %XPLAIN HOW SOUND TRAVELS IN WAVES

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C.Publ i cat i ons •f orr evi ew pur posesonl y•

6 4HERE IS NO MATTER IN OUTER SPACE $O YOU THINK SOUND CAN TRAVEL THROUGH OUTER SPACE

7HY OR WHY NOT

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7 #OMPARE AND CONTRAST HOW A CRICKET AND A PERSON MAKE SOUNDS

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o c . che e r o t r s super ,ISTEN CAREFULLY ,IST FOUR SOUNDS YOU CAN HEAR 7HERE IS EACH SOUND ORIGINATING FROM 3TATE IF YOU THINK EACH SOUND IS MADE FROM STRIKING STROKING PLUCKING OR BLOWING

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Multiple-choice questions

Sound energy

#OLOUR THE CIRCLE NEXT TO THE CORRECT ANSWER 1 7HICH WORD DOES NOT BELONG WITH THE OTHERS IN THIS GROUP

5 7HICH WORD WOULD SHOW HOW THESE TWO THINGS ARE ALIKE

BLOWINGˆSTRIKINGˆSTROKINGˆ HEATING

Tambourines ARE TO striking LIKE guitars ARE TO .

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

blowing

striking

striking

stroking

stroking

heating

blowing

plucking

6 7HAT IS THE SUPERLATIVE ADJECTIVE FOR THE WORD kLOUDl

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2 4HE PITCH OF A SOUND IS DETERMINED BY HOW FAST THE OBJECT IS VIBRATING

7HICH WORD IS A SYNONYM FOR @DETERMINED answered

stopped

decided

collected

most loud

loudest

louder

be loud

7 7HICH WORD IS AN ADJECTIVE IN THIS SENTENCE

(IGH PITCHED SOUNDS ARE MADE

BY RAPID VIBRATIONS AND LOW PITCHED SOUNDS BY SLOWER VIBRATIONS

Š R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y•

dictionary

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encyclopedia/internet atlas

rapid

made

sounds

8 (OW WOULD YOU SPLIT THE WORD kVIBRATIONSl INTO SYLLABLES

. t v–i–bra–tions e o 7HICH OF THESE WORDS WOULD c vi–bra–tions .

COME LAST IN ALPHABETICAL ORDER che e r o t r stroking striking s vi–br–ations super vib–ra–tions

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3 )F YOU WANTED TO USE ANOTHER WORD FOR kVERYl IN THE PHRASE kVERY LOUD MUSICl WHICH RESOURCE WOULD BE THE MOST HELPFUL

blowing

plucking

Extra!

5SING 1UESTION AS A GUIDE

WRITE A SIMILAR ACTIVITY ON THE BACK OF THIS SHEET FOR THE WORD @INSTRUMENT R.I.C. PublicationsŽ – www.ricpublications.com.au

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Sound energy

Get logical

4HE "OOGIE 7OOGIE "AND HAS lVE MEMBERS NAMED *ACKSON %LI *ASMINE #ALLUM AND $ANA 5SE THE CLUES BELOW TO DECIDE WHICH INSTRUMENT EACH MEMBER OF THE BAND PLAYS

Clues

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

1 Jasmine does not strike or stroke her instrument.

2 Eli makes beautiful music by blowing into his instrument.

Teac he r

4 Jackson rubs both parts of his instrument together to make an unusual sound.

5 Callum’s instrument makes a clashing sound as he bangs its two parts together.

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3 Dana strikes her instrument very quickly.

Š R. I .

C.Publ i cat i ons $RUMS •f orr evi ew pur posesonl y• &LUTE

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3AND BLOCKS

. te o c *ACKSON Eli Callum *ASMINE . che e r o t r s super *ACKSON PLAYS THE #YMBALS

1

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2 %LI PLAYS THE

.

3 #ALLUM PLAYS THE

.

4 *ASMINE PLAYS THE

.

5 $ANA PLAYS THE

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Science experiment

Teachers notes So u

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y

Student focus question: How are different sounds created?

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

Background information

Teac he r

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Sound is produced whenever an object vibrates. Vibrations are the rapid back-andforth movements of the object. Sometimes the whole object will vibrate. Other times just a part of the object may vibrate and produce a sound.

Experiment results and conclusions

Many common objects can be used to illustrate the four ways of producing sound; i.e. striking, stroking, plucking and blowing.

The faster the object vibrates, the higher the pitch of the sound. Pitch describes how high or low a sound or note is. This is sometimes also referred to as the frequency of the sound.

s !LL OF THE OBJECTS IN THE SOUND BAG except the rubber band can make a sound by striking. Students will most likely mention the craft sticks, the bell and the comb as examples.

The human ear can not hear every single frequency. Smaller, thinner objects can vibrate faster than larger, fatter objects. That is because there is less matter in the object that has to vibrate back and forth.

s 4HEY CAN PICK AT THE TEETH OF THE COMB or pluck the rubber band to produce plucking sounds.

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The strength of the vibrations determines the sound’s volume or intensity. Volume describes how loud or soft a sound is. Many musical instruments use a cone-shaped structure to amplify the sound and create a louder volume. These cone-shaped instruments work like a megaphone. The flared end of a clarinet, a trumpet or a tuba helps to create a louder sound.

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s a 4HEY CAN RUB THE CRAFT STICKS OR THE © R. I .

C.Publ i c t i ons straws together to produce stroking sounds.

•f orr evi ew pur pos esonl y•

s 4HEY CAN BLOW ACROSS THE TOPS OF THE straw pieces to create sounds. (Make sure students do not insert the straw pieces into their mouth.)

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Other musical instruments have a ‘sound box’ that produces a louder sound. The body or case of a violin or cello helps to create louder sounds.

Note: In advance, put the materials for each group in a separate resealable plastic bag to create a ‘sound bag’.

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s 4HE FOLLOWING ARE EXAMPLES OF MUSICAL instruments that create sounds using the four different movements: striking (drum and xylophone), stroking (violin and cello), plucking (harp and violin) and blowing (trumpet and tuba). s ! VIOLIN HAS A HIGHER PITCH THAN A CELLO because sound waves vibrate faster in the smaller body of a violin. s $IFFERENT SOUNDS ARE CREATED BY varying how fast an objects vibrates, using striking, stroking, plucking or blowing methods.

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Science experiment – 1

Sound energy

(OW ARE DIFFERENT SOUNDS CREATED

Materials PER GROUP s CRAFT STICKS s COMB s RUBBER BAND

s SHORT PIECE OF A STRAW

s LONGER PIECE OF A STRAW

Procedure

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s BELL

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© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y• 2 -ANIPULATE THE OBJECTS IN DIFFERENT WAYS TO TRY TO CREATE SOUNDS $O NOT 1

2EMOVE ALL THE OBJECTS FROM YOUR @SOUND BAG

PUT THE STRAW PIECES IN YOUR MOUTH

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3 4RY TO STRIKE STROKE PLUCK AND BLOW ON EACH OBJECT TO SEE WHICH WORKS THE BEST AND THINK ABOUT WHAT IS VIBRATING TO CREATE THE SOUND YOU ARE MAKING

o c . che e r o t r s super $ISCUSS WITH YOUR GROUP IF A VIOLIN OR A CELLO WOULD HAVE A HIGHER PITCH AND WHY THIS IS SO

4 $ISCUSS WITH YOUR GROUP SOME OTHER EXAMPLES OF MUSICAL INSTRUMENTS THAT MAKE SOUNDS IN EACH OF THESE FOUR WAYS 5

6 $ISCUSS WITH YOUR GROUP HOW DIFFERENT SOUNDS ARE CREATED USING STRIKING

STROKING PLUCKING AND BLOWING METHODS

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Science experiment – 2

Sound energy

(OW ARE DIFFERENT SOUNDS CREATED

Results and conclusions 1 7HICH OBJECT S IN THE BAG CAN MAKE A SOUND BY STRIKING

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2 7HICH OBJECT S IN THE BAG CAN MAKE A SOUND BY STROKING

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3 7HICH OBJECT S IN THE BAG CAN MAKE A SOUND BY PLUCKING

4 7HICH OBJECT S IN THE BAG CAN MAKE A SOUND BY BLOWING

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y•

5 A 7HICH INSTRUMENT WOULD PLAY HIGHER NOTES HAVE A HIGHER PITCH THE VIOLIN OR THE CELLO

B 7HY

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6 (OW ARE DIFFERENT SOUNDS CREATED

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?

Guess the topic s

,OOK AT THE FOUR TOPIC CHOICES

s

2EAD EACH CLUE BELOW

s

$RAW A TICK IF THE TOPIC MATCHES THE CLUE

s

$RAW A CROSS IF THE TOPIC DOES NOT MATCH THE CLUE

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

4HE TOPIC THAT BEST MATCHES THE CLUES IS Topic 1

Topic 2

,IGHT ENERGY

#LUE

#LUE

#LUE

#LUE

Topic 3

#LUE

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#LUE #LUE

/CEANS Topic 4

#LUE

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3 It can o t r s super 4 It can be reflected.

7HAT ARE THREE THINGS YOU WOULD LIKE TO KNOW ABOUT THE TOPIC s s s 96

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Before-and-after chart

Light energy

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,IST FACTS YOU ALREADY KNOW ABOUT LIGHT ENERGY

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C.Publ i cat i ons •f orr evi ew pur posesonl y• ,IST FACTS YOU HAVE LEARNED

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97

Light energy

Word warm-up

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1 #IRCLE THE WORDS YOU MIGHT EXPECT TO lND IN A TEXT ABOUT LIGHT ENERGY

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Light energy

Read and comprehend 2EAD THE INFORMATION ABOUT LIGHT ENERGY

We see light with our eyes using a light-sensitive area called the retina. Light moves in a straight line, but it is not straight like an arrow. It moves in waves. Think of a fast rollercoaster that goes up and down as it moves forward. These roller-coaster light waves move at 300 000 km per second. Now that is fast! Light gives our eyes and brain information about the world around us. But what is it?

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Light is a form of energy. It comes from things such as torches, candles, lamps, fires and the SUN !LTHOUGH LIGHT WAVES MOVE IN A STRAIGHT LINE THE LIGHT CAN BE BENT 4HIS WILL CHANGE ITS direction. Then, it will move in a straight line in a new way. This happens when light goes through something clear at a slant. Have you seen what happens when you put your feet in a swimming pool or when you place a pencil in a glass of water? The object seems bent at the top of the water. This is due to refraction. Refraction, or the bending of light, happens when light goes from one thing to another. In the pool, the light rays refract, or bend, as they move from air into water.

What happens if light lands on something that is not clear? Some of the light will bounce away from the object. This is called reflection. Reflection happens when light hits an object and bounces off. You see a reflection each time you look in a mirror. You see your reflection!

Since most mirrors are flat and not clear, they reflect almost all of the light. The light rays bounce off of the mirror. This is like a ball that bounces back to you when you bounce it. If the light rays hit the mirror at an angle, they will bounce off that same way. If the light rays hit the mirror straight on, they will bounce straight back to you. This is true of any flat, smooth surface. But, if the surface of an object is not smooth, it will not reflect light very well. This makes the light rays bounce off in many different ways.

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C.Publ i cat i ons •f orr evi ew pur posesonl y•

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How does light help us to see colours? We see objects when light hits them and reflects BACK TO OUR EYES 3UNLIGHT OR WHITE LIGHT IS MADE UP OF ALL THE COLOURS OF THE RAINBOW ! RED shirt looks red because only the red light is reflected. The dye in the shirt soaks up the other COLOURS ! WHITE SHIRT LOOKS WHITE BECAUSE IT REmECTS ALL THE COLOURS OF LIGHT ! BLACK SHIRT LOOKS BLACK BECAUSE IT SOAKS UP all the colours. No light is reflected back to your eyes. Light that is soaked up, or absorbed, is changed into heat.

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o c . che e r o t r s sup r etechnology.

Much progress is being made in the world of light There are new uses of light in our lives. There has been work with light to make lasers, holograms, photographs and medicine. ,ASER LIGHTS ARE USED IN #$ PLAYERS $6$ PLAYERS COMPUTERS AND the machines that read barcodes on the products you buy at THE SHOPS $OCTORS NOW USE LASERS TO OPERATE ON HUMAN HEARTS

to remove moles and to fix eye problems. Lasers are a strong form of just one colour of light energy. We would not have these things if we did not have light and understand how it works.

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99

Questions and answers

Light energy

1 7HAT IS LIGHT 2 (OW DOES LIGHT TRAVEL AND HOW FAST

3 7HAT IS REFRACTION

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4 7HAT IS REmECTION

5 )F YOU WANT TO USE THE SUN TO BAKE SOME APPLES IN A METAL CUP OUTSIDE WHAT COLOUR PAPER SHOULD YOU WRAP AROUND YOUR CUP 7HY

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6 (OW DO CARNIVAL MIRRORS MAKE YOU LOOK SHORT AND FAT OR TALL AND SKINNY

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7 (OW DO YOU @SEE A SHIRT THAT HAS RED AND BLUE STRIPES

8 7HAT COLOUR SHIRT OR UNIFORM ARE YOU WEARING TODAY 7HAT COLOUR OF LIGHT IS BEING ABSORBED BY IT 7HAT COLOURS ARE BEING REmECTED OFF IT

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Multiple-choice questions

Light energy

#OLOUR THE CIRCLE NEXT TO THE CORRECT ANSWER 1 7HICH GUIDE WORDS IN THE DICTIONARY WOULD HELP YOU ĂźND THE WORD kREFRACTIONl

realise—related

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.ATHAN FOUND A BOOK CALLED ,IGHT IN YOUR LIFE 7HERE SHOULD HE LOOK TO ĂźND OUT THE AUTHORlS NAME

7 (OW WOULD YOU SPLIT THE WORD kENERGYl INTO SYLLABLES

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7HAT DOES THE WORD @ABSORB MEAN

8 ,IGHT WAVES MOVE FORWARD IN A STRAIGHT LINE BUT CAN BE BENT )N WHICH OF THESE SENTENCES IS THE WORD kWAVESl USED IN THE SAME WAY

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2 ! BLACK SHIRT WILL ABSORB ALL OF THE COLOURS OF LIGHT

3

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6 7HICH WORD IS AN ADJECTIVE IN THE FOLLOWING SENTENCE

My sister uses a straightener to smooth the waves out of her hair.

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VERY HOT EVERY DAY )F HER DAD BUYS A NEW CAR WHAT COLOUR COMBINATION WILL PROBABLY MAKE HIM EVEN HOTTER white outside and white interior black outside and black interior white outside and black interior

Lightning can be seen before thunder is heard as sound waves travel slower.

Extra!

5SING 1UESTION AS A GUIDE

WRITE A SIMILAR ACTIVITY ON THE BACK OF THIS SHEET FOR lNDING THE WORD @LASER IN A DICTIONARY

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Literacy through science

Light energy

Get logical

#HLOE ,INDA -ONICA %RIK AND $EVIN EACH DESIGNED AN EXPERIMENT RELATED TO LIGHT ENERGY 5SE THE CLUES BELOW TO DECIDE WHICH TITLE BEST DESCRIBES EACH STUDENT S EXPERIMENT

Clues 1 Monica created an experiment that made light bend.

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2 Chloe’s experiment involved making light bounce off objects.

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4 Erik created a hot dog cooker.

5 Devin’s experiment involved using mirrors to see multiple images of himself.

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3 Linda’s experiment used a prism to create a rainbow.

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C.Publ i cat i ons 2EFRACTION •f orr evi ew pur posesonl y• 2EmECTION

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,IGHT IS MADE OF MANY COLOURS

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3 4HE TITLE OF $EVIN S EXPERIMENT IS

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4 4HE TITLE OF -ONICA S EXPERIMENT IS

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5 4HE TITLE OF %RIK S EXPERIMENT IS

.

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Science experiment

Teachers notes Ligh

t e ne rgy

Student focus question: What is the difference between reflection and refraction of light?

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

Teac he r

Most objects reflect some of the light that hits them. When a lot of reflected light from an object reaches our eyes, IT MAKES THE OBJECT APPEAR SHINY $ULL looking surfaces are not very smooth and they scatter the light in different directions.

Experiment results and conclusions

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Light energy travels in a wave motion at incredibly high speed until it bumps into something. When light strikes an object, it can do three things: the light can bounce off, pass through it or be absorbed by it and changed into heat.

s 4HE OVERHEAD TRANSPARENCY HAS THE SMOOTHEST surface of the three items in the experiment and should give the best reflection. Materials with a rougher surface scatter the light in different directions and do not give a good reflection.

s l 7HEN STUDENTS LOOK AT THEMSELVES IN THE Š R. I .

C.Pub i cat i ons mirror, they will appear to be the same size (although some may not think so). The light •f orr evi ew pur p osesonl y• was reflected straight back to their eyes.

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They should be able to see multiple images of themselves looking at themselves when they use the two mirrors. How many images they see depends on how parallel they hold the mirrors. If the mirrors are not upright, they will not be able to see as many repeated images.

The light is just being reflected back and forth between the mirrors. Theoretically, they could see an infinite number of images if the mirrors were perfectly parallel.

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The light that passes through an object may pass through directly or it may be bent, or refracted, as it passes through. Transparent objects reflect some of the light that strikes them, but most of the light passes directly through, and we can see clearly what is on the other side.

Translucent objects only allow some of the light to pass through. However, this light is refracted and scattered in many directions, so that we cannot see clearly what is on the other side.

Opaque objects do not let any light pass through.

o c . che e r o t r s super

When light is refracted, the light waves are always bent towards the thicker part of the material it is passing through.

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s )N THE EXPERIMENT WITH THE COIN THEY SHOULD see the coin reappear as the water is slowly added to the pan. The coin did not move. The light was refracted as it passed through the water, making the coin appear to be where it actually was not. s 2EmECTION IS THE BOUNCING BACK OF LIGHT OFF AN object and refraction is the bending of light when it goes from one thing to another.

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Science experiment – 1

Light energy

7HAT IS THE DIFFERENCE BETWEEN REmECTION AND REFRACTION OF LIGHT

Materials PER GROUP s OVERHEAD TRANSPARENCY

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

s PIECE OF THIN CARD ANY COLOUR s PIECE OF WAXED PAPER s n MIRRORS

s SMALL DISPOSABLE FOIL PAN s GLASS OF WATER

Procedure 1

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Teac he r

s COIN OR SIMILAR OBJECT

0ICK UP THE OVERHEAD TRANSPARENCY THE CARD AND THE WAXED PAPER ONE AT A TIME 4ILT EACH MATERIAL IN DIFFERENT DIRECTIONS AND OBSERVE IF ANY LIGHT IS REmECTED TO YOUR EYES $OES IT LOOK SHINY

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C.Publ i cat i ons •f orr evi ew pur posesonl y•

2 &EEL THE SURFACE OF EACH MATERIAL AND OBSERVE ANY DIFFERENCES

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3 (OLD A MIRROR UP IN FRONT OF YOUR FACE /BSERVE YOUR REmECTION 4 .OW USE TWO MIRRORS (OLD ONE IN FRONT OF YOUR CHIN WITH THE @MIRROR SIDE FACING AWAY FROM YOU (OLD THE OTHER MIRROR IN YOUR OTHER HAND AND EXTEND IT OUT AT AN ARM S LENGTH WITH THE MIRROR SIDE FACING YOU 4RY TO HOLD THE MIRRORS UPRIGHT 9OU SHOULD BE ABLE TO SEE YOURSELF IN BOTH mirrors.)

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o c . c e her r 0LACE THE COIN IN THE CENTRE OF THE PAN o t s super

6 7HILE LOOKING AT THE COIN SLOWLY SLIDE YOUR CHAIR BACKWARDS UNTIL IT JUST DISAPPEARS FROM VIEW 2EMAIN SEATED IN THE SAME PLACE 7 (AVE ANOTHER GROUP MEMBER CAREFULLY POUR WATER INTO THE PAN /BSERVE WHAT YOU SEE 8 %MPTY THE WATER OUT OF THE PAN AND REPEAT STEPS n UNTIL EVERYONE IN THE GROUP HAS LOOKED AT THE COIN

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Science experiment – 2

Light energy

7HAT IS THE DIFFERENCE BETWEEN REmECTION AND REFRACTION OF LIGHT

Results and conclusions 1 7HICH MATERIAL HAD THE SMOOTHEST SURFACE THE OVERHEAD TRANSPARENCY THE CONSTRUCTION PAPER OR THE WAXED PAPER

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2 7HICH MATERIAL REmECTED LIGHT THE BEST THE OVERHEAD TRANSPARENCY THE CONSTRUCTION PAPER OR THE WAXED PAPER 7HY

3 7ERE YOU ABLE TO SEE YOURSELF LOOKING AT YOURSELF IN THE TWO MIRRORS

© R. I .

C.Publ i cat i ons • f orr evi ew pur posesonl y• (OW IS THIS POSSIBLE 7HAT IS HAPPENING TO

4 A (OW MANY TIMES COULD YOU SEE YOURSELF

B

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THE LIGHT

5 7HAT HAPPENED WHEN ANOTHER GROUP MEMBER POURED WATER INTO THE PAN THAT HAD THE COIN

6

o c . che e r o t r $ID THE COIN EXPERIMENT WORK BECAUSE THE LIGHT WAS REmECTED OR REFRACTED s super

7 7HAT IS THE DIFFERENCE BETWEEN REmECTION AND REFRACTION OF LIGHT

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Literacy through science

?

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,OOK AT THE FOUR TOPIC CHOICES

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$RAW A TICK IF THE TOPIC MATCHES THE CLUE

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$RAW A CROSS IF THE TOPIC DOES NOT MATCH THE CLUE

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4HE TOPIC THAT BEST MATCHES THE CLUES IS Topic 1

4ROPICAL STORM

Topic 2

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. t e o than others.

2 This occurs in some areas of the world morec . chnot e r involve shaking of the earth.

3 This does er o st super 1 It can have a disastrous effect on living things.

4 This is a result of air pollution.

7HAT ARE THREE THINGS YOU WOULD LIKE TO KNOW ABOUT THE TOPIC s s s

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Before-and-after chart

Acid rain

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

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Teac he r

,IST FACTS YOU ALREADY KNOW ABOUT ACID RAIN

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C.Publ i cat i ons •f orr evi ew pur posesonl y• ,IST FACTS YOU HAVE LEARNED

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AFTER READING

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Literacy through science

Acid rain

Word warm-up

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HARMFUL

TOXIC

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1 #IRCLE THE WORDS YOU MIGHT EXPECT TO lND IN A TEXT ABOUT ACID RAIN

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Read and comprehend

Acid rain

2EAD THE INFORMATION ABOUT ACID RAIN We know that rain is important. It fills our dams with water, helps plants grow, washes off the streets and makes the air smell fresh. Did you know that there is one kind of rain that is harmful? It is called acid rain.

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

acid rain

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Teac he r

Acid rain is caused by air pollution. The smoke from cars, buses and factories combines with small water droplets in the clouds to form an acid. How does this happen? When petrol and other fuels burn, waste gases are made and rise into the air. These pollutants go up into the clouds. When it rains, the raindrops fall through these polluted clouds.

Then, normal rain changes into a weak acid called acid rain.

This acid can still be strong enough to eventually kill trees, dissolve the limestone and marble in buildings and kill all life in an entire lake.

Imagine you are wearing a red shirt. A friend of yours walks by and squirts you with water. But it was not just water. It had bleach in it also! What would the bleach do to your shirt? It would remove some of the colour. What would happen if this friend kept squirting your shirt with this bleach water? Soon, your red shirt would have white spots all over it and would be ruined!

That is what happens to plants and buildings that get ‘squirted’ with acid rain. After a while, they are not the same either.

Š R. I .

C.Publ i cat i ons There are scientists who measure each rainfall to check if there is acid in it. Some cities have • f o r r e vi e ur pos es oare nl y• more acid rain than other cities.

Inw manyp large, crowded cities, there more vehicles and

factories and the more vehicles and industries there are, the more air pollution there is. More air pollution creates more acid rain.

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If you do not live in a crowded area you can still see the effects of acid rain. Air pollution can be carried by the wind from one area to another. The acid rain can then fall as rain or snow, harming lakes, fish, trees and buildings. It can also affect our health. Some health problems that happen because of air pollution and acid rain are asthma, dry coughs, headaches and a scratchy throat.

o c . che e r o t r s super Trees are also harmed by acid rain. It seeps into the leaves of the tree damaging their make

Acid rain can dissolve some metals. Some of these metals are poisonous, or toxic. This can cause problems as toxic metal can dissolve in the water. Some of our fruits, vegetables and animals take in this polluted water. Then, we may eat these plants or animals for food. This can be harmful to our health. up. Acid rain also deposits toxic chemicals into the soil. Forests are dying because acid rain is killing the trees.

You can help reduce acid rain by reducing activities that add to pollution. Cut out the amount of trips you take in a car. You could walk to school or the shop instead of. You could also use less energy in your home by always turning off the lights in empty rooms, not leaving the refrigerator door open and running the dishwasher and washing machine only with a full load.

Other ways include reducing, reusing and recycling whenever possible.

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Literacy through science

Acid rain

Questions and answers 1 (OW IS ACID RAIN RELATED TO AIR POLLUTION

2 7HAT ARE SOME HEALTH PROBLEMS RELATED TO AIR POLLUTION AND ACID RAIN

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4 7HAT TYPES OF AREAS TEND TO HAVE MORE ACID RAIN 7HY

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3 7HAT HAPPENS WHEN PLANTS ABSORB ACID RAIN

6 (OW DO YOU THINK A FOOD CHAIN IS AFFECTED BY ACID RAIN

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C.Publ i cat i ons •f orr evi ew pur posesonl y•

5 7HY IS ACID RAIN HARMFUL TO SOME BUILDINGS

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7 (OW WOULD WALKING TO SCHOOL INSTEAD OF TAKING THE BUS OR A CAR HELP REDUCE ACID RAIN

8 ,IST lVE WAYS YOU CAN HELP MINIMISE THE AIR POLLUTION PROBLEM AT HOME OR SCHOOL

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Multiple-choice questions

Acid rain

#OLOUR THE CIRCLE NEXT TO THE CORRECT ANSWER 1 )F YOU PUT THESE WORDS IN ALPHABETICAL ORDER WHICH WORD WOULD COME IMMEDIATELY AFTER THE WORD kMERCURYl

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5 ,OOK AT THE LIST +EISHA MADE TO TEACH HER CLASS ABOUT AIR POLLUTION

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machines

toxic

7HICH ITEM DOES NOT BELONG ON HER LIST

floats

flies

sails

falls

cars

buses

bikes

factories

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2 4HE AIR POLLUTION DRIFTS INTO THE CLOUDS 7HAT DOES THE WORD kDRIFTSl MEAN

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3OURCES OF !IR 0OLLUTION &ACTORIES "IKES #ARS "USES

6 7HICH WORD WOULD SHOW HOW THESE TWO THINGS ARE ALIKE

Falling is to getting hurt LIKE air pollution is to .

3 )F YOU WANTED TO ĂźND OUT MORE CAUSES OF AIR POLLUTION AND ACID RAIN WHICH RESOURCE WOULD BE THE MOST HELPFUL

overcrowding

acid rain

fog wind Š R .

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P u b l i c a t i o n s dictionary 7 7HICH WORD IS NOT A NOUN IN THIS encyclopedia/internet •f orr evi ew pur po sesonl y• SENTENCE

!CID RAIN DEPOSITS TOXIC CHEMICALS INTO THE SOIL

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4 7HICH WORD BEST COMPLETES THE FOLLOWING SENTENCE

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deposits

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8 (OW WOULD YOU SPLIT THE WORD kDEPOSITSl INTO SYLLABLES

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Extra!

5SING 1UESTION AS A GUIDE WRITE A SIMILAR ACTIVITY ON THE BACK OF THIS SHEET USING THE WORD @ACID R.I.C. PublicationsŽ – www.ricpublications.com.au

acid rain

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Acid rain

Get logical

-IA ,AYLA #ODY *ACK AND +EISHA DO THINGS EVERY WEEK THAT ARE RELATED TO REDUCING AIR POLLUTION AND ACID RAIN 5SE THE CLUES BELOW TO DECIDE WHAT EACH PERSON DOES

Clues

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

1 Jack gets a lot of exercise while getting around town and helps to reduce acid rain at the same time.

2 Mia separates plastic throwaway items from paper throwaway items.

Teac he r

friend Scott’s. He drives a car that gives off a lot of exhaust!

4 Keisha likes to save electricity in her home.

5 Cody helps his mum sort out good clothes he has grown out of to donate to charity.

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3 Layla’s way of getting to work is better for the environment than her

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4URNS LIGHTS OFF WHEN NOT IN USE 2IDES A BIKE TO THE SHOPS $RIVES AN ELECTRIC CAR 2EUSES

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Science experiment

Teachers notes

A c id r a i n

Student focus question: What are some of the effects acid rain has on plants and buildings?

Teac he r

!CID RAIN FORMS IN THE ATMOSPHERE when waste gases from burning fossil fuels (e.g. coal, oil, natural gas) combine with water droplets in the clouds. This converts the water to a weak acid. When the acid rain falls to the ground, it is absorbed into the soil.

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

Experiment results and conclusions

s (AVE EACH STUDENT RECORD HIS OR HER RESULTS on the ‘Plant growth chart’ on page 114).

Students should observe that the plant grown with acid rain did not grow as tall or look as healthy as the plant grown with tap water. They will most likely notice that the leaves are somewhat discoloured or that the plant may have lost some of its leaves.

Š R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y•

Plants with roots that soak up acid rainwater can be damaged in many ways. These plants may have discoloured leaves or damaged roots.

They may also lose their leaves or stop growing altogether. Eventually, it can kill the plants.

s 4HE ROCK WILL ALSO FEEL HARD AT THE BEGINNING of the experiment. Students will notice some small bubbles rising from the surface of the rock when it is placed in the vinegar. The next day, the rock will not look much different and it will still feel hard. It takes a long time for acid rain to completely destroy a rock.

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!CID RAIN CAN ALSO DAMAGE BUILDINGS )T is especially harmful to buildings made of limestone, marble and concrete (which is made with limestone). The acid in the rain slowly dissolves the lime in the rock, causing the buildings to crumble bit by bit.

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!CID RAIN THAT FALLS IN LAKES AND RIVERS pollutes the water there and has a negative impact on the fish and wildlife in the area.

s 4HE CHALK APPEARED WHITE AND HARD AT THE BEGINNING OF THE EXPERIMENT !FTER EXPOSURE to the vinegar, students should notice that the chalk started fizzing or making little bubbles. The next day, the chalk will most likely be very soft or have completely fallen apart.

o c . che e r o t r s super

s 3TUDENTS WILL CONCLUDE FROM THE EXPERIMENT that acid rain creates unhealthy plants and can slowly deteriorate buildings.

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Literacy through science

Science experiment – 1

Acid rain

7HAT ARE SOME OF THE EFFECTS ACID RAIN HAS ON PLANTS AND BUILDINGS

Materials PER GROUP s @0LANT GROWTH CHART ON PAGE s MEASURING SPOONS s VINEGAR s JUGS OF WATER

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

s PIECES OF CHALK

s ROCK SAMPLE LIMESTONE CONCRETE OR MARBLE s SMALL PAPER CUPS

Procedure 1

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s SMALL POTTED PLANTS mOWER OR VEGETABLE

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-IX TABLESPOON M, OF VINEGAR IN A JUG OF WATER "E CAREFUL NOT TO SPILL THE VINEGAR AND KEEP IT AWAY FROM YOUR EYES 4HIS MIXTURE WILL REPRESENT YOUR @ACID RAIN 0REPARE ADDITIONAL AMOUNTS AS NEEDED 4HIS EXPERIMENT WILL LAST APPROXIMATELY TWO WEEKS

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2 0LACE BOTH POTTED PLANTS IN A SUNNY LOCATION 7ATER ONE PLANT WITH REGULAR TAP WATER 4HIS IS YOUR CONTROL PLANT 9OU WILL USE IT FOR A COMPARISON 3 7ATER THE SECOND PLANT WITH THE ACID RAIN WATER YOU PREPARED

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4 7ATER BOTH PLANTS THE SAME AMOUNT AS NEEDED FOR THE NEXT TWO WEEKS ABOUT ONCE EVERY SECOND DAY /BSERVE THEIR GROWTH EVERY DAY FOR TEN DAYS 5

6 /BSERVE AND FEEL THE CHALK AND THE ROCK SAMPLE .OTICE HOW HARD OR SOFT THEY ARE 0LACE A PIECE OF CHALK IN A SMALL PAPER CUP 0LACE YOUR ROCK SAMPLE IN ANOTHER CUP #OVER THE CHALK AND ROCK SAMPLE WITH VINEGAR /BSERVE WHAT HAPPENS 7 7AIT ONE DAY AND OBSERVE THE ITEMS AGAIN 2EMOVE THE CHALK AND ROCK FROM THE VINEGAR /BSERVE WHAT THEY LOOK LIKE &EEL THE CHALK AND THE ROCK TO OBSERVE ANY CHANGES IN HARDNESS

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$ESCRIPTION

Acid rain plant

Acid rain

(EIGHT

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Plant growth chart

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Control plant

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Literacy through science

Science experiment – 2

Acid rain

7HAT ARE SOME OF THE EFFECTS ACID RAIN HAS ON PLANTS AND BUILDINGS

Results and conclusions 1 7HAT WERE THE MAIN EFFECTS @ACID RAIN HAD ON YOUR PLANT

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B (OW HARD DID THE CHALK FEEL

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2 A (OW DID THE CHALK APPEAR AT THE BEGINNING OF THE EXPERIMENT

3 7HAT HAPPENED WHEN YOU POURED VINEGAR A WEAK ACID OVER THE CHALK

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4 (OW DID THE CHALK LOOK AND FEEL THE NEXT DAY

B (OW HARD DID YOUR ROCK SAMPLE FEEL

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5 A (OW DID YOUR ROCK SAMPLE

APPEAR AT THE BEGINNING OF THE EXPERIMENT

6 7HAT HAPPENED WHEN YOU POURED VINEGAR A WEAK ACID OVER THE ROCK

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o c . che e r o t r s super (OW DID THE ROCK LOOK AND FEEL THE NEXT DAY

8 7HAT ARE SOME OF THE EFFECTS ACID RAIN HAS ON PLANTS AND BUILDINGS

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?

Guess the topic s

,OOK AT THE FOUR TOPIC CHOICES

s

2EAD EACH CLUE BELOW

s

$RAW A TICK IF THE TOPIC MATCHES THE CLUE

s

$RAW A CROSS IF THE TOPIC DOES NOT MATCH THE CLUE

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

4HE TOPIC THAT BEST MATCHES THE CLUES IS

%LECTRICITY

#LUE

#LUE

#LUE

#LUE

Topic 3

#LUE #LUE

3OLAR SYSTEM Topic 4

#LUE

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C .Pu bl i cat i ons #LUE #LUE •f orr evi e w pu r posesonl y•#LUE #LUE

3TORM

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Topic 2

#LUE

#LUE

#LUE

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Topic 1

7EATHER

#LUE

1 It was discovered. . te Your life would be very different without o it.

2 c . cIt e e r can be weak or strong. o 3 h r st super

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4 It is in your car, your house and your classroom.

7HAT ARE THREE THINGS YOU WOULD LIKE TO KNOW ABOUT THE TOPIC s s s R.I.C. PublicationsŽ – www.ricpublications.com.au

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Before-and-after chart

Electricity

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

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,IST FACTS YOU ALREADY KNOW ABOUT ELECTRICITY

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C.Publ i cat i ons •f orr evi ew pur posesonl y• ,IST FACTS YOU HAVE LEARNED

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Electricity

Word warm-up

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

LIGHTNING

STATIC

DEVICE

CURRENT

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1 #IRCLE THE WORDS YOU MIGHT EXPECT TO lND IN A TEXT ABOUT ELECTRICITY

BATTERY

LIGHT BULB

BASEBALL Š R. I .

C.Pu bl i cat i ons WIRE •f orr evi ew pur posesonl y• METAL

ELECTRONS

ELECTRICAL

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2 #HOOSE lVE WORDS AND WRITE A SENTENCE FOR EACH

(a)

(b)

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D

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Read and comprehend

Electricity

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Electricity

Questions and answers 1

What are the two kinds of electricity?

2

How can you make a circuit?

How can you make static electricity?

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3

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4

What type of circuit has only one type of device in it?

5

What type of electricity are you creating when you rub a balloon on your head?

6

Why do parents of small children often put plastic plug covers in the sockets of their homes?

What kinds of electricity have you used today?

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o c . c e herules r Make a list of five safety you should follow when dealing with electrical o t r s s r up e appliances or experimenting with electricity.

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121

Electricity

Multiple-choice questions #OLOUR THE CIRCLE NEXT TO THE CORRECT ANSWER 1 4HE ELECTRICITY THAT COMES OUT OF THE SOCKETS IN THE WALLS OF YOUR HOUSE DOES NOT COME FROM BATTERIES )T IS PRODUCED IN POWER PLANTS BY BIG GENERATORS

5

-ILK is to ICE CREAM LIKE to ELECTRICITY.

created

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collected

â??

destroyed

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cooked

6

2 )N WHICH PARAGRAPH DID YOU LEARN ABOUT CURRENT ELECTRICITY

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sixth

â??

fourth

â??

first

â??

third

3 7HERE WOULD YOU SPLIT THE WORD kELECTRICITYl INTO SYLLABLES

â?? â??

â??

feet

â??

kites

â??

electrons

7HAT IS THE COMPARATIVE ADJECTIVE FOR THE WORD kFASTl â??

faster

â??

fastest

â??

slow

â??

fasting

7b Š R. I .

C.Pu l i cat i ons )F YOU PUT THESE WORDS IN ALPHABETICAL ORDER WHICH WORD e-lec-tri-ci-ty •f orr evi ew pur posesonl y• WOULD COME IMMEDIATELY BEFORE

â??

elec-tric-i-ty

kEXPERIMENTl

â??

ele-ctricit-y

â??

electricity

â?? circuit

â??

electron

â?? current

7HAT DO YOU THINK THE ITALICISED PHRASE IN THE FOLLOWING SENTENCE MEANS

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%LECTRICITY TRAVELS FASTER THAN A SPEEDING TRAIN. â?? â?? â?? â??

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7HICH WORD IS AN ANTONYM FOR @PRODUCED

7HICH WORD WOULD SHOW HOW THESE TWO THINGS ARE ALIKE

8 7HICH WORD IS A VERB IN THIS SENTENCE

o c â?? electricity . c e r faster than a vehicleh e â?? of t o r s s r u e p in one direction â?? control from one place to another

3WITCHES CONTROL THE LOW OF ELECTRICITY IN A CIRCUIT

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circuit

Extra!

5SING 1UESTION AS A GUIDE WRITE A SIMILAR ACTIVITY ON THE BACK OF THIS SHEET USING THE WORD @STATIC

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Electricity

Get logical

4HE 3CIENCE #LUB AT 7EAVER 0RIMARY 3CHOOL DECIDED TO DO SOME EXPERIMENTS RELATED TO ELECTRICITY 4HE CLUB WAS DIVIDED INTO lVE GROUPS "EFORE THEY COULD BEGIN EACH GROUP NEEDED TO LEARN ABOUT ONE SPECIlC TOPIC 5SE THE CLUES BELOW TO DECIDE WHAT TOPIC EACH GROUP CHOSE

Clues

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1 'ROUP CHOSE TO LEARN ABOUT HOW ELECTRICITY TRAVELS IN A CIRCLE 2 'ROUP WANTED TO LEARN ABOUT COLLECTING ELECTRONS SHOCKING THEIR FRIENDS

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AND MAKING THEIR HAIR STAND UP STRAIGHT

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3 'ROUP WANTED TO LEARN ABOUT THE SOURCE OF ELECTRICITY USED IN THEIR PORTABLE RADIOS AND ČASHLIGHTS

4 4HE THIRD GROUP READ MORE ABOUT MEASURING THE FORCE THAT PUSHES THE ELECTRIC CURRENT ALONG

5 Group 5 wanted to learn about the different types of devices used to turn

© R. I .

C.Publ i cat i ons 6OLTAGE •f orr evi ew pur posesonl y•

electrical appliances on and off.

"ATTERIES

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1 'ROUP CHOSE TO LEARN ABOUT

.

2 'ROUP CHOSE TO LEARN ABOUT

.

3 'ROUP CHOSE TO LEARN ABOUT

.

4 'ROUP CHOSE TO LEARN ABOUT

.

5 'ROUP CHOSE TO LEARN ABOUT

.

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Group 5

Science experiment

Teachers notes E le c t i c i t y r

Student focus question: What is the difference between simple, series and parallel electric circuits?

Teac he r

Electric circuits provide a path for the electricity to flow from the battery through all of the devices and then return to the battery.

! SIMPLE CIRCUIT HAS ONLY ONE LIGHT 4HAT LIGHT BULB will look bright because it can receive all the electricity it needs.

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r o e t s Bo r e Background information p ok u S Experiment results and conclusions

s 3TUDENTS WILL KNOW THEIR CIRCUITS WERE completed successfully when the lights are turned on.

s )N THE SIMPLE CIRCUIT THE LIGHT BULB SHOULD In a series circuit, the electric current flows appear bright. through each device, one after the other, when the circuit is complete. Lights connected in a s )N THE SERIES CIRCUIT WITH TWO BULBS BOTH series will not be as bright because they have to of the bulbs will appear dim because they share the electricity that is flowing. In addition, must share the electricity between them. all of the electricity available must flow through s "OTH LIGHTS IN A PARALLEL CIRCUIT WILL LOOK each light as it goes along. This creates more bright. These two bulbs will be brighter resistance and results in less electricity flowing than the two bulbs wired in a series in the circuit. The brightness of the lights depends circuit. In a parallel circuit, each light bulb on how much electricity each bulb receives. receives its own supply of electricity and If one light in a series circuit goes out, or you does not have to wait for the electricity to unscrew one light bulb, the circuit is broken and pass through one bulb before it can reach all of the lights go out. In a series circuit, either the second one. everything is on or everything is off.

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C.Publ i cat i ons •f orr evi ew pur posesonl y•

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When devices are wired in a parallel circuit, the electric current flows in more than one path.

Each device has its own supply of electricity. If you unscrew one light in a parallel circuit while the current is on, the other light(s) will stay on because each light has its own supply of electricity.

s 7HEN STUDENTS UNSCREW ONE LIGHT BULB IN the series circuit, the other light will also go out. This happens because the circuit is broken and the electricity cannot get back to the battery to complete the circuit. s 7HEN STUDENTS UNSCREW ONE LIGHT BULB IN a parallel circuit, the other light stays on because it has its own supply of electricity.

The insulated bell wire in the experiment should be 20–22 gauge, the flashlight bulbs should be s ! SIMPLE CIRCUIT HAS ONE DEVICE ! SERIES 1.5–3 volts and the porcelain or plastic light circuit has two devices which electricity sockets can be purchased from a hardware store. has to pass through. In a parallel circuit the current flows in more than one path.

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Science experiment – 1

Electricity

7HAT IS THE DIFFERENCE BETWEEN SIMPLE SERIES AND PARALLEL ELECTRIC CIRCUITS

Materials PER GROUP s WIRE STRIPPER

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

s SMALL PIECES OF INSULATED BELL WIRE s $ BATTERIES

s mASHLIGHT BULBS

s SMALL PORCELAIN OR PLASTIC LIGHT SOCKETS s SMALL SCREWDRIVER

Procedure 1

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s BATTERY HOLDER

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C.Publ i cat i ons 5SE THE WIRE STRIPPER TO REMOVE THE INSULATION FROM THE ENDS OF EACH PIECE OF WIRE •f orr evi ew pur posesonl y•

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2 )NSERT THE TWO $ BATTERIES INTO THE HOLDER .OTICE THAT THEY lT IN OPPOSITE DIRECTIONS /NE END WITH THE BUMP WILL BE AT THE TOP OF THE HOLDER AND THE OTHER BUMP END WILL BE AT THE BOTTOM 3 3CREW EACH mASHLIGHT BULB INTO A SMALL SOCKET 5SE THE SCREWDRIVER TO CONNECT THE WIRES TO THE LIGHT SOCKET 4

. te o 5SE TWO WIRES THE BATTERIES AND ONE mASHLIGHT BULB TO CREATE A SIMPLE c .

CIRCUIT /BSERVE HOW BRIGHT OR DIM THE LIGHT IS WHEN YOU COMPLETE THE c e her r circuit. o t s super

5 5SE THREE WIRES TWO mASHLIGHT BULBS AND THE BATTERIES TO CREATE A SERIES CIRCUIT 4HEN UNSCREW ONE BULB WHILE THE CURRENT IS ON AND OBSERVE WHAT HAPPENS 6 5SE FOUR WIRES TWO mASHLIGHT BULBS AND THE BATTERIES TO CREATE A PARALLEL CIRCUIT )N A PARALLEL CIRCUIT EACH LIGHT WILL HAVE ITS OWN PATH OF ELECTRICITY /BSERVE HOW BRIGHT OR DIM THE LIGHTS ARE 4HEN UNSCREW ONE LIGHT BULB AND OBSERVE WHAT HAPPENS R.I.C. Publications® – www.ricpublications.com.au

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Science experiment – 2

Electricity

7HAT IS THE DIFFERENCE BETWEEN SIMPLE SERIES AND PARALLEL ELECTRIC CIRCUITS

Results and conclusions 1 (OW DO YOU KNOW YOUR CIRCUITS WERE COMPLETE

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3 )N YOUR SERIES CIRCUIT WERE THE LIGHT BULBS BRIGHT OR DIM

4 )N YOUR PARALLEL CIRCUIT WERE THE LIGHT BULBS BRIGHT OR DIM

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2 )N YOUR SIMPLE CIRCUIT WAS THE LIGHT BULB BRIGHT OR DIM

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C.Publ i cat i ons •f orr evi ew pur posesonl y• 7HY DO YOU THINK THIS HAPPENED

B

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6 A 7HAT HAPPENED IN YOUR PARALLEL CIRCUIT WHEN YOU UNSCREWED ONE LIGHT BULB

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7 7HAT IS THE DIFFERENCE BETWEEN SIMPLE SERIES AND PARALLEL ELECTRIC CIRCUITS

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Teachers notes

Answers Ocean communities

Our skeleton

Guess the topic .................................................................... 2 Teacher check

Guess the topic .................................................................. 12 Teacher check

Before-and-after chart........................................................ 3 Teacher check

Before-and-after chart...................................................... 13 Teacher check

Word warm-up ..................................................................... 4

Word warm-up ................................................................... 14

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

Circled words: coral, midnight, sea anemones, barnacles, animals, zones, murky, twilight

Circled words: pivot, protects, guard, organs, tendons, hinge, socket, gliding, tissue

1. The sunlight zone, twilight zone and midnight zone.

2. Clams, sand crabs, worms and beach grasses.

3. Sea urchins, sea anemones, sea stars, hermit crabs, barnacles, mussels, limpets and chiton.

4. At low tide waves don’t go high up on the shore.

5. Answers could include: the water level in a tide pool varies according to the tide but remains constant in the open ocean; different animals are found in both places; a tide pool is shallow compared to the open ocean.

6. Answers should indicate that the sunlight zone lets sun through, the twilight zone has not much light like twilight and the midnight zone has no sunlight as occurs at midnight.

7. Answers should indicate most animals and plants live in the sunlight zone because there is enough light for plants to grow, the water is warmer and there is more food available in this zone.

8. Teacher check

1. (a) 206 (b) 26 2. Ligaments are long, stretchy bands that connect bones together.

3. The different joints are: ball-and-socket, hinge, pivot, gliding, immovable and partially immovable.

4. If you do not take care of your skeleton your bones will weaken.

5. Answers should indicate that if the joints could move they might injure our soft brain.

6. Answers should indicate that without bones we would not be able to move and our organs would not be protected.

7. Answers should indicate that a cast prevents a person’s broken bone from moving so it can knit together.

8. Teacher check

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Questions and answers .................................................... 17

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C.Pub l i cat i o ns.............................................. 18 Multiple-choice questions •f orr evi ew pur posesonl y•

1. collect–conjunction 3. encyclopedia/internet 6. dive

2. die 4. ocean 7. plankton

5. barnacles 8. bar-na-cle

1.

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Get logical............................................................................. 8 Riley: midnight zone Ava: coral reef Cale: sunlight zone

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2. Yoko: sandy beach 4. Alexa: tide pools

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protect joints skel-e-ton

5. hard 8. join

Get logical........................................................................... 19 1. James: tendons 3. Tyler: ligaments 5. Jacinta: bones

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Marcus: joints Zoe: muscles

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Multiple-choice questions ................................................ 7

1. fraction–fragile 3. 128 6. bones

Science experiment – 2 ................................................... 22 1. The round shape was the strongest.

2. (a) round (b) This shape makes the bones stronger as the weight is distributed more evenly.

3. The outside was smooth and hard.

4. (a) marrow (b) It is soft and spongy instead of hard and smooth.

5. They are strong because of their hard outside and lightweight because the inside is soft and spongy.

6. The shape and flexibility of the bones makes them strong enough to support the body.

o c . che e r o t r s super

Science experiment – 2 ................................................... 11 1. The depressions nearest the ocean filled up first.

2. (a) It was high tide. (b) All of the animals should be covered or almost covered.

3. The snail was exposed first.

4. The sea star and the crab.

5. The crab.

6. It was low tide.

7. Because it is found along a rocky shoreline and water collects in depressions as the tide goes out.

8. They close up and store water inside their shells or move to a tide pool or deeper water.

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Teachers notes

Answers Food chains Guess the topic .................................................................. 23

Rainforests Guess the topic .................................................................. 34

Teacher check

Teacher check

Before-and-after chart...................................................... 24

Before-and-after chart...................................................... 35

Teacher check

Teacher check

Word warm-up ................................................................... 25

Word warm-up ................................................................... 36

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

Circled words: nutrients, energy, healthy, plankton, survive, carbon dioxide, garbage, decomposer, consumer

Circled words: tropical, understorey, layers, medicine, endangered, shady, cashew nut, emergent, species

1. A food chain shows how living things eat other living things to survive.

2. Producer, consumer and decomposer.

3. (a) carnivore: an animal that eats only animals (b) herbivore: an animal that eats only plants (c) omnivore: an animal that eats both plants and animals 4. The sun provides energy to help plants create their own food.

5. Answers should indicate that without decomposers the world would be covered with dead plants and animals.

6. A green plant is a producer because it produces its own food with the help of sunlight.

7. Answers should indicate that those factors would result in the numbers of plants and animals in a food chain being increased or decreased, upsetting the balance and potentially causing lack of food and even death.

8. Teacher check

1. A rainforest is a large area of evergreen trees and plants found in tropical and temperate areas.

2. The forest floor, understorey, canopy and emergent layers.

3. Most animals live in the canopy.

4. Deforestation is the clearing of land of forests or trees. It is harmful because it destroys plant and animal habitats.

5. It gets darker because less sunlight can penetrate through the trees and plants.

6. Possible answers: Same–both layers in a rainforest, plants and animals both live there.

Different–canopy is higher than floor; canopy has the many more animal species; floor is bare with dropped seeds and fruits, and dead leaves and branches, canopy has more sunlight, floor is very shady 7. So many plants and animals live there because there is a lot of food available and many places for plants to grow and animals to live.

8. Teacher check

1. preserved 3. takes 5. and 6. om-ni-vore

Multiple-choice questions .............................................. 39

Teac he r

Questions and answers .................................................... 38

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Questions and answers .................................................... 27

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C.Publ i cat i ons •f orr evi ew pur posesonl y• Multiple-choice questions .............................................. 28 1.

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Get logical........................................................................... 29 Shanelle: carnivores Calvin: producers Leah: omnivores

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Colby: herbivores Elton: decomposers

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Science experiment – 2 ................................................... 33

Get logical........................................................................... 40 1.

3.

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Marcus: emergent layer Paige: forest floor Blake: forest floor

2.

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Harry: canopy Erin: understorey

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1. The sun is there because green plants need its energy to make food through photosynthesis and rain provides water for living things to grow or drink.

2. Possible answers: beetle, grasshopper, slug, snail.

3. The number of steps could be fewer or more, depending on the number of consumers.

4. If there were not enough producers it would affect other members of the food chain, causing a decrease in their numbers, too.

5. Answers should indicate it would look like a garbage dump or similar.

6. Teacher check 7. It is important because it shows the natural order of consumption so the cycle can repeat.

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1. five 2. encyclopedia/internet 3. bread 4 Tropical rainforests re are close to the equator.

5. bottom 6. their 7. live 8. covered

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2. encyclopedia/internet 4. producer 7. carnivore 8. higher

Literacy through science

Science experiment – 2 ................................................... 43 1.

2.

3.

4.

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6.

Teacher check Almost all ‘sunlight’.

Very little ‘sunlight’.

The temperature should have increased a few degrees.

The temperature should have changed very little.

The temperature would remain fairly constant on the forest floor but fluctuate from day to night in the canopy.

7. No, as each layer has different environments and resources.

8. The canopy and emergent layers.

9. The understorey and forest floor.

10. Because of the favourable growing conditions, plentiful food supply and variety of habitats.

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Teachers notes

Answers Earthquakes

Volcanoes

Guess the topic .................................................................. 44

Guess the topic .................................................................. 54

Teacher check

Teacher check

Before-and-after chart...................................................... 45

Before-and-after chart...................................................... 55

Teacher check

Teacher check

Word warm-up ................................................................... 46

Word warm-up ................................................................... 56

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

Circled words: movement, tremble, force, layers, fault, pressure, vibration, Richter scale, swaying

Circled words: magma, erupt, blowhole, shield, destroys, Hawaii, extinct, activity, pumice, explode

1. An earthquake is a sudden movement in the Earth’s crust.

2. A fault is a large crack in the Earth’s crust made when rock layers break because there is too much pressure on them.

3. Possible answers: duck and cover; shelter under something strong and solid; stand under a doorway; cover head and neck with hands; stay away from windows, mirrors and shelves.

4. (a) seismograph (b) Richter scale 5. You could find out by seeing how high or low it measured on a Richter scale.

6. Answers should indicate that an earthquake registering 3.3 would be quite obviously felt but one registering 5.5 would be strong enough for damage to buildings to occur.

7. Answers should indicate that many of the 800 000 earthquakes would only register 1.0 on a Richter scale, too weak to feel.

8. Teacher check

1. Volcanoes can be composite, shield or cinder cone.

2. (a) Lava is magma, melted rock from deep inside the Earth, that erupts from a volcano. (b) Lava changes form by cooling and becoming a solid.

3. (a) A cinder cone volcano. (b) A shield volcano.

4. Shield volcanoes.

5. Possible answers: Same–both shoot lava into the air, both form mountains. Different–composite eruption happens more than once, cinder cone erupts once only; cinder cone eruptions force out lava etc. in small bits; composite volcano forms tall mountains, cinder cone volcano is much smaller.

6. Answers should indicate a shield volcano as the lava flows slowly, enabling people time to leave safely.

7. Volcanoes form different kinds of rocks as the magma originates from different locations in each type of volcano, causing it to cool at different speeds, resulting in several types of igneous rocks.

8. Teacher check

Teac he r

Questions and answers .................................................... 58

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Questions and answers .................................................... 48

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to write 2. severe 3. atlas Find a safe place to shelter near a window. vibrations 6. earth-quake 7. major seismograph

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Get logical........................................................................... 50 1. Jennifer:7.0 3. Linda:3.0

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Brenton:4.5 Richard:2.0

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Eamon: 6.0

Multiple-choice questions .............................................. 59 1. crater 2. dictionary 3. Composite volcanoes shoot lava through the air when they erupt.

4. homographs 5. hot 6. vol-ca-nic 7. most powerful 8. fourth

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Multiple-choice questions .............................................. 49

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Science experiment – 2 ................................................... 53

1. (a) The crustal plates moved sideways, sliding past each other. (b) It is called shear.

2. Answers should indicate that trees and houses rocked and toppled over and a crack appeared in the soil.

3. (a) Most damage should occur near the junction of the two pieces of material, which represent the edges of the crustal plates. (b) More movement occurred at these edges or ‘crustal plates’ as this is where earthquakes occur.

4. Students could pull the cloths apart to make an earthquake caused by tension or push the cloth together to make one caused by compression.

5. Earthquakes are caused when there is too much pressure on the crustal plates causing them to move suddenly. The ground can be pulled apart (tension), pushed together (compression) or sections slide past each other (shear).

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Get logical........................................................................... 60 1.

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3.

4.

5.

Jonah: cinder cone volcano Rosie: shield volcano Lorraine: composite volcano Sofia: shield volcano Hayden: composite volcano

Science experiment – 2 ................................................... 64 1. (a) All the rocks would feel hard and have dark or drab colours. (b) The rocks would have different surface textures.

2. Teacher check 3. Teacher check 4. Teacher check 5. Volcanoes can make several types of igneous rocks depending where the magma originates from. Different locations within a volcano cause the magma to cool at different speeds, resulting in several types of igneous rock.

Literacy through science 129

Teachers notes

Answers Water pollution Guess the topic ........................................................................... 65

Our solar system Guess the topic ............................................................75

Teacher check

Teacher check

Before-and-after chart............................................................... 66

Before-and-after chart................................................76

Teacher check

Teacher check

Word warm-up ............................................................................ 67

Word warm-up .............................................................77

Circled words: natural resource, wastewater, agriculture, chemicals, rubbish bin, recycled, pollute, drink, poison, release

Questions and answers ..............................................79

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

Questions and answers ............................................................. 69

Teac he r

1. The sun, eight planets, many moons and other space objects.

2. Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus and Neptune.

3. Mercury, Venus, Earth and Mars.

4. (a) Saturn (b) Mars (c) Earth (d) Uranus (e) Mercury 5. Answers should indicate that the term solar system describes how the sun (sol) is the centre of the system and the reason for its existence.

6. Answers should indicate that we could not live on Venus as the gases are poisonous and it would be too hot to survive.

7. An astronaut is someone who travels in space and an astronomer is someone who studies space from Earth.

8. Teacher check

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1. Wastewater that doesn’t go through water treatment plants, oil spills from oil tankers and excessive chemicals used in agriculture.

2. A water treatment plant is a place where water is cleaned with special chemicals and then released to be reused.

3. It is harmful because it runs from the storm drain into our waterways and pollutes them.

4. Some ways include watering parks and golf courses.

5. Answers should indicate that water pollution could cause animals and plants to die, upsetting the balance of the food chain and life cycles.

6. Water gets recycled by being diverted via drains into water treatment plants, where it is chemically cleaned and then released for recycling.

7. Answers could include checking that taps aren’t dripping in toilet and cleaning areas, sprinklers are being used according to regulations, students don’t leave water fountains running unnecessarily while having a drink.

8. Teacher check

All words should be circled.

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C.Publ i cat i ons Multiple-choice questions ........................................80 •f orr evi ew pur posesonl y•

contact–contradict 2. contaminate encyclopedia/internet Justin took it for granted that the river water was save to drink. oil spill 6. their products 8. chem-i-cals

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Get logical.................................................................................... 71 1.

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Get logical ....................................................................81 1. Seth: Mercury 2. Summer: Neptune 3. Serena: Mars 4. Shana: Saturn 5. Simon: Venus

Science experiment – 2 .............................................84

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Paul: sorts rubbish for recycling Marla: takes a shorter shower Imogen: turns off the water while brushing teeth Trenton: washes full loads of laundry Matt: reuses water from the shower

Science experiment – 2 ............................................................ 74 1. No, as the ‘agricultural chemicals’ are dissolved in the water and can’t be removed by straining.

2. Yes, this type of pollution can be removed by straining, causing the ‘bits’ to be collected.

3. Yes, the oil didn’t dissolve in the water and much of it was absorbed with the paper towel as it was strained.

4. The ‘street rubbish and dirt’.

5. The agricultural chemicals.

6. By just looking at the water, it would not be obvious that it was polluted.

7. Teacher check 130

orator–orchid 2. thesaurus 3. Jupiter There is a band of the colour red in each rainbow. through 6. spin 7. Mercury sun

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Multiple-choice questions ....................................................... 70

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Literacy through science

1. Answers should indicate that they felt tired and it was hard to maintain position as gravity was pulling down on their arm and the book.

2. Answers should indicate they found it hard to roll the ball across the table without it rolling off because it had too much speed (inertia) to stop in time and gravity pulled it to the floor.

3. The eraser flew off in a different direction away from them.

4. Their hand will have to keep pulling on the string to keep the eraser in orbit around them.

5. The two forces of gravity and inertia keep the planets in orbit as they revolve around the sun.

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Teachers notes

Answers Sound energy

Light energy

Guess the topic .................................................................. 85

Guess the topic .................................................................. 96

Teacher check

Teacher check

Before-and-after chart...................................................... 86

Before-and-after chart...................................................... 97

Teacher check

Teacher check

Word warm-up ................................................................... 87

Word warm-up ................................................................... 98

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

All words should be circled.

Questions and answers .................................................... 90

5.

6.

7.

Questions and answers .................................................. 100 1. Light is a form of energy.

2. Light travels in waves in a straight line at 300 000 kilometres per second.

3. Refraction is the bending of light.

4. Reflection is light bouncing off an object.

5. You should use black paper as it absorbs all the light which will then be changed into heat and ‘cook’ the apple.

6. Carnival mirrors change your appearance as the light is bent with the different angles of the mirrors.

7. You ‘see’ a shirt that has red and blue stripes as the dye in the shirt absorbs all the colours except red and blue.

8. Teacher check

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Teacher check Sound travels faster through solids.

Striking, stroking, plucking and blowing.

When an object vibrates, sound waves press together and then separate, moving from where the wave began to the wave’s destination.

High pitched sounds are made by rapid vibrations and low pitched sounds are made by slower vibrations.

Answers should indicate that as there is no matter in space, there is nothing to vibrate so sound can’t travel in outer space. (Note: The sounds heard in sci fi movies etc. are added for special effects!)

A cricket makes a sound by rubbing both of its wings together to cause vibrations, while a person makes a sound by blowing air over his or her vocal chords to make them vibrate.

Teacher check

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Circled words: retina, roller-coaster, angle, waves, colours, energy, refraction, reflection, lasers

Multiple-choice questions ............................................ 101

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C.Publ i cat i ons Multiple-choice questions .............................................. 91 •f orr evi ew pur posesonl y• 1. heating 4. stroking 7. rapid

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decided plucking vi-bra-tions

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thesaurus loudest

Get logical........................................................................... 92

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1. Jackson: sand blocks 3. Jasmine: guitar 5. Callum: cymbals

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2. Eli: flute 4. Dana: drums

Science experiment – 2 ................................................... 95 1.

2.

3.

4.

5.

craft sticks, comb, bell and straws craft sticks and straws comb and rubber band straws (a) violin (b) A violin has a higher pitch than a cello because because the sound waves vibrate faster in the smaller body of a violin.

6. Different sounds are created by varying how fast an object vibrates using striking, stroking, plucking and blowing methods.

realise–related 2. take in title page 4. reflect black outside and black interior clear 7. en–er–gy Lightning can be seen before thunder is heard because sound waves travel slower.

Get logical......................................................................... 102 1.

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Chloe: Reflection Linda: Light is made of many colours Monica: Refraction Erik: Changing light into heat energy Devin: Reflection

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Science experiment – 2 ................................................. 105 1. overhead transparency 2. The overhead transparency because it has the smoothest surface which gives the best reflection.

3. Answer should be ‘Yes’ if students are holding the mirrors correctly.

4. (a) The number will vary depending how parallel students hold the mirrors. (b) The light is being reflected back and forth repeatedly.

5. The coin appeared to have moved as it reappeared.

6. It was refracted.

7. Reflection is the bouncing back of light off an object and refraction is the bending of light when it goes from one thing to another.

Literacy through science

131

Teachers notes

Answers Acid rain

Electricity

Guess the topic ................................................................ 106

Guess the topic ................................................................ 117

Teacher check

Teacher check

Before-and-after chart.................................................... 107

Before-and-after chart.................................................... 118

Teacher check

Teacher check

Word warm-up ................................................................. 108

Word warm-up ................................................................. 119

Circled words: harmful, toxic, pollution, petrol, vehicles, waste, gases, asthma, dissolve, energy

Questions and answers .................................................. 121

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Questions and answers .................................................. 110

Teac he r

1. Static electricity and current electricity.

2. You can make a circuit by connecting a wire from a battery to a light globe and back to the battery.

3. Possible answers: sliding along the carpet in socks, rubbing a balloon on your hair.

4. A simple circuit only has one device in it.

5. Static electricity.

6. Answers should indicate that they place them in for safety reasons so small children will not poke things into the socket and be electrocuted.

7. Teacher check 8. Teacher check

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1. The air pollutants combine with water droplets in the clouds to form acid which then falls as acid rain.

2. Some health problems include asthma, dry coughs, headaches and scratchy throats.

3. When plants absorb acid rain they become dangerous for animals or people to eat. The plants may also die.

4. Crowded cities have more acid rain as there are more vehicles and factories to produce more air pollution.

5. Acid rain reacts with materials the building is made from, dissolving limestone and marble etc.

6. Answers should indicate that a food chain would be affected if plants or animals in it were killed by acid rain.

7. Walking to school does not produce air pollution while driving a petrol-driven car does.

8. Teacher check

All words should be circled.

Multiple-choice questions ............................................ 122 1.

3.

5.

7.

destroyed e-lec-tri-ci-ty electrons electron 8. control

2.

4.

6.

fourth at high speed faster

1. Group 1:batteries 3. Group 3: voltage 5. Group 5: switches

2.

4.

Group 2: circuits Group 4: static electricity

© R. I .

C.Publ i cat i ons Multiple-choice questions ............................................ 111 •f orr evi ew p u r posesonl y• 123 Get logical......................................................................... metal 2. floats encyclopedia/internet They’re 5. Bikes deposits 8. de-pos-its

6.

acid rain

Get logical......................................................................... 112 Mia: recycles Layla: drives an electric car Jackson: rides a bike to the shops Keisha: turns off the lights when not using them Cody: reuses

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The circuits were complete when the lights turned on.

The light was bright in the simple circuit.

The light was dim in the series circuit.

The light was very bright. (a) The other light went out. (b) It went out because the series was broken.

6. (a) The other light stayed on. (b) The light stayed on because it had its own supply of electricity so the circuit was not broken.

7. A simple circuit has only one light which will appear bright. In a series circuit the current flows through two devices and the light will be dim as the supply is shared. In a parallel circuit, the current flows in more than one path and the light is very bright as each has its own supply.

o c . che e r o t r s super

Science experiment – 2 ................................................. 116 1. The plant did not grow as tall or look as healthy.

2. (a) The chalk appeared normal. (b) It felt hard 3. The chalk started to fizz and released little bubbles.

4. The chalk should most likely feel soft and start to fall apart.

5. (a) The rock appeared normal. (b) It felt hard.

6. Some bubbles appeared rising from the surface of the rock.

7. The rock did not look any different.

8. Acid rain creates unhealthy plants and can slowly deteriorate buildings.

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Science experiment – 2 ................................................. 126

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Literacy through science

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