Australian Curriculum Science: Year 1 - Ages 6-7

RIC-6694 4.5/1225

Australian curriculum science (Year 1) Published by R.I.C. Publications® 2011 Copyright© R.I.C. Publications® 2011 ISBN 978-1-74126-988-8 RIC– 6694

Copyright Notice

Titles in this series: Australian curriculum science (Foundation) Australian curriculum science (Year 1) Australian curriculum science (Year 2) Australian curriculum science (Year 3) Australian curriculum science (Year 4) Australian curriculum science (Year 5) Australian curriculum science (Year 6) Australian curriculum science (Year 7)

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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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Internet websites In some cases, websites or specific URLs may be recommended. While these are checked and rechecked at the time of publication, the publisher has no control over any subsequent changes which may be made to webpages. It is strongly recommended that the class teacher checks all URLs before allowing students to access them.

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Website: www.ricpublications.com.au Email: mail@ricgroup.com.au

Foreword Australian curriculum science – Foundation to Year 7 is a series of books written specifically to support the national curriculum. Science literacy texts introduce concepts and are supported by practical hands-on activities, predominantly experiments.

All Science Understanding and Science as a Human Endeavour substrands for each level are included. Science Inquiry Skills and overarching ideas underpin all topics.

Australian curriculum science is a complementary resource to the previously released R.I.C. series, Primary science.

Australian curriculum science – Foundation Australian curriculum science – Year 1 Australian curriculum science – Year 2 Australian curriculum science – Year 3 Australian curriculum science – Year 4 Australian curriculum science – Year 5 Australian curriculum science – Year 6 Australian curriculum science – Year 7

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

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Titles in this series are:

Teachers notes ................................................................ iv – vi

Earth and space sciences ............................................. 46–61

Science inquiry skills overview .............................................. vii

What’s in the sky? ........................................................... 46–48

Report format ...................................................................... viii

Make your own cloud .......................................................... 49

Experiment format ................................................................ ix

How do changes in the sky affect us? .............................. 50–52 How are plants and animals affected by weather? ................. 53

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Biological sciences ........................................................ 2–29

What’s on the Earth? ....................................................... 54–56

What are living things? ........................................................ 2–4

Local landscape 3-D table .................................................... 57

Living thing observation ......................................................... 5

How do changes to the Earth affect us? ........................... 58–60

How are living things the same or different? ....................... 6–8

My landscape diorama ......................................................... 61

Different coverings ................................................................. 9 Investigating our bodies ....................................................... 13

What is light and where does it come from? ................... 62–64

What are the main parts of a plant? ................................ 14–16

Make a rainbow ................................................................... 65

The celery experiment .......................................................... 17

Where does sound come from? ...................................... 66–68

Where are living things found? ....................................... 18–20

Make a simple guitar ............................................................ 69

Make a worm habitat ........................................................... 21

How is sound made? ...................................................... 70–72

What do living things need? ............................................ 22–24

See sound vibrations ............................................................ 73

‘Plant needs’ experiment ...................................................... 25

What is sound like? ........................................................ 74–76

How do living things use their senses? ............................ 26–28

Coathanger experiment ........................................................ 77

See, smell, hear, touch and taste these! ................................ 29

How do scientists use what they know about sound? ...... 78–80

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Physical sciences ......................................................... 62–81

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What parts does my body have? ...................................... 10–12

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Make a simple hearing aid ................................................... 81

Chemical sciences ....................................................... 30–45

How can materials change? ............................................ 30–32 Make a sparkly salty painting ............................................... 33 What happens when materials are heated? ..................... 34–36 Heating different things ........................................................ 37 What happens when materials are cooled? ..................... 38–40 Freeze that! .......................................................................... 41 What do scientists use changed materials for? ................ 42–44 Materials change when cooked ............................................ 45 R.I.C. Publications®

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Teachers notes Each book is divided into four sections corresponding to the four substrands of the Science Understanding strand of the curriculum. Shaded tabs down the side of each book provide a quick and easy means to locate biological sciences, chemical sciences, Earth and space sciences or physical sciences substrands.

Science as a Human Endeavour units or questions, as set out in the Australian Curriculum, are included in all substrands.

Science Inquiry Skills are included in all units. The skills utilised are listed on each teachers page.

The six overarching ideas (Patterns, order and organisation; Form and function; Stability and change; Scale and measurement; Matter and energy; and Systems) underpin each science literacy text page and are included as much as possible throughout the comprehension pages.

Each substrand is divided into a number of four-page units, each covering a particular aspect and following a consistent format.

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The four-page format of each unit consists of: • a teachers page

• student page 1, which is a science literacy text about the concept with relevant diagrams or artwork

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• student page 2, which includes comprehension questions about the literacy text • student page 3, which involves a hands-on activity such as an experiment.

Teachers page

The first page in each four-page format is a teachers page which provides the following information:

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FOUR-PAGE FORMAT

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• A shaded tab gives the Science Understanding substrand.

• The title of the four-page unit is given.

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• The Inquiry Skills focus covered within the four pages is set out.

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• The content focus (the particular aspect of the unit covered in that set of four pages) is given.

• Answers and explanations are provided where appropriate for student pages 2 and 3 (the comprehension questions relating to the text and the final activity in the set of four pages).

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• Preparation states any material or resources the teacher may need to collect to implement a lesson, or carry out an experiment or activity.

• The lessons provides information relating to implementing the lessons on the following student pages.

• Background information, which includes additional information for teacher and student use and useful websites relating to the topic of the section, expands on the unit.

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Teachers notes FOUR-PAGE FORMAT (continued) Student page 1 The second page in the four-page format is a science literacy text which introduces the topic. This page provides the following information:

• A shaded tab down the side gives the Science Understanding substrand.

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• The title of the unit is given. This is in the form of a question to incorporate science inquiry skills and overarching ideas.

• Instructions are given for reading the text.

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• The science literacy text is provided.

• Relevant diagrams or artwork enhance the text, or are used to assist student understanding of the concepts.

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Student page 2

The second student page consists of a series of questions or activities relating to the literacy text. They aim to gauge student understanding of the concepts presented in the text. Many of these questions relate to overarching ideas relevant to that age level as stated in the Australian Curriculum Science.

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• The title, which is the same as the text page, is given.

• A shaded tab gives the Science Understanding substrand.

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• Questions or activities follow. These relate to the text on the previous page.

Where relevant, a question relating to Science as a Human Endeavour may be included as the final question on this page.

This assists in keeping the strands interrelated. This question is indicated by the icon shown to the left.

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Teachers notes FOUR-PAGE FORMAT (continued) Student page 3 The third student page provides a hands-on activity. It may be an experiment, art or craft activity, research activity or similar.

• A shaded tab gives the Science Understanding substrand.

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• The title is given. This will be different from the previous two pages, but will be a related to the concept focus of the unit.

• An adapted procedure for an experiment, craft activity or a research activity is given.

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Science as a Human Endeavour units and questions Those four-page units which are related specifically to Science as a Human Endeavour substrands are indicated by the icon shown.

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Where Science as a Human Endeavour questions occur within Science Understanding units, they are also indicated by the use of the icon. Explanations and answers relating to these questions are given on the appropriate teachers page.

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Science inquiry skills overview Biological sciences PAGES

Questioning and predicting

Planning and conducting

Processing and analysing data and information

Evaluating

Communicating

2–5 6–9 10–13 14–17 18–21

26–29

PAGES

Chemical sciences

Questioning and predicting

Planning and conducting

Processing and analysing data and information

30–33

34–37

38–41 42–45

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22–25

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Evaluating

Communicating

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Questioning and predicting

Planning and conducting

Processing and analysing data and information

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46–49

50–53

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54–57 58–61

Evaluating

Communicating

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PAGES

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PAGES

Questioning and predicting

Planning and conducting

Processing and analysing data and information

Evaluating

Communicating

62–65 66–69 70–73 74–77 78–81

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Report format Title Classification What is it?

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Description

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Conclusion What I think about it.

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Experiment format Title Goal Materials

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Steps

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Results

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Conclusion

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What are living things?

Inquiry skill focus:

• Read each question on page 4 to assist the students or allow them to answer the questions independently. Discuss possible answers to Questions 4 and 5.

Characteristics of living things Questioning and predicting Planning and conducting Processing and analysing data and information Evaluating Communicating

Background information

• Students may like to share their answers to Question 7 with a partner or the class.

Answers Page 4

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− Growth: Living things must grow in some way, usually by converting external materials into progeny or additional mass. − Response to stimuli: Living things must respond to stimuli in their environment.

− Metabolism: Living things must be able to convert energy in their environment into a new form.

Page 5

− Homeostasis: The systems of living things enable them to maintain a constant state of their internal environment.

Teacher check

− Reproduction: All living organisms are capable of replicating new individuals to continue their species.

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plants, animals, people grow, have babies, change, move alive Possible answers: Plants can grow taller, lose leaves, grow flowers, wilt, grow more leaves.

5. Possible answers: People can grow taller, fatter or thinner, learn things, need glasses when their eyes change, grow hair and nails.

6. (a) food (b) move, work 7. Answers will vary.

• Some scientists define living things as organisms capable of growth, reproduction and metabolism. Many use seven criteria to classify living things:

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− Mutation: Living things are able to change and develop between generations.

− Autonomous motion: Living things are capable of moving under their own power. This motion may be very small and does not require locomotion.

• Refer to <http://videoclips.mrdonn.org/animals.html> to view video clips about different living things.

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Biological sciences

Content focus:

Preparation

• Students will be collecting and observing living things for the activity on page 5, using magnifying glasses (if small) or their senses (if larger).

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• Allow time to collect items such as pot plants, insects or pets. All should be returned to their own environment once the observation activity is completed.

The lessons • Pages 3 and 4 should be used together.

• Read the text on page 3 with the students, discussing and explaining any unfamiliar vocabulary if necessary. Ensure the students understand the characteristics of living things before they attempt to answer the comprehension questions on page 4. In particular, discuss the sentence ‘Living things react to the world around them.’

Explain what this means and ask questions about specific living things.

For example, ‘What happens if you gently touch a grasshopper with your finger?’, ‘What does your dog do when it starts to rain?’, ‘What happens to the leaves on some types of trees (deciduous) when the weather becomes very cold in winter?’, or ‘What happens to the skin on your arms when it gets very cold?’

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Read the text.

Living things are alive.

All living things have things that are the same. But most living things are different from each other.

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There are many kinds of living things. Plants are living things. Animals are living things. People are living things.

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Living things can grow. Living things can have babies. Living things can change. Living things can move.

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Living things use food to make energy. Energy helps living things move.

Energy helps living things work and do things.

Living things react to the world around them.

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Biological sciences

What are living things? – 1

What are living things? – 2 1. What are the names of three types of living things?

2. Circle the correct word(s).

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All living things can … grow gallop

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3. Circle the correct word(s).

All living things are … tiny

alive

funny

plants

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4. How can plants change?

5. How can people change?

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Use the text on page 3 to complete the following.

6. Copy words from the text to complete the sentences.

. teliving things o (b) Energy helps c . c e her . st r and o super 7. What living thing would you like to learn more about? Why? (a) Living things get energy from

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Living thing observation Biological sciences

1. Choose a living thing to look at.

2. Complete the information about your living thing. .

(a) My living thing is a

r o e t s Bo Yes r e • My living thing can: grow ................... p ok u S have babies ........ Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

change ............... move. .................

• My living thing needs: food ....................

No

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(b) Colour the correct box.

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(c) Write how your living thing reacts to the world around it.

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How are living things the same or different?

Inquiry skill focus:

Answers

Similarities and differences among living things

Page 8 1.

Questioning and predicting Planning and conducting Processing and analysing data and information Evaluating Communicating

Has eyes

Has ears

Has a mouth

Has a nose

Has legs

Boy Dog

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Background information

Horse

• The many definitions of living things include those organisms with the functions of respiration, nutrition, excretion, reproduction and growth.

Elephant

2. guinea pig, hen, cow, flower, duck 3. lizard, ant, frog, bird, fish 4.

• There are many ways for young students to group or sort living things. They could form groups of plants, birds, insects and people.

They may also be familiar with the term ‘mammals’. They may group those with similar colours, sizes, movements, coverings, body parts, habitats and food.

Has fur Girl

• Scientists have developed a system of classifying living things from broadest to most specific. The classification system usually consists of a ‘kingdom’, ‘phylum’ or ‘division’, ‘class’, ‘order’, ‘family’, ‘genus’, and ‘species’; for example: Human beings: KINGDOM: Animalia; PHYLUM: Chordata; CLASS: Mammalia; ORDER: Primata; FAMILY: Hominidae; GENUS: Homo and SPECIES: Homo sapiens.

Bear Fish

Has skin

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Has hair

Has scales

Has feathers

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5. Answers will vary. Students may suggest: plants grow into tall trees, chicks grow into hens or roosters, seeds grow into flowers, tadpoles change into frogs.

• Refer to <http://www.sciencekids.co.nz/gamesactivities/ plantanimaldif.html> and <http://www.wartgames.com/themes/ science/sorting.html> to play games to sort living things into similar groups, and <http://www.sciencekids.co.nz/videos/animals.html> to view short videos about different living things.

Page 9 Teacher check

Preparation

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Content focus:

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• Before completing this series of lessons, it is advisable for students to be very familiar with the basic body parts and features of well-known animals and, if possible, have read short informational texts about a variety of living things and seen pictures of them.

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• The students will need templates (such as counters or cardboard shapes) to trace to make scales for the fish and bird on page 9.

The lessons

• After reading the text with the students, ask them to answer ‘yes’ or ‘no’ to specific questions about living things; for example: ‘Does a fish have legs?’, ‘Does an elephant have ears?’, ‘Does an ant have legs?’ Alternatively, ask the students to give examples of animals with noses, ears, eyes etc. or those which do not have them.

• Students should be able to use their general knowledge to complete the tables on page 8.

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How are living things the same or different? – 1 Biological sciences

Read the text.

Living things can have some things the same.

People have eyes and ears.

r o e t s Bo r e People have a mouth and a nose. p o u k So do most animals.

S People have legs.

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So do most animals.

So do many animals.

People eat and drink.

So do animals.

People breathe.

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So do animals.

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Living things can have some things different.

People have skin.

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Some animals may have fur.

Some adult living things look the same as their babies. Others don’t.

Plants eat, drink, breathe and grow, just like people and animals.

But they can’t move around like people and animals can!

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How are living things the same or different? – 2 1. Tick the boxes in the table to show what these living things have the same.

Has eyes

Boy Dog Cat

Has a mouth

Has ears

Has a nose

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Horse

Elephant

2. Circle the living things that eat and drink.

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lizard

ant

frog

bird

car

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4. Tick the boxes in the table to show how these living things are different.

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Has fur

Girl Bear

Has skin Has hair

Has scales

fish

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Has legs

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Biological sciences

Use the text on page 7 to complete the answers.

Has feathers

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Fish Bird 5. Write the names of two baby living things that change to look different from the adult.

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Different coverings Biological sciences

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2.

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1. Glue small circles on the fish as scales.

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3. Talk to a friend about how the coverings on these living things help them.

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What parts does my body have?

Basic visible features of the human body

Inquiry skills focus:

Questioning and predicting Planning and conducting Processing and analysing data and information Evaluating Communicating

• Read page 11 with the students and ask them to point to the word and body part as you read each.

• The aim of the activity on page 13 is for students to record information about similar and different external parts of their body.

Upon completion of the activity, ask the students what was the same or different. Ask what body parts might change as they get older.

Will their hair be the same colour or different? How might their feet change? Which body parts will stay the same?

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Background information

− hair, which provides a barrier against the natural elements, helps regulate body temperature, and senses air movement and touch − skin, which provides a barrier against natural elements and microorganisms; produces vitamin D; regulates temperature; and senses touch, pain, heat or cold through nerve endings and receptors − eyes, which help us to see

Page 13

− a mouth, with which we eat, talk and taste

Teacher check

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1. Each body part helps the person do something.

2. Answers will vary but should include: hair, eyebrow, eye, ear, nose, mouth, chin.

3. (a) 2 arms, 2 legs, 2 feet, 2 eyes, 2 ears, 2 eyebrows, 2 hands, 2 ankles, 2 shoulders, 2 elbows, 2 knees, 10 fingers, 10 toes, 1 mouth, 1 chin, 1 head, 1 nose, 1 neck (b)–(d) Teacher check 4. Answers will vary but may include: hair, fingernails and toenails.

5. Answers will vary but may include: chest, back, thigh, cheek, teeth, waist, bottom, stomach, lips, forehead, heel, fingernails, toenails, thumb.

• The human body is made up of different parts, some of which can be seen and others (internal) that can not. Each part helps us to do a different thing. This section introduces some basic external body parts. Teachers might also wish to discuss the functions of some of these parts, such as:

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− a nose, with which we smell − ears, with which we hear.

• Some useful websites:

− <http://demo.onlineclub.iboard.co.uk/curriculum.htm#scienceyear1sci_yearyear1> has a selection of interactive labelling ‘Me and us’ activities.

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Content focus:

− <http://www.starfall.com/n/me/myBody/play.htm?f> has an interactive body labelling activity.

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− <http://www.crickweb.co.uk/ks1science.html>; scroll down to body parts and select from a number of age-appropriate body labelling interactive activities.

Preparation

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• The students should learn familiar songs, action rhymes and dances involving body parts which they can perform.

• If possible, obtain a full-length mirror for the students to use to look at their bodies. Alternatively, small mirrors can be used to closely examine faces and find the colour of eyes, shape of eyebrows etc.

The lessons

• Read a book about body parts or look at a labelled chart of the body with the students. Discuss how people’s bodies have parts that do different things. Discuss how these different parts help us live and find out about the world and do the things we want to do.

• Briefly discuss which things the different body parts help us do.

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Read the text.

People have many body parts on the outside. Each part helps the person to do something. Written below are some names of body parts. hair

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eyebrow

ear

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head

nose mouth neck

arm

chin

shoulder

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hand fingers

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foot

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Do you know what each body part does?

Can you think of any other body parts on the outside?

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Biological sciences

What parts does my body have? – 1

What parts does my body have? – 2 1. What are body parts for? Complete the sentence.

Each body part helps the person … .

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2. Write the name of four body parts on the head.

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3. (a) Write how many of each body part there are altogether. arms

legs

eyes

ears

elbows

knees

feet

eyebrows

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Biological sciences

Use the text and diagram on page 11 to complete the following.

chin

head nose neck . te o c Tick the ones there are two of using red pencil. . che e r o Tick the ones there arer ten of usingr pencil. st su peblue

(d) Tick the ones there is one of using yellow pencil.

4. Name a body part that grows that must be cut regularly.

5. Write another body part, not on the diagram, that can be seen.

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Draw or write in the table to compare yourself to a friend.

Myself

Hair colour

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Eye colour

My friend

Skin colour

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Eye shape

Mouth shape

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Nose shape

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Chin shape

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Biological sciences

Investigating our bodies

What are the main parts of a plant?

Inquiry skills focus:

• The aim of the experiment on page 17 is for the students to see how water travels up through a plant’s stem. Celery stalks are ideal as they have a fleshy stem with the xylem (tubes) just visible to the naked eye when a cross-section is cut. A fair test is created by providing a control jar with clear water for the students to compare with the jar with liquid containing food colouring. Some time is required to allow the water to work its way up the plant to the leaves of the celery plants.

Main features of plants and their functions Questioning and predicting Planning and conducting Processing and analysing data and information Evaluating Communicating

Background information

• After the experiment, discuss how easy or difficult it was to carry out, what worked, what didn’t, what changes could be made etc. Lift out the stalk and cut a section to allow the students to see the food colouring in the xylem. This is the cross-section of the tubes which carry water up the stalk to the leaves.

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

• This unit covers the basic parts of flowering plants which are described on page 15. Further information about stems, the focus of the experiment on page 17, includes that they contain vascular tissue. Tubes called ‘xylem’ suck up water and tubes called ‘phloem’ suck up nutrients. They both act like tiny straws.

Answers

Page 16

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1. (c) 2. Teacher check 3. (a) hold the plant in the soil (b) carries water and food to other parts of the plant (c) make food for the plant (d) part where the seeds are made 4. Answers should indicate they both carry water and food to the leaves and branches and hold up the plant.

5. Answers should indicate that if a plant lost its leaves, the plant would have no way to make food and would die.

Science as a Human Endeavour question Nature and development of science A botanist is a scientist who studies plants so we can learn more about how they help us and their place in the world of living things.

• Blue food colouring produces the most vibrant leaf colour in the experiment on page 17. White carnations are another effective way of showing students how water travels via the stem. Place a cut flower into water containing food colouring and the petals will change colour.

• Some useful websites:

− visit <http://www.hhmi.org/coolscience/forkids/vegquiz/ plantparts.html> to find out which parts of plants we eat.

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− <http://www.naturegrid.org.uk/plant/parts.html#top> and <http://classroom.jc-schools.net/sci-units/food.htm> are sites about parts of plants.

− <http://www.crickweb.co.uk/ks1science.html> is a very useful site about plants’ parts and needs.

Page 17 Preparation

1.–3. Teacher check 4. (a) The leaves of the celery gradually turned the colour of the food colouring. The liquid level went down over time. (b) The coloured water was gradually absorbed by the stem and travelled up to the leaves. (If the water did not reach the leaves, they would wilt and flop.)

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Content focus:

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• Obtain a punnet of flowering plant seedlings (such as petunias) so the students can view the roots and root hairs. Later, the petunias (or similar) can be planted in pot plants in a sunny position in the classroom or in a garden bed in the school grounds.

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• Students will need access to a dictionary or the internet to discuss and answer the final question on page 16.

• Collect the materials listed for the experiment on page 17. It can be carried out in small groups with adult assistance. Magnifying glasses could be supplied to view the cut celery more closely.

The lessons • Pages 15 and 16 should be used together.

• Carefully remove a seedling from the punnet so students can identify each part of a flowering plant while reading and discussing the text on page 15. Flowering plants could also be observed in the school grounds.

• Discuss the answers the students wrote to Questions 4 and 5 on page 16.

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Read the text.

A plant is a living thing. Flowers, bushes, trees, grasses and herbs are plants. Most plants grow in the ground.

The flowers are the part where r o e t s Bo r seeds are made. e p okbecome new The seeds will u S plants.

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The different parts of a plant do different things.

Different plants have different flowers.

The leaves make food for the plant.

Different plants have different leaf shapes.

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Stems act like straws. They carry water and food from the roots to the other parts of the plant.

Stems hold up the leaves and flowers.

o c . che e r Trees have a large stem called o t r super as trunk, with side stems called

There is usually one main stem and smaller side stems.

branches.

The roots hold the plant in the soil.

The roots have tiny hairs.

They take in water and food from the soil.

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Biological sciences

What are the main parts of a plant? – 1

What are the main parts of a plant? – 2 1. Tick the correct box.

All plants: (b) have flowers.

(a) grow in the ground.

(d) are trees. r o e t s Bo r e p ok 2. Draw a line from each label to the correct part of the plant. u S flower • (c) are living things.

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• leaf

stem •

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3. Write what each part does. (a) roots:

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Use the text and diagram on page 15 to complete the following.

(b) stems:

(c) leaves:

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o c . cand e 4. How are a tree trunk a fl ower’s stem alike? her r o t s super (d) flowers:

5. What could happen if a plant lost all its leaves?

What is a botanist? What does a botanist do?

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1. You will need: • • • • • • •

2 clear glass jars or vases water tablespoon marker A B food colouring (red, blue or purple) plastic knife 2 celery stalks with leaves (cut stalk about 3 cm from base)

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r o e t s Bo r e p ok u S 2. Follow the steps:

(a) Half fill each container with water. Write ‘A’ on one and ‘B’ on the other. (b) Add 1 tablespoon of food colouring to Container B. Mix.

(c) Place a celery stalk into each container. Leave it for a time.

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(a)

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3. Predict what will happen to the plant and water in:

(b) Container B.

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4. (a)

o c . che e r o Write what happened with the celery stalk t r s Container B. super

(b) Write why it happened.

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Biological sciences

The celery experiment

Where are living things found?

Inquiry skill focus:

• Some adult assistance may be needed to create the worm habitats using the procedure on page 21.

Different habitats of living things Questioning and predicting Planning and conducting Processing and analysing data and information Evaluating Communicating

Background information

Answers Page 20 1. (a) camel (b) frog (c) scorpion (d) polar bear 2. Teacher check 3. habitats 4. in the water: seaweed, starfish; in a dry place: cactus, lizard 5. Answers will vary slightly but should indicate the following: (a) Polar bears have a thick, warm coat of fur to keep them warm. (b) Monkeys have hands and arms suitable for climbing trees. (c) Frogs have webbed toes to help them swim in water. (d) Camels have a fatty hump that provides food and nourishment when food and water is scarce. (It does not contain water.)

• Students can refer to animal habitats in terms of animals homes, such as cave, tree, nest, stable, burrow etc.

• Refer to <http://wwf.panda.org/about_our_earth/ecoregions/about/ habitat_types/habitats/> for teacher background information about specific habitats and the animals which live there, and <http:// www.bbc.co.uk/schools/ks2bitesize/science/living_things/plants_ animals_environment/read1.shtml> for information and games.

Additional information about biomes/habitats can also be found at <http://www.enchantedlearning.com/biomes/>.

Preparation

Page 21

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

• A habitat is the native environment or kind of place where a given animal or plant lives or grows. This includes warm seas, mountain tops, fresh waters etc. Simply speaking, a habitat is the place where a population of living organisms exist. A habitat supplies all the needs of the living things, including food, shelter, water, temperature, oxygen, and minerals.

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1.–2. Teacher check 3. (a) The worms should be able to live well in the new habitat as they will have food, and dark, cool conditions. (b) The worms will eat the food and tunnel through the layers.

They will deposit worm ‘castings’ to keep the soil moist and healthy. (c) As the worms burrow through the jar, they will mix the soil and the sand.

4. Teacher check • For more information about worms, refer to <http://www. allaboutworms.com/how-do-worms-survive-in-the-soil>.

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• Young children love learning facts about plants and animals. If possible, read a variety of factual texts about different plants and animals to the students before commencing this set of pages. A series of topical books for student use in free time is a valuable resource and provides the opportunity for students to select books to be read to the class.

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Content focus:

• A series of colour pictures showing plants and other living things in different habitats could initiate discussion and guide student thinking.

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• All the materials to create the worm habitat on page 21 will need to be collected ahead of time. If using plastic drink bottles, the tops will need to be cut off in readiness. Adult helpers may need to be assigned to assist the students with the task. The worms should only be collected the day before making the habitat and returned to the earth or compost heap at the conclusion of the experiment.

The lessons

• Read the text with the students, making reference to the pictures of the animals which belong to each habitat.

• Students should use only the animals and habitats mentioned on page 19 to answer the questions on page 20. They are expected to copy the name labels of the animals to answer Question 1 on page 20.

• Students will need to use their general knowledge to answer Question 3. If necessary, discuss each habitat first to enable the students to answer the questions easily.

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Where are living things found? – 1 Biological sciences

Read the text.

Living things are found in many different places.

r o e t s Bo r e p ok u S camel polar bear

Living things can be found where it is wet or dry.

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Teac he r

Living things can be found where it is hot or cold.

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Living things can be found in trees or in the grass.

. te o monkey c snake . c e her Living things can be found in the water or on o dryr land. t s super

person whale Places where living things are found are called habitats.

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AUSTRALIAN CURRICULUM SCIENCE

Where are living things found? – 2 2. Draw your favourite animal from Question 1.

1. Copy the name of one animal for each place. (a) A hot place

r o e t s Bo r e p ok u A dry place S

(b) A wet place (c)

(d) A cold place

3. What are places where living things are found called?

4.

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C.Publ i cat i ons f or ev i ew pu po ses onl y• Write the• names ofr the living things inr the correct habitat. cactus

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seaweed starfish

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Biological sciences

Use the text and pictures on page 19 to complete the answers.

o c . ch e 5. Different living things each have special things that help them r e o t thing below has r survive in their habitat. Write one way each sliving s r u e p done this. Each has a hint to help you. lizard

In the water

In a dry place

(a) polar bear (coat) (b) monkey (hands/arms) (c) frog (feet) (d) camel (hump) AUSTRALIAN CURRICULUM SCIENCE

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1. You will need:

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

2. Follow the steps: (a) Fill jar with layers of soil and sand.

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• clean glass jar (or plastic drink bottle with the top cut off) • shoebox with the lid taped (like a hinged door) and holes poked in the end • soil • sand • leaves • worms • food scraps such as bits of banana skin and lettuce

(b) Place leaves, banana skin and lettuce pieces on top.

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C.Publ i cat i ons •f o evdry, i ew ur p osefor so nl y • Place inr ar cool, darkp place outside a few days.

(c) Place jar inside the shoebox and tape door shut. (d) Carefully add the worms to jar. (e)

3. Predict what will happen inside the jar.

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(a) Do you think the worms will be able to live inside the jar?

No

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o c . c e her r What do you think the worms will dot inside o s the jar? super Why?

(b)

(c) What do you think will happen to the layers in the jar?

4. Colour the correct word.

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hard

easy

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to make a worm habitat.

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AUSTRALIAN CURRICULUM SCIENCE

Biological sciences

Make a worm habitat

What do living things need?

Inquiry skills focus:

Answers

Basic needs of living things

Page 24

Questioning and predicting Planning and conducting Processing and analysing data and information Evaluating Communicating

Background information

1. Teacher check. Answers could include a fellow student, the teacher, a plant or a class pet.

2. Teacher check 3. Plants, animals and people all need air, water, space and food.

4. Answers should indicate that a tree could be food for animals that eat leaves or bark, and shelter for an animal that rests in or under it.

5. Answers should indicate that a plant without roots will not be able to get food from the soil, and so will die.

6. Answers will vary but could include that without water the students will start to feel unwell or thirsty.

Science as a Human Endeavour question Use and influence of science Students’ parents are usually responsible for ensuring a child’s needs are met. They gain their knowledge through their parents, schools, what they read and the work of scientists.

• The needs of humans and animals can be extended to include healthy living, clothing and love.

• Plants make their own food by photosynthesis. In this process carbon dioxide and water combine in the presence of light to form sugar, a food.

Page 25

• A useful website is <http://www.bbc.co.uk/schools/ks2bitesize/ science/living_things/help_plants_grow/play.shtml> which has a brief interactive activity where students can try to ‘look after’ a plant online, meeting its needs and helping it grow.

Preparation

Teacher check

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• All living things have basic needs, without which they can not survive.

The basic needs of all living things are food, water, air and space.

These needs differ amongst animals, humans and plants.

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• Collect the materials listed for the experiment on page 25.

The lessons

• Pages 23 and 24 should be used together.

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• Discuss how living things have to do and need certain things in order to survive. Before reading the information and completing the questions, ask students to give examples of things living organisms might need to be able to survive.

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Content focus:

• Discuss the answers the students gave to Questions 5 and 6 on page 24.

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• The aim of the experiment on page 25 is to test what happens to a plant when one of its needs is removed. Before commencing the experiment, the students can work in small groups to plant the seedlings in the cups. The students then make a prediction about how each plant will grow or be affected by the conditions it is in. The plant in the resealable bag may need to be watered if it gets dry, to ensure only the effects of ‘no air’ are seen. Only Cup 1 (labelled ‘No water’) should not be watered during the duration of the experiment.

• NOTE: The duration of the experiment is two weeks, during which the students can check the progress of the four plants while taking care not to change the conditions.

• Discuss the experiment after completion to find out what worked and what didn’t, how easy or difficult it was to do, and any changes that could be implemented next time.

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Read the text.

All living things have needs—things they must have to grow, be healthy and live. If they do not get these, they will become sick or die.

People need …

Animals need …

r o e t s Bo r e p ok u • shelter fromS heat,

• food for energy to move and grow. Their food can be meat (other animals), plants or both plants and meat

cold, rain and wind

• shelter from the weather, to hide, or to look after their babies

• air to breathe and to help change food into energy

• air

•c water.

Some © R. I .

C.Publ i at i o nsanimals get water from food. Others need clothing to keep •f orr evi ew pur po esfresh onl y• tos drink water

• water •

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• food for energy to grow, move and stay healthy

them warm or cool

• space. Some animals (like a goldfish) need a small place to live. An elephant needs a big space.

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• love

• space to move in.

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o c . che e • air to make energy to grow r o t r s supthan er • water. Some plants need more others • food. Plants make their own sugary food from air, light and water. They also get some food from the soil • light to make food • space to grow.

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Biological sciences

What do living things need? – 1

What do living things need? – 2 1. Find one living thing in the room. Write what it is, then its needs.

Living thing: Needs:

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

2. Draw a line from each need to its picture. food •

• shelter

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• love

water •

3. Write three needs that plants, animals and people all have.

4.

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Biological sciences

Use the text on page 23 to complete the following.

5. What do you think would happen if a plant lost its roots?

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o c . che e r o t r 6. If you didn’t have water for a s day, what changes s might you see in r u e p your body?

Who gives you the things you need? How did they find out what things they need to give you to keep you healthy?

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‘Plant needs’ experiment Biological sciences

Complete the activity to find out what happens to plants if they don’t get the things they need.

1. You will need: • four plastic cups, each with a small plant or seedling in potting mix and numbered from 1 to 4 using a marker

r o e t s Bo r e p ok tablespoonu S paper bag box or brown

• water •

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•

• large resealable bag

2. Follow the steps.

(a) Write ‘No water’ on Cup 1. Place in sunny place. Do not water it again.

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C.Publ i cat i ons •f o rlight’ r ev i e w3.p ur pand os eso nl y• Write ‘No on Cup Water cover with box.

(b) Write ‘No air’ on Cup 2. Water well and put in resealable bag.

(Squeeze out as much air as possible before closing.) (c)

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3. Draw how each plant looks after two weeks.

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No water

No air

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No light

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(d) Write ‘Water, light and air’ on Cup 4. Water and place in sunny place.

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Water, light and air

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AUSTRALIAN CURRICULUM SCIENCE

How do living things use their senses?

Inquiry skill focus:

The lessons

Senses of living things

• Pages 27 and 28 should be used together.

Questioning and predicting Planning and conducting Processing and analysing data and information Evaluating Communicating

Background information

• Read the text on page 27 with the students, explaining the concepts and any unknown vocabulary, and referring to the illustrations. Allow students to relate any relevant information they might know about the senses.

• To assist the students to copy the correct letters in the sense words in Question 1 on page 27, write the words on the board.

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

• Question 4 on page 28 involves the use of the students’ general knowledge. Discuss possibilities before the students write their answers.

• The ‘senses’ is a very wide topic. This general introduction can be expanded by spending time discussing and learning about each specific sense.

• The final activity on page 28 involves Science as a Human Endeavour.

Discuss the topic as a group to assist students. Mention inventions such as hearing aids, braille, talking books etc. Read stories about famous people, such as Louis Braille and Helen Keller, who lost the use of one or more of their senses.

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• The senses are ‘the special faculties connected with bodily organs by which human beings and other animals perceive external objects and their own bodily changes’. The five most (Macquarie dictionary, 2011) commonly referred to are sight, hearing, smell, taste and touch.

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• Before making the recipe on page 29, the students should be given the opportunity to practise measuring ingredients. While making the recipe, questions should be asked relating to the senses, such as ‘Does that look creamy enough yet?’, ‘Can you hear the Rice Bubbles® crunching as they are mixed in?’, ‘How does the peanut butter and chocolate smell?’, ‘How did it feel to roll the balls?’

Reference should be made to changes to the colour and shape of the mixture throughout the steps.

• The five main sense organs are the eyes, nose, ears, tongue and skin.

The sense organs send nerve impulses along sensory nerves to the brain. The brain then tells what the stimulus is.

• Each sense organ collects information about the world and detects changes within the body.

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• Animals can develop specific senses to help them survive in their environment. Refer to <http://faculty.washington.edu/chudler/ amaze.html> for examples. People with some sort of sensory deficiency, such as those with blindness, sometimes further develop their other senses to help them interact with the world around them.

Answers

Page 28

1. hearing, sight, smell, taste, touch 2. (a) hearing (b) sight (c) smell (d) taste (e) touch 3. brain 4. (a) Possible answers: mosquitos, bears, deer (b) Possible answers: whales, bats, moths, cats, mice Science as a Human Endeavour question Use and influence of science Refer to ‘The lessons’ information.

• Cells are the microscopic parts which make up the structure and functions of a living thing. Nerve cells are special types of cells found in the brain and body that process and transmit information.

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Biological sciences

Content focus:

• Visit <http://www.teachers.ash.org.au/jmresources/senses/links. html> for a list of various websites about the senses.

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• The recipe on page 29 makes about 50 peanut balls.

Preparation

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• Sing songs and play action games to develop student awareness of their own body parts.

Page 29

Teacher check

• To complete the cooking activity on page 29, the following will be needed: an electric beater, bowl, spoon, double boiler or bowl over boiling water, baking tray lined with waxed paper, cups for measuring, access to a refrigerator, spoons, forks for dipping balls into melted chocolate.

• Ensure strict safety measures are observed during the cooking activity.

• NOTE: Find alternatives for the recipe given if any students in the class have allergies to nuts.

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Read the text.

People are living things. They have five major senses to help them find out about the world around them.

The five well-known senses are hearing, sight, smell, taste and touch.

Different parts of the body help people use these five senses.

r o e t Eyes help people see. s B r e oo p u k S

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Ears help people hear.

Noses help people smell.

The tongue helps people taste.

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The skin helps people learn about things they touch.

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o c . che e r o t r s super All the senses need the brain to help them work.

The brain gets messages from the ears, eyes, nose, tongue and skin. The brain sorts the messages out and tells the body what to do.

Animals have senses. Some animals’ senses have changed to help them survive. They use their senses differently to people. For example, owls have eyes which see prey a long distance away.

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Biological sciences

How do living things use their senses? – 1

How do living things use their senses? – 2 1. What are the five major senses? Finish writing the words. h

si

ta

to

sm

r o e t s Bo r e p ok • u • sight S

2. Match the picture of the body part to the sense. (a)

(b)

•

• taste

(c)

•

• hearing

•

• smell

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(e)

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(d)

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Biological sciences

Use the text on page 27 to complete the answers.

3. Which important part of the body helps the sense organs work?

o c .

The che e r o t r shas … up er 4. Write the name of one animals you know that (a) a very good sense of smell. (b) very good hearing.

Scientists know how the senses work. They help people who have lost the use of one. Talk to a friend about how they do this. Think about blind and deaf people.

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See, smell, hear, touch and taste these!

Biological sciences

1. Follow the recipe to make crunchy peanut butter balls. (a) You will need: • 2 cups peanut butter

• 125 g soft butter

• 450 g icing sugar

• 3 cups Rice Bubbles

®

• 500 g chocolate chips • electric beater

o e • r spoon • fork t s B r e oo p • double boiler u k (or saucepan S with a bowl on top) • refrigerator

• baking tray covered with waxed paper

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• bowl

(b) Cream peanut butter and butter in bowl with beater.

®

(c) Use spoon to mix in icing sugar, then Rice Bubbles .

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(d) Place mixture in refrigerator for 2 hours.

(e) Take from refrigerator and roll mixture into balls.

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(g) Use fork to dip balls in melted chocolate.

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(f) Melt chocolate in double boiler over boiling water.

o c . che (i) Eat and enjoy! e r o t r s suap 2. Draw an eye, an ear, a nose, tongue or a finger to show when you er (h) Place on baking tray and place in refrigerator to set.

used each sense for each step above. One has been done for you.

You must draw a picture for each sense at least once.

3. Colour as yes or no. (a) Did you know how the chocolate chips would change when placed over heat?

Yes

No

(b) Were the balls easy to make?

Yes

No

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How can materials change?

Content focus:

Materials change in different ways

Inquiry skill focus:

Questioning and predicting Planning and conducting Processing and analysing data and information Evaluating Communicating

Background information

• To answer the questions on page 32, the students are only thinking about physical changes to materials. Ensure that their answers are based on the text information. When deciding which materials to write about to answer Question 3 (b), students could use the pictures on page 31 to answer the question. If suggesting other materials not on page 31, they must remember the two main aspects of physical change: the material basically remains the same/no new material is created AND the change can be reversed. An example of an irreversable change is wood when burnt, which undergoes a chemical change rather than a physical change. However, wood cut into pieces or painted undergoes a physical change.

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• This set of pages deals with physical changes of matter.

Answers

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Page 32

1. Answers will vary but will include four from the following list: wood, air, cement, plastic, rubber, cotton, paper and metal.

2. All boxes should be ticked.

3. (a) size, colour (b) playdough, paper, hot plate/element, water 4. (a) True (b) True

• Some ways physical changes can result are due to heating, cooling, melting, freezing, condensing, breaking, crushing, cutting, mixing, separating, and bending materials.

• Visit <http://www.bbc.co.uk/schools/ks2bitesize/science/ materials/> to find out more information about materials and how they can change.

Page 33

• Visit <http://alex.state.al.us/uploads/7023/Name%20That%20 Change!.ppt> to read about simple physical and chemical changes.

Preparation

1.–3.

4.

5.

6.

Teacher check the salt dissolved/mixed in with the other ingredients Teacher check The salt appeared and created a sparkly effect when the liquid dried. (It should be easily visible.)

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• Previously, students should have used their senses to examine different types of materials. They should have made observations about the texture, shape, size, appearance, smell or colour of materials, and compared different materials to find similarities and differences.

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• Stretching, twisting, squashing and bending materials (such as playdough) can also be a good introduction to the topic.

• The students will need containers (such as clean ice-cream containers), spoons, paintbrushes and art paper to complete the activity on page 33. The salt paint requires salt, liquid starch, water and tempera paint or food colouring.

The lessons

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• A physical change involves a change in physical properties (size, shape, state or appearance). The actual composition of the matter in the material does not change. A physical change does not result in the production of a new substance and can usually be reversed.

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• Pages 31 and 32 should be used together.

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• Read the text on page 31 with the students, explaining the concepts and discussing the pictures. Explain to the students that not all materials change shape, size, colour or temperature. Some may change in one way and others may change in many ways. Ask the students to give examples of materials that can be melted, cut, mixed, frozen, dissolved, boiled or moulded but which basically remain the same. List these in categories on the board if desired.

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How can materials change? – 1 Read the text.

There are many different types of materials. Wood, air, cement, plastic, rubber, cotton, paper and metal are all materials.

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r o e t s Bo r e p ok u Materials can Materials can change size.

Schange shape.

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Materials can change temperature.

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Materials can change colour.

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Even when changed, the material is still the same. No new material is made.

Even when the material is changed, the change can be ‘undone’.

These changes are called physical changes.

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Materials can change. They can change in many different ways.

They can be changed by melting, cutting, mixing, freezing, stretching, dissolving, boiling or moulding.

How can materials change? – 2 Use the text and pictures on page 31 to complete the following.

1. What are the names of four different types of materials?

•

•

•

•

r o e t s Bo r e Materials can be changed by … p ok u melting S mixing

3. (a)

cutting

freezing

boiling

dissolving

moulding

stretching.

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C.Publ i cat i ons Complete the sentence.

•f orr evi ew pur posesonl y• , Materials can change shape, and temperature.

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(b) Write the name of one thing that can change …

• shape

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2. Tick the ways materials can be changed.

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• colour che e r o t r s super • temperature.

• size

4. Colour as true or false. When materials are changed physically, … (a) no new material is made. ..................................

True

False

(b) the change can be ‘undone’. .............................

True

False

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Make a sparkly salty painting 1. You will need: • 2 cups salt •

1

⁄2 cup liquid starch

• 1 cup water

r o e t s B r e oo 2. Follow the steps p to make salt paint. u Sthree ingredients in bowl and mixk (a) Place first well. (c) Use to paint a colourful picture.

3. Use coloured pencils to draw what you painted.

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o c . che e r 5. Was it easy or hard to use the salt paint?

Why? o t r s super

4. What happened to the salt when mixed with the other ingredients?

6. Was the salt still there when the painting dried? How do you know?

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(b) Slowly add paint or colouring.

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• tempera paint or food colouring

What happens when materials are heated?

Content focus: Inquiry skill focus:

• In the experiments on page 37, Experiment 1 should conclude when the can has been heated by the sun, Experiment 2 should show the ice cubes melting to form water, and Experiment 3 should show the solid chocolate melting to a smooth, thick liquid.

The effects of heating on some materials Questioning and predicting Planning and conducting Processing and analysing data and information Evaluating Communicating

Background information

• Adult supervision will be needed to complete Experiment 3 on page 37. When all experiments have been completed, compare them by discussing any difficulties encountered or the success or failure of the experiments.

Teac he r

• These pages deal with physical changes to some materials. A reminder about what a physical change is: Although some aspects such as shape, phase or form of the material change, the material itself remains the same before and after the change, and the change can be reversed (undone).

Answers

Page 36

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1. heated 2. The students should have drawn ice cubes and a block of chocolate.

3. (a) False (b) True (c) True (d) True (e) False 4. (a) metal saucepans (b) iron with a metal base, metal baking dish Science as a Human Endeavour question Nature and development of science/Use and influence of science The students should suggest that materials scientists look at materials.

Refer to the website in the Background information.

• All changes are either physical or chemical. Some other simple examples of physical changes due to heating include a rock heating up in the sun, melting metal to create different-shaped products (such as wire), melting ice-cream or snow melting in the sun.

• The students are introduced to the concepts of the three different types of matter—solids, liquids and gases. Consequently, the correct vocabulary has been used.

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• Solids, liquids and gases all expand when heated. Heat makes the material’s molecules and atoms vibrate faster. The space between atoms increases, so the object expands and takes up more space.

• Catering for different responses from the students, the concept of conductors of heat is also presented on this set of pages.

Page 37

• Visit <http://www.strangematterexhibit.com/whatis.html> to watch videos of scientists speaking about materials.

Answers will vary.

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• Visit <http://www.schools.utah.gov/curr/science/sciber00/8th/ matter/sciber/chngphas.htm> for information about physical changes.

Preparation

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

• If desired, show that the changes can be reversed (‘undone’) by placing the can in a room or fridge to cool, the water in ice cube trays and refreezing them, and allowing the chocolate to solidify away from the heat.

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• Students will need access to a stove or microwave to complete the simple experiments on page 37. One experiment will need to be completed on a warm, sunny day as the sun is the source of heat required. The students will need frozen ice cubes, an aluminium can of food or drink, and squares from a solid block of chocolate to complete the experiments. (Always ensure adult supervision.)

The lessons • Pages 35 and 36 should be used together.

• Read the text on page 35 with the students, explaining the concepts and discussing the pictures. Explain any unfamiliar vocabulary.

• The students will answer the questions on page 36 using the text and pictures on page 35. Extra picture clues have been added to assist the students to answer Question 4 (b).

• Discuss the Science as a Human Endeavour question on page 36 and refer to the website information provided in the background information.

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What happens when materials are heated? – 1 Read the text.

Materials can change when they are heated.

Melting is a change that can be ‘undone’. Water can be frozen to make ice again. Melted chocolate can be cooled to make solid chocolate again.

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them into gases. When liquid water is heated, it changes to water vapour, which is a gas.

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If you could collect all the water vapour which comes off a kettle when it boils, you could turn it back into liquid water again.

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C.Publ i cat i ons f oliquids rr ev i e w pur posesonl y• Heating • some can change

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Some materials, like metal, don’t change shape or form when they are heated. But heat can travel through them easily. Metal saucepans transfer heat easily. This helps us cook our food.

What else can heat do?

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

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Some materials melt when heated. When solid ice is heated, it changes to liquid water. When solid chocolate is heated, it changes to liquid chocolate.

What happens when materials are heated? – 2 Use the text and pictures on page 35 to complete the answers.

1. Copy a word to complete the sentence. .

Materials can change when

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3. Write as true or false. (a) Melting can not be undone.

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C.Publ i cat i ons •f orr evi ew pur posesonl y• Chocolate becomes solid when it cools.

(b) Water can be frozen after it has melted. (c)

(d) Heating water makes water vapour.

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(e) Water vapour can not be changed to water.

4. (a) Write the name of something at home that does not change when heated but lets heat travel through it.

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2. Draw two solid things that melt when heated.

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(b) Can you write the name of something else at home that works the same way?

Did you know there are scientists called materials scientists?

What do you think materials scientists look at?

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Heating different things Experiment 1 1. You will need:

• 1 aluminium can of food or drink

2. Write a word to tell how warm or cold the can is.

3. Place it in a sunny spot for a few hours.

r o e t s Bo r e p ok u 5. Write what S happened.

1. You will need:

• 4 ice cubes in a cup

2. Place it in a sunny spot for a few hours.

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C.Publ i c at i ons 4. Draw what happened.

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5. Was this experiment easy or hard to do?

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easy

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3. Write what you think will happen.

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Experiment 3

• microwave-safe bowl OR bowl over saucepan of hot water • wooden spoon R.I.C. Publications®

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2. Place chocolate in bowl over hot water and stir. (Or microwave for 20 seconds at a time, stirring after each.)

3. Draw what you think will happen.

4. Did what you thought happen?

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Experiment 2

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4. Write what you think will happen.

What happens when materials are cooled?

Content focus: Inquiry skill focus:

The lessons

The effects of cooling and freezing on some materials

• Pages 39 and 40 should be used together.

• Read the text on page 39 with the students, explaining the concepts and discussing the pictures. Relate the concepts to student experiences of freezing and cooling different materials. Discuss their answers to the question at the bottom of page 39.

Questioning and predicting Planning and conducting Processing and analysing data and information Evaluating Communicating

Background information

• To complete the experiment on page 41, the students will need access to a fridge or freezer, ice cube trays, and liquids (including vegetable oil, water, tomato sauce, milk, yoghurt, juice, soft drink and vinegar). Other liquids that the students suggest could also be used.

• The students may choose to ‘undo’ (reverse) the experiment by allowing the trays of liquids to defrost and ‘heat up’ in a sunny spot.

Record the results.

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• The three states of matter are solid, liquid and gas. The molecules or atoms in gases move rapidly, and have large spaces among them and no regular arrangement. Those in liquids are close together, have no regular arrangement and move freely. The molecules in solids are tightly packed together, in a regular arrangement and, generally, do not move. Most materials change states depending on their temperature.

• The students may like to further their investigations into the effect of cooling on everyday materials by freezing slices of bread to see what happens, moulding clay with warm hands then allowing it to cool and harden, and melting and then allowing chocolate to cool and harden.

• Cooling (removing the heat), which is a physical change, changes the state of matter by decreasing the motion of the molecules.

Answers

• When a gas is cooled, the molecules slow down, are attracted to each other so change from a gas to a liquid. This is called condensing.

Page 40

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1. You take heat away from it.

2. freeze 3. (a) solid (b) freezing (c) liquid (d) condensing 4. (a) and (c) should be ticked 5. The students should draw liquids that will freeze (such as juice, water, milk, soup) or condense (such as boiling/hot water).

• When a liquid is cooled, the molecules slow down, are more strongly attracted to each other and change from a liquid to a solid. This results in freezing.

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• Normally when solids are cooled, they do not change. (Solids can be changed directly to gases by a process, under the correct temperature and pressure conditions, called sublimation. However, this process is not relevant to student learning at this level.)

Page 41

• Most substances expand when heated and contract when cooled, except for ice which expands.

Teacher check

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• Some simple examples of physical changes to materials by cooling include dew drops appearing on grass on a cold morning or water freezing into ice.

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• Visit <http://www.fossweb.com/modulesK-2/SolidsandLiquids/ index.html> to play a game to heat and freeze different solids and liquids.

Preparation

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• The students should have experienced handling and sorting different materials into groups before completing this set of pages.

• A movement activity may be useful in helping the students understand the different states of matter: gases, liquids and solids. The students move quickly, keeping large distances among themselves and other students, like matter in a gas. They then move less quickly and closer together, like a liquid. Finally, they vibrate in place, closely packed together in a small space, like solids. Imitate the action of cooling on matter by asking the students to move slower and closer together.

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What happens when materials are cooled? – 1 Read the text.

Materials can change when cooled. When we cool something, we take heat away from it. Some materials freeze when cooled.

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Cooling can change a gas into a liquid. When water vapour, which is a gas, is cooled, it changes to liquid water. This change is called condensing. In a bathroom, when vapour from hot water changes to water droplets on a bathroom mirror.

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Cooling and freezing are changes that can be undone. For example, ice cubes can be changed back into liquid water by heating them.

What do you do when you feel cool?

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

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Cooling can change a liquid into a solid. When liquid water is cooled a lot, it changes to solid ice. This change is called freezing. When placed in a freezer, the water in an ice cube tray changes to solid ice cubes.

What happens when materials are cooled? – 2 Use the text and pictures on page 39 to complete the answers.

1. Write what it means to cool a material?

2. Complete the sentence.

r o e t s Bo r 3. Colour the correct word.e p ok u gas . (a) Cooling canS change a liquid into a solid when cooled.

(b) Cooling liquids to make solids is called melting (c) Cooling can change a gas into a liquid

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solid .

(d) Cooling gases to make liquids is called condensing

freezing .

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C.Publ i cat i ons •f orr evi ew pur posesonl y• (a) Cooling can be undone.

4. Tick the true statements.

(b) Freezing can not be undone.

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Most materials

(c) Ice cubes can become water again by heating.

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5. Write or draw some materials you have seen change by cooling.

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Freeze that!

1. You will need: • ice cube trays

• freezer

• liquids (vegetable oil, water, tomato sauce, milk, yoghurt, juice, soft drink, vinegar)

r o e t s Bo r e p o u (b) Place them in a freezer and check regularly.k S

2. Follow the steps.

vegetable oil

water

tomato sauce

milk

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C.Publ i cat i ons juice vinegar •f orr evi ew pur pose sonl y• milk

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(b) Write Q next to those you think will freeze quickly and S next to those you think will freeze slowly.

4. Circle the liquids that froze.

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vegetable oil

water

tomato sauce

milk

juice

soft drink

vinegar

o c . che e r o t r s 5. Write which liquid(s) froze: super (a) the quickest.

(b) the slowest.

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3. (a) Tick the liquids you think will freeze.

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(a) Pour some of each liquid into ice cube trays.

What do scientists use changed materials for?

Science as a Human Endeavour substrand: Content focus: Inquiry skill focus:

• When completing the cooking activity on page 45, discuss the materials from which the muffin tin, bowl, sifter and spoon are made. If possible, select students to carry out different aspects of the cooking process, including measuring the ingredients. Ask the students to predict what will happen to the muffin batter after cooking. This cooking activity also incorporates components of the previous sets of pages—mixing and heating materials. After the muffins are cooked, discuss how they tasted, whether they were easy to make or not and what problems occurred (such as sifting the flour).

Use and influence of science Science is used in everyday life in relation to materials.

Questioning and predicting Planning and conducting Processing and analysing data and information Evaluating Communicating

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

Page 44

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1. Answers will vary. Students will choose from: space, the body, light and sound, robots, aircraft, plants, computers and materials.

2. (a) from (b) act (c) things (d) change (e) fix 3. Answers will vary for some boxes.

• Scientific breakthroughs have enabled domestic households and industry to use a variety of materials in many different ways.

Sometimes new materials have been created. At other times, materials have been improved to make better versions of the same. Often new materials are created for a specific purpose. Metal alloys, ceramics, plastics and polymers are all creations of materials science.

Made from steel nails, bolts, nuts, house frames

• For background information about materials science visit <http://en.wikipedia.org/wiki/Materials_science>.

Made from aluminium

• Visit <http://www.strangematterexhibit.com/processing.html> to play games to change materials. Adult assistance will be needed to explain information.

sinks, knives, bracelets Made from plastic

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C.Publ i cat i ons •f orr evi ew pur posesonl y• cans, wheel rims (plus other suggestions from the students)

• Examples of products made from steel, stainless steel or cast iron can be collected, shown to the students and discussed.

• Pictures of things made from cast iron, aluminium, copper, nylon and plastic could be useful when discussing the text on page 43.

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The lessons

Made from stainless steel

Made from nylon

Made from copper

stockings, ribbon, jacket (plus other suggestions from the students)

pipe, wire, cookware (plus other suggestions from the students)

Page 45

1.–2. Teacher check 3. Answers will vary but may suggest that the dry ingredients became wet or ‘runny’ once the milk and other wet ingredients (including the melted margarine, vanilla and beaten egg) were added.

4. Answers will vary but may suggest that they changed colour when mixed, the batter rose and dried out, the mixture browned on the top when the muffins were cooked etc.

• Pages 43 and 44 should be used together.

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cup, bottle (plus other suggestions from the students)

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Preparation

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Background information

• Read the text on page 43, explaining the concepts and discussing the pictures. Ask the students for the names of things made from aluminium, copper, nylon and plastic. This will assist them to answer Question 3 on page 44.

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• Students can use the pictures on page 44 and the discussion about the text on page 43 to assist them with answering Question 3 on page 44. If desired, students can draw illustrations to accompany words in the table on page 44.

• After completing this set of pages, students could be encouraged to bring in and display items from home which are made from created materials, such as copper, aluminium, nylon or plastic. These can be grouped, labelled and displayed in categories.

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What do scientists use changed materials for? – 1 Read the text.

Scientists like to find out about all sorts of different things—space, the body, light and sound, robots, aircraft, plants, computers and many other things. But did you know that scientists like to find out about different materials too?

r o e t s Bo r e p ok u S Scientists have found out how to mix metals together to make new

materials. Steel, stainless steel and cast iron are materials made by mixing metals.

Many different things are made from steel.

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Many different things we use are made from stainless steel.

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Aluminium and copper alloys, and nylon and plastic are materials made by scientists. What things do you know are made from them?

We wouldn’t have so many things to use if scientists didn’t find out about materials and how to change them.

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Some scientists like to find out what materials are made from and how they act. Then they work out how to use them to make different things. They work out how to change materials. Sometimes they fix old materials to make them work better.

What do scientists use changed materials for? – 2 Use the text and pictures on page 43 to complete the answers.

1. Write four things scientists like to find out about.

•

• •

r o e t s Bo r e p o u change S things act from k •

2. Write the correct word to complete each sentence.

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(a) Scientists find out what materials are made

.

(b) Scientists find out how materials (c) Scientists work out how to use materials to make .

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C.Publ i cat i o ns materials.

•f orr evi ew old pu r posesonl y• materials to make them better.

Scientists

(d) Scientists work out how to (e)

3. Write one thing in each box.

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Made from steel

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Made from stainless steel

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fix

o c . cheMade from plastic r e Made from aluminium o r st super Made from nylon

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Materials change when cooked 1. You will need: • 21⁄2 cups self-raising flour

•

3

• 1 cup dark chocolate bits

• 2 tbs. melted margarine

• 11⁄4 cups skim milk

• 1 egg, lightly beaten

⁄4 cup sugar

• paper muffin cases r o e t s B tin r aluminium/stainless steel 12-cup muffino e p o u bowl • sifter •k wire rack S• spoon

•

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•

2. Follow the recipe to make 12 chocolate chip muffins. (a) Preheat oven to 180 °C. (b) Line muffin tin with paper cases.

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C.Publ i cat i ons Stir in sugar and chocolate bits.

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(c) Sift flour into bowl. (d)

(e) Combine remaining ingredients.

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(g) Spoon mixture into muffin tin.

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(h) Bake for 15–20 minutes until cooked.

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(f) Stir into flour/sugar/chocolate bit mixture and mix well.

o c . c e her r 3. How did the ingredients change after thet milk o s was mixed in? super (i) Cool on wire rack.

4. How did the ingredients change after cooking?

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• 1 tsp. vanilla extract

What’s in the sky?

Content focus: Inquiry skill focus:

• Read the instructions for the questions on page 48, discussing them and assisting the students where necessary.

Identifying features in the sky and the ways they change

• To complete Question 1, using coloured pencils, the students are asked to draw simple pictures around each weather word. Using coloured pencils, the students can draw raindrops or rain falling, the sun, the wind blowing, trees or washing blowing in the wind and snowflakes.

Questioning and predicting Planning and conducting Processing and analysing data and information Evaluating Communicating

Background information

• When completing the experiment on page 49, make sure the students handle the matches carefully (or ensure an adult does this part) and when squeezing the bottle. If they squeeze too hard, the bottle may pop. If the experiment does not work the first time, the students may need to attempt it again until successful.

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

Page 48

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• This set of pages focuses on the observable features in the day and night sky—clouds, the sun, the moon, stars, rain, the wind, lightning and rainbows. Page 49 focuses on clouds. The students can also relate experiences of things they can hear which generate from the sky, such as thunder.

1. Teacher check 2. The sun helps living things grow; the sun keeps us warm. Students may also suggest that the sun gives us day and night.

3. (a) bright (b) dark (c) sun (d) moon, stars 4. (a) yes (b) yes (c) no (d) no

• Students could also mention other natural things seen in the sky, such as birds, or human-made items, such as aeroplanes.

• It is anticipated that teachers will complete specific units of their own on the weather (rain, snow, winter etc.), the wind, the sun, the moon and stars. This set of pages is a general introduction to these topics.

• Visit <http://www.learnenglish.org.uk/kids/games/Weather_Maze/> to click on different weather icons as directed to get home safely through all weather conditions.

Teacher check

• Visit <http://www.nssl.noaa.gov/edu/bm/bm_main.html> to download colouring books about thunderstorms and thunderstorm safety, and winter weather.

Preparation

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• Experiment explanation: Squeezing the bottle causes the particles to be compressed. Releasing the pressure makes the air expand and the temperature inside the bottle becomes cooler. This makes the particles stick together. The water droplets touch the smoke molecules, creating a cloud. (View <http://www.youtube.com/ watch?v=MuTmfrPCREQ> to see the same experiment.)

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• Before the lesson, construct a graph or chart with which to keep a daily record, using simple pictures and sentences, of things the students can see in the sky. This will develop student awareness of what is happening around them. This could correlate with a daily weather chart which is maintained as well.

• Adult assistance will be needed for the experiment on page 49 because it requires use of matches. Ensure all safety precautions are taken. If desired, the experiment can be done by the teacher with the students observing only.

• Collect the equipment for the experiment: one-litre plastic bottles with lids, a quantity of warm water and matches.

The lessons • Read the text on page 47 with the students, explaining the information as necessary and allowing the students to relate any knowledge of their own. Use the pictures as an aid.

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What’s in the sky? – 1 Read the text.

When we look up, we see the sky. The sky is blue on a sunny day and grey on a rainy day. When it is stormy, it may be black.

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r o e t s Bo r e p ok u During daytime,S when we look up, we see the sun. The sun shines

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When we look up, we see clouds. Clouds can be different shapes and colours. The wind moves the clouds across the sky. Rain comes from clouds.

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At night, we see the moon and stars. The moon gives us light at night. It also changes shape. Sometimes, we see a lot of the moon. Sometimes, we see only a part. The stars twinkle in the sky at night. Some look like they shoot across the sky.

On a stormy day, we might see lightning in the sky. After rain, we might see a beautiful rainbow.

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down and helps living things grow. It keeps us warm. The sun seems to move when it comes up in the morning and goes down at night. During the day, when the sun is shining, the sky is bright. At night, the sky is dark.

What’s in the sky? – 2 Use the text on page 47 to complete the answers.

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

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1. Draw four things we can see in the sky.

2. Write two ways the sun helps us.

•

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C.Publ i cat i ons Complete• the sentences to day and night. f o rr evi etell wabout pur po se sonl y• .

(a) During the day, the sky is

.

(b) During the night, the sky is

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3.

shines brightly in the sky.

(c) During the day, the

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and

(d) During the night, we can see the

o c . c e r 4. Colour as yes or no. h er o t s super .

(a) There are different types of clouds. ..................

Yes

No

(b) The wind moves the clouds. .............................

Yes

No

(c) Rain comes from the moon. ..............................

Yes

No

(d) We see lightning on a sunny day. .....................

Yes

No

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Make your own cloud 1. You will need: •

1-litre plastic drink bottle with lid

•

warm water

•

a match

r o e t s B r e (a) Place warm water in bottle to cover theo bottom. p ok u (b) Light match, S blow it out and immediately drop it into bottle.

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2. Follow the steps.

(c) Screw lid on quickly.

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5. Draw a picture to show what happened.

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6. (a) Did the experiment work?

Yes

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C.Publ i cat i ons Write• how the ine the changed. f o rwater r evi wbottle pur posesonl y•

No

o c . che e r o t r (c) sDid you have to change super anything?

(b) Was it easy or hard to do?

Yes

No

(d) Tell a friend if anything was changed and why.

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3. Write what you think will happen to the water if you squeeze the sides of the bottle hard and swish it around.

How do changes in the sky affect us?

Content focus: Inquiry skill focus:

Answers

How changes in the sky affect us

Page 52

Questioning and predicting Planning and conducting Processing and analysing data and information Evaluating Communicating

Background information

1. the sun 2. (a) hot (b) cold (c) rainy (d) rainy 3. Answers will vary but answers might include a very hot day, a very windy day, a dark and cloudy day etc.

4. Teacher check

r o e t s Bo r e p ok u S Page 53

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• This set of four pages should be completed after pages 46-49. It aims to make students think about how changes that occur in the sky affect their daily lives—from the clothes they wear and food they eat to the games they play.

Teacher check: It is expected that the students will find that the plant will droop with petals and leaves wilted during the hot day and will stand up looking healthy on a rainy day.

It is expected that the pet will be slower and lazier and perhaps not eat as much, but drink lots of water, on a hot day. On a cooler, rainy day, the pet may be more active, eat more and drink less.

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• Only basic effects of changes in the sky have been included— clothing and what activities the students do.

• Teachers may also like to talk about how windy days are good days for flying kites, but not for games where things may blow away.

• Students should be made aware that changes in the sky influence the weather, and that the weather includes rain, wind, and hot and cold temperatures.

• Students should be made aware that the morning (just after sunrise) is the coolest part of the day, and late afternoon is the hottest part.

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• Visit <http://www.wxdude.com/basics.html> to find out background information about weather. This website also contains relevant songs for each section.

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Preparation • Ensure students are familiar with the concepts of hot, cold and warm. Students should experience warm and cold water, and know what a cold, cool, warm or hot day feels like.

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• Play weather icon matching games at <http://www.weatherwizkids. com/weather-games-memory.htm>.

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• Pictures could be shown of, or stories read about, hot and cold times of the year, either in their own environment or another, and how they relate to humans and animals.

The lessons

• Pages 51 and 52 are to be used together.

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• Read the text on page 51 with the students, discussing the concepts and referring to the pictures as necessary.

• Assist the students with completing page 52 if necessary. Discuss the answers to Question 4 before the students complete their drawings.

• The activity on page 53 is to be carried out as a homework activity.

If desired, this activity can be completed at school using a plant near the classroom and a class pet. Selecting two very different days may be difficult, so the activity can be completed after a cool change in summer or days or weeks apart. If necessary, use a digital camera to record the plant and animal on each day to allow for easy recall.

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How do changes in the sky affect us? – 1 Read the text.

What we see in the sky changes. These changes affect us and what we do.

When the sun comes up, we get out of bed to start the day.

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If it is cold or raining, we play games inside. We may need to turn on a heater to keep us warm if it is very cold. If it a sunny day, we can play outside.

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When the sun goes down and night comes, we go to bed.

How do you think the changes in the sky affect plants and animals?

What do owls do when the sun comes up? What happens to flowers when it is a very hot day and no rain has fallen for a very long time?

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r o e t s B r e okeep If it is a hot, sunny day, we dress in clothes that us cool. If it is a p o u cold day, we put on clothes that keep us warm. If it k is raining, we wear S raincoats and boots or take our umbrella.

How do changes in the sky affect us? – 2 Use the text and pictures on page 51 to complete the answers.

1. Which object in the sky appears every morning and disappears each night?

r o e t s Bo r e p ok (a) wear clothes that keep us cool? u S day (cold/hot) A

(b) wear clothes that keep us warm? day

A

(cold/hot)

(c) take an umbrella?

day (dry/rainy) © R. I .

C. Pub l i cat i ons day (dry/rainy) play inside?

Ar •f or evi ew pur pos es onl y• A

A

day

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3. What type of day might it be if it is not raining and we still have to play inside?

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(d)

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2. What type of day is it if we need to:

. teday. cold hot day.o c . che e r o r st super

4. Draw pictures of food you like to eat on a:

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How are plants and animals affected by weather?

1. Choose a plant in your garden and a pet to observe.

2. Choose two very different days to observe them: a hot day and a rainy day.

r o e t s Bo Pet r e p ok Type of pet: u S

3. Complete the table by drawing or writing.

Rainy day

What did it look like?

Hot day

Rainy day

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What was it doing?

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Why was it acting like this?

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Hot day

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Plant Type of plant:

What’s on the Earth?

Content focus:

Physical features of the landscape

Inquiry skill focus:

Questioning and predicting Planning and conducting Processing and analysing data and information Evaluating Communicating

• A digital photograph of the local observable landscape could be printed and stapled to the table on page 57. It could also be labelled with the natural and built features observed.

• After the students have completed the table on page 57, discuss how easy or hard it was to complete by adding samples, drawing pictures or taking photographs. Discuss any difficulties encountered and ways to avoid these when a similar activity is completed at another time.

Answers

r o e t s Bo r e p ok u S Page 56

Background information

Teac he r

• Built (human-made) features such as buildings, roads etc. have also been included in this set of pages as they may dominate a particular landscape.

Page 57

• Teachers may wish to visit <http://www.enchantedlearning.com/ geography/landforms/glossary.shtml> to read about different landforms and bodies of water.

Teacher check

Preparation

• Enlarge a copy of page 57 for each student.

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• Students may wish to use magnifying glasses to examine flowers, soil and rocks etc. closely and enable them to draw details more clearly.

The lessons

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1. Teacher check 2.–3. All things change in some way. This may be in appearance (due to growth, seasonal changes, weathering, pollution, cyclical changes, parts dying, becoming fuller due to rainfall [lakes, streams, ponds], erosion etc.), a change of position, being cut down or removed.

• The physical features of a landscape refers to things that distinguish that place from any other on Earth. Physical features include landforms, bodies of water, natural vegetation and soil.

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• Enlarge the table on page 57 to A3 size to provide the students space to draw, attach photographs, glue on actual leaf or flower samples or attach sample bags of soil.

• Read the text on page 55 with the students, referring to the pictures as necessary. During the discussion ensure the students are aware of which features are natural features and which are built (humanmade). This will help them to complete Question 1 on page 56.

Discuss how the students use any of the features; for example: climbing trees and hills, building tree houses, picking flowers to place in a vase, and swimming in lakes and oceans. Also discuss how having some of these features can help them; for example, trees make areas cooler, flowers make areas look better.

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• Pages 55 and 56 are to be used together.

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• Before completing Questions 2 and 3 on page 56, discuss the ways landscapes can change and have the students speculate what can cause the changes. Changes might include leaves falling from trees during autumn, flowers dying, trees growing and getting taller, soil being washed away during a rainstorm, streams filling with water after heavy rain or drying up during long periods of hot weather.

• Encourage the students to write the kind of soil they observe; e.g. sandy, gravelly, clay in the table on page 57. They should be allowed to dig up a little if possible and feel it. This may create later interest in geology.

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What’s on the Earth? – 1 Read the text.

Look at the landscape around you. You may see many different things.

r o e t s B r e oo hill mountain p u k S

ocean

lake

pond

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C.Publ i cat i ons stream •see f obushes, rr ev ew p ur p os es onl y• You may fli owers, trees, rocks and soil.

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trees

rocks

. flowers soil te bushes o c You may also see buildings, houses, roads, paths and parks. . che e r o r st super

park buildings road

house

footpath

All these things make up different landscapes.

What’s in your local landscape?

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You may see the ocean, a lake, a stream or a pond.

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You may see hills and mountains.

What’s on the Earth? – 2 Use the text and pictures on page 55 to complete the answers.

1. Think about natural and built features. Draw four pictures of each type of feature.

Built features

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Natural features

hills

lakes

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bushes rocks

mountains

oceans

streams

ponds

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2. Tick the features that you have seen change.

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3. Choose one feature from above and write how it changed.

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Local landscape 3-D table 1. Select a place in your local landscape to observe.

2. Complete the table using drawings, digital photographs or 3-D samples (such as leaves, dried flowers and soil in tiny plastic bags) to show what’s in your local landscape.

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

This is what I observed in my local landscape.

soil

buildings

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

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roads

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trees

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flowers

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Natural things

How do changes to the Earth affect us?

Content focus: Inquiry skill focus:

• After students have created the plans for making the dioramas, ask them to collect their box and the materials they need. Students then construct the dioramas. When the dioramas are completed, ask each students to evaluate how successful their plans were. Did each plan result in a good diorama? Did they deviate from their plan? If so, why?

Were they happy with the results? If not, why? If they were to repeat the activity, what would they change? What would remain the same?

How changes in the physical features of the landscape affect us Questioning and predicting Planning and conducting Processing and analysing data and information Evaluating Communicating

• Display the dioramas in the classroom or library with the written plans.

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

Background information

Page 60

1. (a) tall (b) die (c) fall (d) cut 2. Answers should indicate that the birds and animals would have nowhere to live and would need to find a new habitat.

3. (a) True (b) False (c) False (d) True (e) True (f) True (g) True Science as a Human Endeavour question Use and influence of science Discuss answers to the Science as a Human Endeavour question at the bottom of the page. The students’ suggestions could include: picking up rubbish, water plants, not throwing rubbish into ponds, streams and lakes; and planting trees.

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• This set of pages should be viewed after the completion of pages 54–57. It provides general information about a few obvious changes that can occur to landscapes. The students can suggest others they have noticed. It is intended that these pages will provide a basis for discussion.

• Also discuss how having some of these features can help people; for example: trees make areas cooler, flowers make areas look more attractive.

• Changes in the landscape can include leaves falling from trees during autumn and new leaves growing, flowers blooming or dying, trees growing and getting taller, soil being washed away during a rainstorm, streams filling up with water after heavy rain or drying up during long periods of hot weather.

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• Students should predict how changes such as those mentioned above can affect plants, animals and themselves.

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Teacher check

• Visit <http://pbskids.org/rogers/buildANeighborhood.html> to play games that create various landscapes: a neighbourhood, a building site, a farm and a castle.

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• When discussing changes to landscapes, the students could suggest changes due to human intervention, such as pollution. Books such as Lester and Clyde by James H Reece could be read to the students to show drastic changes to a landscape and how it affects two frogs in a pond.

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• A diorama is a three-dimensional miniature or life-size scene in which figures or other objects are arranged in a naturalistic setting against a background.

Preparation

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• Students should be aware of which features are natural features and which are built (human-made) before completing this set of pages.

The lessons • Pages 59 and 60 are to be used together.

• Read the text on page 59 with the students, discussing the concepts and referring to the pictures as necessary. At this point, discuss other changes the students have seen or heard about which have not been mentioned in the text.

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How do changes to the Earth affect us? – 1 Read the text.

Sometimes the landscape around us changes. These changes affect us.

Trees and bushes on hills and mountains can grow tall.

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Plants and animals live in the ocean, and in lakes, streams and ponds. If there was no water, the plants and animals that live in these places would die.

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The ocean can look blue on a sunny day and grey on a cloudy day.

Oceans, lakes, streams and ponds fill with water when it rains and can dry up when there is no rain for a long time.

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Trees in our garden can grow tall and give us shade. They might also grow fruit for us to eat.

Do houses, footpaths, roads and parks change? If they do, how might these changes affect us?

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Soil and rocks can be washed away by rain or streams. They can be carried down a hill or mountain to arrive at the bottom.

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

Trees and bushes can die, fall down or be cut down. Birds and animals that live in those trees then have nowhere to live.

How do changes to the Earth affect us? – 2 Use the text and pictures on page 59 to complete the answers.

1. How can trees and bushes on hills and mountains change? Write four ways by copying the correct word in each sentence. tall

die

fall

cut

. r o e t s . Bo r e p ok u down.

S

(a) Trees can grow (b) Trees can

down.

(d) Trees can be

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(c) Trees can

2. What happens to the birds and animals that live in trees if they die or are cut down?

(a) Soil can be washed away. .............................. (b) The ocean always looks blue. .........................

. te o c Plants and animals live in lakes. ..................... . che e r o Some trees grow fruit. r ..................................... st super

(c) Ponds never dry up. ........................................ (d) (e)

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3. Write as true or false.

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(f) Trees can give us shade. ................................ (g) Things in the places we know change. ...........

Scientists tell people how to care for their landscape and to keep it healthy. What are some ways you can care for your local landscape?

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My landscape diorama Follow the steps to plan how to make a landscape as a diorama.

1. Choose a landscape from the list to make.

Write your choice on the line. bush

city

park

farm

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r o e t s Bo r e pyour landscape in a box. Write okthe colours you 2. You will be making u will use to paint S the inside of the box.

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4. Write the materials you will need to make your features and other things. (You could use plastic animals or cars if you have them.)

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5. On the back of the worksheet, use coloured crayons or pencils to draw a picture of what your finished diorama landscape will look like.

Label it.

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3. Write the things you will need to paint or make to place inside the box. Maybe you are making a bush landscape, so you will need trees, soil, bushes, rocks, birds and animals.

What is light and where does it come from?

Content focus: Inquiry skill focus:

The lessons

Definition, properties and sources of light

• Pages 63 and 64 should be used together.

• Read the text on page 63 with the students, explaining the concepts and discussing the pictures.

Questioning and predicting Planning and conducting Processing and analysing data and information Evaluating Communicating

Background information

• Assist the students with answering any questions on page 64 if necessary. In particular, explain the meaning of the word ‘sources’ in Question 3.

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

• For the activity on page 65, the students may need to move the torch around a little to make a good rainbow.

• Places where the students may have seen rainbows might include in soap bubbles, near a waterfall or in mist from a hose, on the spray from waves at the beach, and in puddles of rain when oil has spilt.

• The Macquarie dictionary defines light as ‘electromagnetic radiation to which the organs of sight react’.

Answers

• Light waves come in many sizes. The size of a wave is measured by its wavelength (the distance between any two corresponding points on successive waves—peak-to-peak or trough-to-trough).

Page 64

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• Light waves are waves of energy.

1. the sun 2. In order, the light sources are: 1 – the sun, 2 – the moon, 3 – lamp, 4 – light bulb 3. Answers will vary but should include two of the following: the light bulb, candle, fireworks, laser. Other sources given by the students should be discussed and accepted or rejected.

4. (a) Yes (b) No (c) Yes (d) Yes (e) Yes (f) Yes Science as a Human Endeavour question Nature and development of science/Use and influence of science Students could discuss the question about conserving energy with a partner or in small groups. Ideas could include turning off lights when leaving a room; opening curtains and blinds to let in more light; reading close to a smaller wattage lamp, rather than a large room light; and changing to using energy-efficent light bulbs.

• Visible light is referred to as colour. We see colour in one of two ways: an object can emit light waves in the frequency of the colour we see; OR the object will absorb the frequencies of all other colours and reflect back only the light wave, or combination of light waves, that produce the colour we see.

• Light waves can be reflected off an object, absorbed by the object, refracted through the object or pass through the object unaffected.

What happens depends on the object and the energy of the light wave.

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• For this age group, simple words have been used in relation to the properties of light. For example, instead of using the term ‘reflect’, the words ‘bounces back’ have been used; instead of using the term ‘refract’, the word ‘bend’ has been used. If teachers feel the students in their class are capable, or would enjoy learning these words in relation to properties of light, they should do so.

Page 65

When the narrow beam of light passes through the glass of water, a spectrum of light (a rainbow) should appear on the sheet of white paper.

Light is refracted through the water in the glass, splitting up the light spectrum into colours—making a rainbow.

• Simple background information and games relating to light and dark may be found at <http://www.bbc.co.uk/schools/ks2bitesize/ science/physical_processes/light_dark/read1.shtml>.

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• Simple explanations about the properties of light are available at <http://www.misterteacher.com/science/light.html>. This website also provides mini-movies for interactive whiteboard viewing.

Preparation

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• Light waves vibrate at different frequencies and travel at different speeds.

Physical sciences

• Introduce the topic by making the classroom as dark as possible— turn off all lights in the room and pull down all blinds/shut curtains.

Allow the students’ eyes to adjust to the darkness for a short time, then ask how it feels and what they can see. The students could also be asked to carefully move from one place to another in the room using a small torch for light to experience the difficulty of having little light. (Note: always ensure safety.)

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What is light and where does it come from? – 1 Read the text.

We look at and see things all the time, every day. We need light to see.

But do we really know what light is?

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Most of our light comes from the sun. Some objects, like our sun and often stars, give off their own light. Other things bounce back light. The moon bounces back light from the sun. It does not have its own light to give.

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C.Publ i cat i ons •f o rr ev i ew ur plight os eson y• Artificial Other objects give artifi cial light.p This is created byl people.

An insect called a firefly gives off its own light. Isn’t that clever! We call the light from all these things natural light.

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Light helps to keep us safe. Street lights and headlights on cars make it easier for people to see at night. Safety reflectors on bicycles and clothing bounce light so others can see us.

Light can be dangerous too. The light from the sun is very strong. When outside, it is important to protect our eyes by wearing sunglasses. Do you?

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Light is a form of energy. It travels in a straight direction. It can bounce off shiny surfaces such as mirrors. It can bend when it moves from one material to another. Rainbows are made when light shines through drops of water. The drops bend the light, separating it into colours.

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light comes from things like light bulbs, candles, fireworks and lasers.

What is light and where does it come from? – 2 Use the text and pictures on page 63 to complete the answers.

1. Where does most of our light come from?

2. Number the sources of light in order of size.

The biggest one is number 1 and the smallest is number 4.

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r o e t s B r e oo lamp moon light bulb sun p u 3. Draw two sources Sof artificial light. Write the name ofkeach.

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4. Write as yes or no. (a) Light travels in a straight direction.

. te o c A mirror bounces light. . che e r o Light and raindrops canr make rainbows. t s super

(b) The moon has its own light to give. (c) (d)

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(e) Light can bend.

(f) Light can keep us safe.

Scientists know what light is and how it works. We use light every day at home and school. How can we save some of the energy used to make light at home?

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Make a rainbow

torch tape

1. You will need: • a glass of water (fill almost to top) • dark room • table

Glass almost full of water

r o e t s Bo r 2 lengths of masking tape e p ok u torch S

• white paper •

2. Follow the steps. (a) Place glass on edge of table. (b) Place paper on floor close to table.

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•

white paper

(c) Cut and place pieces of tape across end of torch so only a slit of light can shine through. (d)

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•f o r ev i e wp ur pglass ose s onl y •

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o c . che Yes No r e o 5. Did the experiment work? r st super 6. Circle the best word.

This experiment was

easy

hard .

7. With a friend, talk about: (a) anything that was hard to do to make the rainbow (b) other places you have seen rainbows.

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4. Write what happened in the activity.

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3. Where do you think the rainbow will appear?

Where does sound come from?

Content focus: Inquiry skill focus:

• With the guitar on page 69, six rubber bands are more accurate to a real guitar than four. However, this may to too many to enable young children enough room between them to pluck the strings and make a nice sound. A tissue box with a centre that can be removed to access the tissues is preferable, as the teacher or students will then not need to cut out a central sound hole. However, other boxes can be used with a hole cut.

Sources of sound Questioning and predicting Planning and conducting Processing and analysing data and information Evaluating Communicating

Answers

r o e t s Bo r e p ok u S Page 68

Background information

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• Musical instruments make sounds by being struck, blown, plucked or by being played with a bow. Each of these actions causes vibrations.

• Thunder is one of the loudest sounds in nature.

• Our ears collect soundwaves and filter them through the ear passage, where it causes the ear drum to vibrate. The vibration is converted into a signal by the rest of the ear and sent to the brain.

Page 69

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1. With their voices and bodies.

2. Teacher check 3. Teacher check. Answers will vary; examples include: clicking fingers, clucking tongue, whistling, stamping feet.

4. Some examples include: cheep-cheep, meow, moo, growl, bark, peep, quack, buzz, croak. (Many can be found at <http:// didyouknow.org/animals/animalsounds/>.)

• Sound is created by the vibration of an object or air. The vibrations create waves which move outwards from the source. The vibrations move through the air to our ear, and we hear sound.

The rubber bands vibrate when plucked. Different thicknesses of rubber, and how tight or loose the rubber bands are will change the sound. Wide rubber bands will vibrate slower and create lower pitched sounds. Thin rubber bands will vibrate faster to create higher pitched sounds. Loose rubber bands will vibrate more slowly, creating a lower sound than a tight elastic that is the same width. Stretching the rubber bands will change the sound.

NOTE: A simplified version of this activity (making a sound box) can be found at <http://www.sciencekidsathome.com/science_ experiments/sound_box.html>.

• The frequency of a sound is how high or low it is. Some animals hear at frequencies higher or lower than humans. Sounds lower than human hearing are called infrasound, while sounds higher than human hearing are called ultrasound.

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• The bridge of a guitar (replicated by the pencils in the activity on page 69) is a device for supporting the strings on a stringed instrument and transmitting the vibration of those strings to some other structural component of the instrument in order to transfer the sound to the surrounding air.

Preparation

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The lessons • Pages 67 and 68 should be used together.

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• Auditory discrimination activities to identify the sounds of different objects or animals would be beneficial before commencing this activity. Play a free online game to match animal sounds to the picture of the animal at <http://www.kongregate.com/games/ruddellc/ matching-animal-sounds>. The following website <http://schools. rainforestsos.org/free-resources/rainforest-multimedia/rainforestsounds> offers opportunities to listen to different rainforest sounds.

The website <http://www.mcwa.com/sounds/index.htm> provides opportunities to listen to different types of water.

Physical sciences

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• Read the text on page 67 with the students, explaining the concepts and discussing the pictures. Discuss which sounds are loud or soft, high or low; which can be changed to make louder or softer; which are pleasant and which are not. Discuss and order the sounds mentioned from softest to loudest.

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Where does sound come from? – 1 Read the text.

Sound is all around us.

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

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Animals and people make sound with their voices and bodies.

Musical instruments, like pianos, drums and trumpets, make sound when they are played.

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Rain makes sound on the roof. The wind howls and thunder booms.

Birds sing and dry leaves crunch underfoot.

Sound is everywhere!

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Machines, like cars, refrigerators, telephones and trucks, make sound when they do work.

Where does sound come from? – 2 Use the text and pictures on page 67 to complete the answers.

1. How do people and animals make sound?

2. Under each heading, draw two things that make sound.

r o e t s r Machines B e oo Nature p u k S

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Musical instruments

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3. Write three ways to make sound with your body; for example: clapping your hands.

• Physical sciences

• •

4. Write two sounds animals make; for example: roar.

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Make a simple guitar 1. You will need: • empty tissue box • pencil • 4–6 large rubber bands

r o e t s Bo r e 2. Follow the steps.p ok u (a) Stretch S the rubber bands around the box lengthwise, across the hole. Leave a space between each one.

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• sticky tape

(b) Carefully push a pencil between the box and the rubber bands on one end of the hole. (c) Tape a ruler to the back for the handle.

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(d) Using your finger, pluck each rubber band. (e)

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4. (a)

o c . cthink e What do you will happen to the sounds of the rubber bands h r e o thole? r if the pencil is moved further from the s s r upe

(b) Try it. Write what happened.

5. Talk to a friend about the activity. What worked? What didn’t? What was fun? What wasn’t? What could be changed?

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(b) Try it. Write what happened.

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3. (a) What do you think will happen to the sound of one of the rubber bands if you pull it tighter before plucking?

How is sound made?

Content focus: Inquiry skill focus:

• Other methods of demonstrating sound vibrations include holding a balloon close to the mouth when speaking and feeling the balloon vibrate, or holding the throat gently while speaking.

Creation of sound Questioning and predicting Planning and conducting Processing and analysing data and information Evaluating Communicating

Background information

Answers Page 72 1. … an object vibrates 2. It moves backwards and forwards.

3. They make the air particles vibrate and bump into other air particles.

4. (1) An object vibrates.

(2) The vibrations make the air particles around the object move.

(3) Air particles bump into others and make them move.

(4) A soundwave is made.

(5) The soundwaves reach the ear.

5. Possible answers include: guitar, rubber band, tuning fork, the human voice box and other suggestions from the students.

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• Sound vibrations can not be seen but if an object is making a sound, some part of it is vibrating.

• A soundwave must travel through something in order to be heard because vibrations must push against something to travel outwards.

Sound can travel through air, but moves faster through liquids and solids (because the particles are packed more closely together).

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• Soundwaves are longitudinal. This is because the particles of the substance the soundwave is passing through vibrate in the same direction as the direction in which the sound moves.

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• Sound is an invisible vibration which travels in waves, spreading outwards from a source such as a music player, a car engine or a musical instrument.

1.–2. Teacher check 3. When the saucepan is struck, it vibrates. The vibrations move through the air to the ear and the plastic food wrap on the bowl.

The food wrap vibrates and the salt does also. The salt jumps into the air.

4. The salt should jump in the air.

5.–7. Teacher check

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• Sound is a form of energy. Sound energy can be changed to other forms of energy, such as electrical energy. Other forms of energy can be changed into sound.

• Visit <http://www.nidcd.nih.gov/health/education/video/sound_vid. htm> to watch a video which explains sound.

• Visit <http://www.sciponline.org.uk/under_how_the_ear_works. asp> to read about how the ear works.

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• Visit <http://www.dosits.org/audio/interactive/#/46> to listen to a variety of sounds made by marine mammals.

Preparation

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• Demonstrate how soundwaves work by using five marbles. Place four marbles in a straight line on a table or other flat surface and ensure they are touching. Use a fifth marble to thump one of the end marbles. One at a time, each marble will hit the next marble passing the energy down the line. When the last marble receives the sound energy, it will roll away. This closely mimics the way a soundwave is produced.

Physical sciences

The lessons

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• Pages 71 and 72 should be used together.

• Read the text on page 71 with the students, explaining the concepts and discussing the pictures.

• Revise the explanation, if necessary, in order to assist the students with answering Question 4 on page 72.

• The experiment on page 73 can be repeated by sprinkling rice on a plate and placing it on top of a speaker. Play a song with loud bass and the rice should ‘dance’.

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How is sound made? – 1 Read the text.

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

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Sound is created when an object vibrates. This means that it moves backwards and forwards. The object could be a guitar string, a rubber band, a tuning fork or a human voice box.

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These air particles bump into other air particles.

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The soundwaves keep until they run out of energy. chmoving e r er o t When they reach your ear, you pick up the vibrations as sound. s super This creates a wave which moves through the air.

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The vibrations make air particles around the object vibrate, too.

How is sound made? – 2 Use the text and pictures on page 71 to answer the questions.

1. How is sound made? It is made when … .

Vroom Vroom

2. Write what it means for an object to ‘vibrate’.

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r o e t s Bo r e p ok u S 3. How do the vibrations change the air around them?

4. Number the sentences in the correct order from 1 to 5.

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The vibrations make the air particles around the object move.

(d)

The soundwaves reach the ear.

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A soundwave is made.

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(a)

. te things which make sound. o 5. Write or draw four c . che e r o t r s super (e)

Air particles bump into others and make them move.

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See sound vibrations 1. You will need: • plastic mixing bowl • plastic food wrap • sticky tape • salt

r o e t s B r e oo 2. Follow the steps.p u k S bowl with one piece of food wrap. (a) Tightly cover

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• metal saucepan and spoon

(b) Stick wrap firmly to the bowl. (The plastic wrap must be firm and flat!) (c) Sprinkle salt on food wrap. (d) Place saucepan close to bowl.

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3. Write what you think will happen to the salt on the food wrap if you hit the saucepan with the metal spoon.

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o c . che e r o t r s s Yes No per 5. Did the experiment work? u 6. Circle the correct word.

This experiment was

easy

hard .

7. With a friend, talk about: (a) your answer to Questions 5 and 6, and (b) another possible way to make the salt move.

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4. Write what you think would happen if you yelled loudly while you were close to the bowl.

What is sound like?

Content focus: Inquiry skill focus:

Answers

Characteristics of sound

Page 76

Questioning and predicting Planning and conducting Processing and analysing data and information Evaluating Communicating

1. (a) soft, loud (b) low, high 2. (a) soft, loud (b) low, high 3. Teacher check: Arrows should be shown moving away from the dog; the child should be circled; the adult should have a cross on her.

r o e t s Bo r e p ok u S Page 77

Background information

Sound is created by vibrations. When the hanger is tapped against the table, it makes the air around it vibrate. These vibrations travel through the string, through the fingers to the ears and are heard as sound. NOTE: It will sound different because sound travels differently through string (which is a solid) than through air (which is a gas).

• The frequency of a sound is the number of vibrations per second.

This is expressed in hertz (symbol Hz).

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• The size of the height of a soundwave (amplitude) corresponds with the energy in the wave. The more energy a soundwave has, the louder it is. Loudness is measured in decibels (dB).

• Noise is any unwanted sound. What one person perceives as noise, another may not. Pleasant sounds often have regular, repeated wave patterns; noise often has irregular wave patterns which are not repeated.

• Longitudinal soundwaves can be reflected, refracted and diffracted like all waves. Reflected soundwaves are known as ‘echoes’.

• Sound travels at the speed of about 340.29 m/s in dry air.

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• Sound energy can be changed to electrical energy. Electrical energy produced by soundwaves can be seen on an oscilloscope.

• Visit <http://www.fi.edu/pieces/dukerich/teacher/lessons/ explorations1.html> for some sound activity ideas.

Preparation

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The lessons

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• Use music lessons to listen to, and identify, loud, soft, high, low, fast and slow sounds as played on a variety of musical instruments or created by the voice when singing.

• Pages 75 and 76 should be used together.

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• Read the text on page 75 with the students, explaining the concepts and discussing the pictures. Explain any unfamiliar vocabulary.

• When changing variables in an experiment, such as that on page 77, it is advisable to only change one variable at a time.

Physical sciences

• After every experiment, always take time to discuss what worked and did not work, what was enjoyable and what was not, what difficulties were encountered etc. to evaluate investigation methods.

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What is sound like? – 1 Read the text.

Sounds can be soft or loud.

soft

loud

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High sounds are caused by fast vibrations.

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r o e t s Bo r e p ok u Sounds can beS low or high. Low sounds are caused by slow vibrations.

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Sounds can be nice (like music) or unpleasant (like a noise).

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Sound travels outwards in all directions from the object that makes it.

Sound becomes quieter the further it travels from the object that makes the sound.

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sound echo

Can you think of a place where you have heard an echo?

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Sound travels through air, solids and liquids. Sometimes, when a soundwave hits something solid, it may bounce back and cause an echo.

What is sound like? – 2 Use the text and pictures on page 75 to complete the answers.

1. Copy words to complete the sentences. or l

(a) Sounds can be s (b) Sounds can be l

d.

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r o e t s Bo r (a) Label soundwaves as soft or loud. e p ok u S

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2. Sounds can change.

(b) Label the soundwaves as low or high.

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3. (a) Draw arrows to show where the sound travels from the dog.

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(b) Circle the person hearing the louder sound.

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(c) Put a cross on the person hearing the softer sound.

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Coathanger experiment 1. You will need: • metal coathanger • table • two 30-cm lengths of string

r o e t s Bo r e pstring to each ok (a) Tie a length of u corner of Sthe coathanger. (b) Wrap the loose end of each length of string around each index finger. (c) Place fingers in ears.

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2. Follow the instructions:

3. Write what you think will happen if you tap the hanger against the table.

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. te 5. List two other things which could be used insteadc ofo string. . che e r o r st super 6. Work with a friend to see what happens if you: (a) hang a metal spoon from the hook of the coathanger (b) hit the original hanger with the metal spoon.

7. Draw or write about what you found out on the back of the worksheet.

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4. Change the string to wool. What do you think will happen?

How do scientists use what they know about sound?

Science as a Human Endeavour substrand:

Content focus:

Nature and development of science/Use and influence of science

Answers

Scientific technology uses knowledge about sound.

Page 80

Questioning and predicting Planning and conducting Processing and analysing data and information Evaluating Communicating

Background information

1. In numerical order, the sentences are 1: (d), 2: (e), 3: (c), 4: (a) and 5: (b).

2. hearing aids 3. batteries 4. Answers could include: a person may have been born with a hearing problem, he/she may have had an accident and damaged part of the ear, he/she may have gradually gone deaf with age.

5. Answers could include: they can hear lots more things and things they couldn’t hear before; they feel more safe because they can hear traffic.

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• The use of soundwaves as a form of technology is widespread.

Soundwaves are used as ultrasound to detect patterns showing a foetus in the womb of a pregnant woman. Soundwaves released into the earth’s crust can reveal what the layers under the surface contain.

Known as seismic exploration, this knowledge has enabled oil or natural gas deposits to be detected. Some testing has been carried out to use sound technology to locate land mines.

Page 81

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Inquiry skill focus:

• When making the simple hearing aid on page 81, one end should be as large as possible, while the small end should be about the size of a coin. It is imperative when experimenting with the cone hearing aid to ensure that students do not poke it in their ears.

1.–4. Teacher check 5. The cone collects soundwaves and directs them to the ear.

6. Answers will vary. The drinking glass picks up the soundwaves and directs them into the ear through the glass.

7. Teacher check

• Visit <http://library.thinkquest.org/19537/> for background information about practiced applications of soundwave technology, such as with sonar.

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• Visit <http://www.oticonchildren.com/children/com/OtiKids/ About Hearing/HowDoesTheEarWork/index> to see a digital representation of how the ear works.

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• Types of hearing aids have been in use for centuries. Some of the first hearing aids were made from wood and shaped like an ear. Modern hearing aids involve wireless technology, directional microphones and amplifiers.

• Most hearing aids consist of four main parts: a microphone which picks up sound and converts it into an electrical signal; an amplifier which collects the signal, increases the volume of the sound and sends it to a receiver; a receiver/speaker which changes the electrical signal back to sound, sends it to the ear and then to the brain; and a battery to power the hearing aid.

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Preparation

Physical sciences

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• Play listening games such as ‘Simon says’ or literacy games in which students listen for rhyming words or specific initial, medial or final sounds.

• The students will need cardboard, sticky tape and a glass to complete the experiment on page 81.

The lessons • Pages 79 and 80 should be used together.

• Read the text on page 79, explaining the concepts and discussing the pictures.

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How do scientists use what they know about sound? – 1 Read the text.

Scientists have worked out how the ear works.

2. They travel to 3. The vibrations make three the eardrum and small bones behind the make it vibrate. eardrum vibrate too.

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

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1. Soundwaves enter the ear canal.

in

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o c . che e r o t r s su per Some people can not hear well.

Scientists have invented hearing aids to help them. Hearing aids are simple machines. Most work using batteries. They pick up sound and make it louder. They send the loud sound into the ear. The sounds are sent to the brain.

I wonder how scientists help people who can not see?

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5. The hearing nerve takes the messages to the brain. The brain works out what the sound is.

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4. The vibrations travel into the inner ear to a part called the cochlea.

Fluid in the cochlea moves. The fluid makes tiny hairs move. The hairs change the movement into signals or messages.

How do scientists use what they know about sound? – 2 Use the text and pictures on page 79 to complete the answers.

1. Number the sentences in the correct order from 1 to 5. (a)

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r o e t s Bo r e pnerve sends the messages ok The hearing to the brain. u S

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(b)

Vibrations travel to the cochlea, where fluid and hairs move and change the movement into messages.

(c)

The three bones behind the eardrum vibrate.

(d)

Sound enters the ear canal.

(e)

Sound travels to the eardrum and it vibrates.

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3. What often gives power to make hearing aids work?

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4. Talk to a friend about why a person may not be able to hear well. Write one reason below.

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2. What simple machines help people hear better?

Physical sciences

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5. How do you think having a hearing aid may change things for a person who can not hear?

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Make a simple hearing aid 1. You will need: • large sheet of thin cardboard • sticky tape 2. Follow the steps to make a simple hearing aid.

r o e t s Bo r e p o u k (b) Tape it in place so it does not S unroll. (c) Hold the small end up to the ear. (Do not put it IN the ear!)

3. What do you think the cone will do?

4.

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(a) Roll the cardboard into a cone shape.

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C.Publ i cat i ons o rr evi edifferent w pu r poas se smove onl y • the Point• thef cone towards things you around

o c . che e r o t r s super 6. Instead of the cone, use a drinking glass. Press it against a wall or door. What can you hear?

7. On the back of the sheet, write about or draw the best and worst thing about the activity.

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5. How do you think the cone works?

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room. Write some sounds you hear.