PR-0552UK Primary Science - Book 2
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OUTCOME LINKED<br />
<strong>PR</strong>IMARY<br />
<strong>Book</strong> 2<br />
Myself<br />
Plants and animals<br />
Light<br />
Sound<br />
Heat<br />
Viewing Sample<br />
Magnetism and electricity<br />
Forces<br />
Properties and characteristics of materials<br />
Materials and change<br />
Caring for my locality<br />
<strong>0552UK</strong><br />
Prim-Ed Publishing<br />
www.prim-ed.com
<strong>Primary</strong> <strong>Science</strong>—<strong>Book</strong> 2<br />
Prim-Ed Publishing<br />
Published in 2009 by Prim-Ed Publishing<br />
Copyright Prim-Ed Publishing 2004<br />
This master may only be reproduced by the original<br />
purchaser for use with their class(es) only.<br />
The publisher prohibits the loaning or onselling of<br />
this master for the purposes of reproduction.<br />
ISBN 978-1-84654-163-6<br />
<strong>PR</strong>–0552<br />
Blackline masters or copy masters are published and sold with a limited copyright. This copyright allows publishers<br />
to provide teachers and schools with a wide range of learning activities without copyright being breached. This<br />
limited copyright allows the purchaser to make sufficient copies for use within their own education institution.<br />
The copyright is not transferable, nor can it be onsold. Following these instructions is not essential but will ensure<br />
that you, as the purchaser, have evidence of legal ownership to the copyright if inspection occurs.<br />
For your added protection in the case of copyright inspection, please complete the form below. Retain this form,<br />
the complete original document and the invoice or receipt as proof of purchase.<br />
Name of Purchaser: Date of Purchase:<br />
Supplier: School Order#(if applicable):<br />
Signature of Purchaser:<br />
Additional titles available in this series:<br />
<strong>Primary</strong> <strong>Science</strong>—<strong>Book</strong> 1<br />
<strong>Primary</strong> <strong>Science</strong>—<strong>Book</strong> 3<br />
<strong>Primary</strong> <strong>Science</strong>—<strong>Book</strong> 4<br />
Home Page: http://www.prim-ed.com<br />
Prim-Ed Publishing Pty Ltd<br />
Offices in: United Kingdom: PO Box 2840, Coventry, CV6 5ZY Email: sales@prim-ed.com<br />
Australia: PO Box 332, Greenwood, Western Australia, 6924<br />
Email: mail@ricgroup.com.au<br />
Republic of Ireland: Bosheen, New Ross, Co. Wexford, Ireland<br />
Email: sales@prim-ed.com<br />
Internet websites<br />
In some cases, websites or specific URLs may be recommended. While these are checked and rechecked at the time of publication, the<br />
publisher has no control over any subsequent changes which may be made to webpages. It is strongly recommended that the class teacher<br />
checks all URLs before allowing pupils to access them.<br />
Viewing Sample<br />
Copyright Notice
Teacher information.......................................... ii – iii<br />
Suggestions for teaching science............................. iv<br />
Meeting the needs of pupils..................................... v<br />
Series overview..................................................... vi<br />
Resources.............................................................vii<br />
Assessment – Objectives.......................................viii<br />
Assessment proforma............................................. ix<br />
Assessment proforma – Working scientifically............ x<br />
Assessment proforma – Designing and making......... xi<br />
Living things<br />
Myself<br />
About me.................................................... 4 – 5<br />
We are all different....................................... 6 – 7<br />
Changes..................................................... 8 – 9<br />
A need or a want?.................................... 10 – 11<br />
Plants and animals<br />
What are insects?.................................... 14 – 15<br />
Parts of an insect..................................... 16 – 17<br />
Design an insect...................................... 18 – 19<br />
Snail trails............................................... 20 – 21<br />
Observing plants...................................... 22 – 23<br />
Different habitats...................................... 24 – 25<br />
Nocturnal animals................................... 26 – 27<br />
Food for plants and animals...................... 28 – 29<br />
What do plants need to grow?................... 30 – 31<br />
Life cycles and seasons – 1...................... 32 – 33<br />
Life cycles and seasons – 2...................... 34 – 35<br />
Energy and forces<br />
Light<br />
Making shadows..................................... 38 – 39<br />
Measuring shadows................................. 40 – 41<br />
Shadow clock.......................................... 42 – 43<br />
The torch experiment................................ 44 – 45<br />
Sun facts................................................ 46 – 47<br />
Sound<br />
Sound.................................................... 50 – 51<br />
Making sounds........................................ 52 – 53<br />
Foreword<br />
<strong>Primary</strong> <strong>Science</strong> – <strong>Book</strong> 2 is one of a series of four copymasters written for use in primary schools.<br />
Comprehensive teachers notes accompany each activity. Concepts, knowledge and skills share an equal emphasis in each unit,<br />
along with developing positive attitudes to science and exploring designing and making skills.<br />
<strong>Primary</strong> <strong>Science</strong> gives pupils the opportunity to enhance their knowledge of the world around them and to engage in collaborative<br />
learning that makes science interesting and exciting.<br />
Contents<br />
Heat<br />
Heat....................................................... 56 – 57<br />
Measuring temperature............................. 58 – 59<br />
Magnetism and electricity<br />
Magnetic attraction................................... 62 – 63<br />
Magnetic problems................................... 64 – 65<br />
Static electricity........................................ 66 – 67<br />
Electricity................................................ 68 – 69<br />
Forces<br />
Push or pull?........................................... 72 – 73<br />
Down the ramp!....................................... 74 – 75<br />
Float or sink?.......................................... 76 – 77<br />
Materials<br />
Properties and characteristics of materials<br />
Materials in the classroom........................ 80 – 81<br />
Sorting materials...................................... 82 – 83<br />
Choosing materials.................................. 84 – 85<br />
Materials to make a home......................... 86 – 87<br />
Materials and change<br />
Changing by heating................................ 90 – 91<br />
Maintaining temperatures.......................... 92 – 93<br />
Mixing.................................................... 94 – 95<br />
Wet and dry............................................ 96 – 97<br />
Viewing Sample<br />
Titles in this series are:<br />
• <strong>Primary</strong> <strong>Science</strong> – <strong>Book</strong> 1<br />
• <strong>Primary</strong> <strong>Science</strong> – <strong>Book</strong> 2<br />
• <strong>Primary</strong> <strong>Science</strong> – <strong>Book</strong> 3<br />
• <strong>Primary</strong> <strong>Science</strong> – <strong>Book</strong> 4<br />
Environmental awareness and care<br />
Caring for my locality<br />
Natural or built?................................... 100 – 101<br />
Minibeast hunt..................................... 102 – 103<br />
Looking at minibeasts.......................... 104 – 105<br />
Observing frogs................................... 106 – 107<br />
Different habitats.................................. 108 – 109<br />
Investigating soil.................................. 110 – 111<br />
Saving water....................................... 112 – 113<br />
All about recycling................................ 114 – 115<br />
Rubbish in the classroom..................... 116 – 117<br />
www.prim-ed.com ~ <strong>PR</strong>IMARY SCIENCE ~ Prim-Ed Publishing<br />
i
Teacher information<br />
<strong>Primary</strong> <strong>Science</strong> <strong>Book</strong> 2 contains ten chapters of work. Each chapter includes:<br />
• curriculum links;<br />
• a cover page;<br />
• teacher pages;<br />
• pupil pages.<br />
The first page of each unit contains<br />
curriculum links.<br />
The activity objectives<br />
can be transferred to the<br />
assessment proforma on<br />
page ix.<br />
The Working scientifically<br />
and Designing and<br />
making skills explored in<br />
the lesson are listed.<br />
The second page of each unit<br />
is a cover page designed for<br />
the pupils. Listed are the titles<br />
of the activities included in the<br />
unit.<br />
The cover page can be glued<br />
into the pupils’ workbooks at the<br />
beginning of a unit or copied<br />
and attached to the completed<br />
copymasters at the end of the<br />
unit. The pupils can colour the<br />
title of the unit and the artwork<br />
on the page.<br />
The teacher pages include information to assist the teacher with each lesson.<br />
Keywords have been given for<br />
each unit, in alphabetical order.<br />
These words can be introduced<br />
and discussed at the beginning<br />
of a unit or they can be a focus<br />
as they appear throughout the<br />
activities. Introducing scientific<br />
terminology to meet the needs<br />
of individual pupils is discussed<br />
on page v.<br />
In Materials and Preparation, the teacher is<br />
made aware of what needs to be done before<br />
the lesson. Some materials and tasks are<br />
required for the activity to be conducted; others<br />
are suggestions that will enrich the lesson.<br />
Viewing Sample<br />
Ideas under the Stimulus heading<br />
are suggested short activities or<br />
discussions to capture the pupils’<br />
attention and spark an interest in<br />
the topic. Teachers will also be able<br />
to discover the existing knowledge<br />
of the class or individual pupils<br />
regarding the topic by listening to their<br />
responses and observations.<br />
Background information<br />
for each activity is<br />
included for the teacher.<br />
Additional activities can be<br />
used to further develop the<br />
objectives being assessed.<br />
These activities provide ideas<br />
to consolidate and clarify the<br />
concepts and skills taught in<br />
the unit.<br />
Display ideas are suggestions for ways to<br />
present the resources used in the lesson or tasks<br />
completed by the pupils during the lesson.<br />
What to do gives suggested<br />
step-by-step instructions for<br />
the activity. The accompanying<br />
copymaster may be the focus of the<br />
activity or it may be where the pupils<br />
record their observations and ideas<br />
after completing the task.<br />
The Answers for the activities<br />
on the copymaster are<br />
included. Some answers will<br />
need a teacher check, while<br />
others may vary depending<br />
on the pupils’ personal<br />
experiences or observations.<br />
ii<br />
<strong>PR</strong>IMARY SCIENCE ~ Prim-Ed Publishing ~ www.prim-ed.com
Teacher information<br />
The pupil pages contain a<br />
variety of activities. The written<br />
activities may be the focus<br />
of the lesson or they may be<br />
where the pupils record their<br />
observations, investigation<br />
results and discoveries.<br />
The focus of each copymaster<br />
is given in the objectives on the<br />
accompanying teachers page.<br />
Ample space is provided<br />
for the pupils to record their<br />
findings and consolidate their<br />
knowledge.<br />
How to use assessment proformas<br />
Assessment proformas are included on pages ix, x and xi. They incorporate language which make tasks and assessment criteria<br />
clear to parents, and provide a meaningful basis for discussion in parent–teacher interviews or three-way conferences.<br />
Fill in the appropriate learning<br />
area. For example :<br />
Energy and forces – Light<br />
Give a brief description of<br />
the activities in the unit and<br />
what was expected of the<br />
pupils.<br />
Write the relevant<br />
objective(s) from the<br />
unit.<br />
Describe the tasks being<br />
assessed in the unit<br />
and assess the pupil’s<br />
performance.<br />
Viewing Sample<br />
Use this space to comment<br />
on an individual pupil’s<br />
performance which cannot<br />
be indicated in the formal<br />
assessment, such as work<br />
habits or particular needs or<br />
abilities.<br />
There is no prescribed length of time for each unit. All units include some activities that can be completed in one lesson, others<br />
may go over two lessons, depending on a variety of factors, such as:<br />
• the stimulus suggesting learning about science outside the classroom;<br />
• the pupils needing to make observations prior to the lesson;<br />
• an experiment being conducted that needs to be observed over a number of days;<br />
• the pupils being required to find information by researching, using the Internet,<br />
conducting surveys or interviews;<br />
• a concept needing to be clarified further to ensure understanding.<br />
<strong>Primary</strong> <strong>Science</strong> has units and activities that can be followed precisely or adapted to meet the needs of specific schools and to<br />
suit individual styles of teaching. Suggestions for setting up a science classroom and for teaching science can be found on page<br />
iv. Ideas for teaching science to meet the special needs of individual pupils are discussed on page v, along with exciting ideas for<br />
presenting scientific information.<br />
www.prim-ed.com ~ <strong>PR</strong>IMARY SCIENCE ~ Prim-Ed Publishing<br />
iii
Skills<br />
Suggestions for teaching science<br />
<strong>Science</strong> allows pupils to make new discoveries about the world<br />
around them and themselves. To do this, certain skills need to<br />
be developed. Skills that are introduced from the early years<br />
include:<br />
• questioning • observing • predicting<br />
• investigating • experimenting • estimating<br />
• measuring • analysing • recording<br />
• communicating<br />
The skills being addressed in each copymaster activity are listed<br />
on the accompanying teachers page. Pupils will develop their<br />
skills progressively as they move though the year levels.<br />
Designing and making<br />
In the <strong>Primary</strong> <strong>Science</strong> series, pupils are given the opportunity to<br />
explore designing and making skills. These include:<br />
• exploring<br />
• planning<br />
• making<br />
• evaluating<br />
The designing and making skills being addressed in each<br />
copymaster activity are listed on the accompanying teachers<br />
page. Pupils explore, plan and make models, using problemsolving<br />
techniques and their own creativity. Open-ended<br />
investigations allow groups to apply their scientific knowledge<br />
and understanding. Final products are tested and evaluated.<br />
Safety<br />
In the <strong>Primary</strong> <strong>Science</strong> series, safety precautions for certain<br />
activities are given on the teachers page. Some activities also<br />
have a ‘safety note’ written on the copymaster for the pupils. It is<br />
imperative that the teacher is aware prior to an activity if careful<br />
supervision of the pupils is needed during a lesson. It may be<br />
possible to organise for another adult to be in the classroom for<br />
that activity. Ensure that all groups understand the instructions,<br />
are organised and focused on the task.<br />
Close adult supervision is required whenever a ‘hands-on’<br />
approach is being used. At the very least, all pupils should be<br />
clearly visible to the teacher at the same time. The one exception<br />
to this is outdoor small-group work. Here, older pupils may work<br />
on a clearly defined task within a specified time frame.<br />
When taking a class outside of the classroom, prepare by:<br />
• organising pupils into their groups in the classroom;<br />
• checking that the pupils have the right equipment before they<br />
leave the classroom. (Note: For young learners, the teacher<br />
should be in charge of the equipment until it is needed. This<br />
will prevent pupils becoming preoccupied with the materials<br />
and the materials becoming lost before they are needed.) It can<br />
also be beneficial to allow pupils a controlled ‘play’ session<br />
with new equipment to overcome the novelty factor and allow<br />
them to concentrate on the task required;<br />
• visiting the site beforehand to ensure that examples of what is<br />
being observed are actually there.<br />
Collaborative learning<br />
When pupils are able to work together in groups, they are<br />
encouraged to communicate and express their ideas. It<br />
is important that teachers stay aware of groups working<br />
independently to ensure that all pupils are handling the materials<br />
and that the members are working together as a team. By<br />
allocating roles for each group member, it is more likely that<br />
the dynamics will be equitable. The roles of the pupils can<br />
be swapped regularly to give each member the opportunity to<br />
participate in all tasks. Allow time at the end of group tasks for<br />
the pupils to evaluate their team skills and to make targets to work<br />
towards the next time they work as a group. Some activities may<br />
work better if the groups are organised by ability levels, others will<br />
be enriched from mixed ability groupings. To enable all pupils<br />
to work together at some stage during the year, randomly select<br />
groups for some activities.<br />
Demonstration and experiments<br />
It is important that, during a teacher demonstration, all pupils<br />
are seated so they can clearly see what is taking place. Select<br />
pupils to describe what is happening or to come to the front of<br />
the classroom and participate in the demonstration. Pupils love<br />
to help pour, mix and touch the materials.<br />
By giving clear, step-by-step instructions, pupils conducting<br />
an experiment will feel confident to investigate and explore.<br />
Depending on the age level, individual pupils and small groups<br />
need the opportunity to do independent discovery. Always allocate<br />
time to bring the class together at the end of a lesson. This will<br />
allow pupils to discuss their findings and also give the teacher the<br />
opportunity to see which methods are successful in the science<br />
classroom and which need working on.<br />
Try to only demonstrate experiments when the activity may<br />
be dangerous for pupils. Give pupils the opportunity to be<br />
hands-on with science as often as possible.<br />
Organising and storing equipment<br />
Before each science activity, read the materials and preparation<br />
given on the teacher page. Collect the materials and place them in<br />
trays that can be carried easily to tables. By sorting the materials<br />
so each tray has exactly what each group requires, pupils will<br />
not need to queue for materials and they can place them directly<br />
back into the tray at the end of the lesson.<br />
All science equipment should have a ‘home’ and be returned<br />
to that home after each lesson. For early years’ classrooms,<br />
silhouettes of the materials cut from black card and attached<br />
to the front of cupboards and drawers will help pre-readers to<br />
find them. At the beginning of each science<br />
lesson, allocate pupil ‘jobs’ for<br />
collecting and returning equipment.<br />
Allocate pupils to check that the<br />
materials have been returned and<br />
kept neat and tidy.<br />
Viewing Sample<br />
iv<br />
<strong>PR</strong>IMARY SCIENCE ~ Prim-Ed Publishing ~ www.prim-ed.com
Differentiating activities<br />
Meeting the needs of pupils<br />
The activities in the <strong>Primary</strong> <strong>Science</strong> series have been designed so<br />
that they can be followed precisely or adapted by teachers. This<br />
flexibility allows teachers the opportunity to differentiate lessons<br />
and copymasters to meet the needs of pupils with varying abilities<br />
and special needs.<br />
The activities and copymasters in <strong>Primary</strong> <strong>Science</strong> can be<br />
differentiated by incorporating the following suggestions into<br />
teacher planning and programming.<br />
To meet the special needs of pupils who have English as a<br />
second language, plan a time on a day before the science unit<br />
begins to introduce keywords and concepts. Having other adult<br />
support would be ideal as the group can work in a quiet area away<br />
from the classroom. Keywords can be enlarged and discussed.<br />
By explaining each word and showing objects or pictures, the<br />
pupils will be able to make connections between the word and<br />
the object. For ESL pupils, being immersed in the language before<br />
a topic begins gives them an advantage, especially during the<br />
teacher discussion part of the lesson, when most teachers tend<br />
to speak quite quickly.<br />
Before the unit, allow time for the pupils to look at nonfiction or<br />
fiction books about the topic. These will give pupils the opportunity<br />
to learn by reading books with clear and simple language. Pupils<br />
with reading problems will be able to immerse themselves before<br />
the unit begins. If other adult help is available, group pupils with<br />
low literacy levels together. The assisting teacher or parent will<br />
be able to read instructions, labels and the questions on the<br />
copymasters to the pupils and guide them through experiments.<br />
If other adults are not available, mixed ability groups will allow<br />
ESL pupils and pupils with low literacy levels to observe and be<br />
guided by other pupils. Teachers can produce activity sheets so<br />
pupils can become familiar with the terminology and content of<br />
a science unit before it is started with the whole class. Include<br />
activities such as missing letters, matching pictures to words and<br />
finding definitions. Diagrams from the unit can also be simplified<br />
on these worksheets. Any time that can be spent with the pupils<br />
preparing them for the topic ahead will enable them to feel more<br />
familiar and confident with the materials, skills and concepts.<br />
Pupils who seem to race through the activities and copymasters<br />
and who understand the content very quickly, can be challenged<br />
by looking at the topic in greater depth (rather than being given<br />
more of the same). They can go beyond the facts and begin to<br />
analyse, create their own hypothesis and conduct research related<br />
to strands of the topics that interest them.<br />
By meeting the needs of individual pupils, allowing the pupils to<br />
learn collaboratively and by having very clear instructions and<br />
expectations, science lessons should run smoothly. If a pupil<br />
prevents others from learning or if he or she could potentially<br />
cause harm to another pupil, he or she should be removed from<br />
the classroom. Organise a buddy system with another colleague,<br />
where pupils are taken without explanation. Pupil–teacher<br />
conferences can occur after the lesson.<br />
Display ideas for the science classroom<br />
By having a variety of means by which they can record and<br />
present their findings, more pupils will be given the opportunity to<br />
succeed. Displays and records can communicate and share ideas,<br />
provide the stimuli for creative work, show interrelationships, and<br />
develop the ability to interpret information in different forms or<br />
accurately record observations and fine details. Some methods<br />
by which pupils can display or record their science work are<br />
shown below.<br />
Viewing Sample<br />
Type of display/record Examples Could follow<br />
charts pictures, tables, graphs experiments<br />
creative writing poems, narratives sensory experiences<br />
models/machines recycled materials, wood, clay experiments<br />
sketches observations or interpretations excursions<br />
diagrams plants, animals environmental studies<br />
tables classification, tallies observations over time<br />
collections rocks, plants, animals comparing/classifying activities<br />
tally sheets events, counting objects experiments, counting<br />
dioramas environments, landforms, systems environmental studies<br />
graphs measurement, number, change change over time, measuring activities<br />
maps/plans streets, buildings, environmental sites excursions<br />
diaries observations, drawings change or progress/deterioration over time<br />
video or audio recordings sounds, spoken reports, descriptions excursions, environmental studies<br />
interviews role-playing, guests guest speaker presentation<br />
mobiles collected objects, words comparing/classifying activities<br />
posters/banners environmental issues environmental studies<br />
pupil books individual research any topic<br />
www.prim-ed.com ~ <strong>PR</strong>IMARY SCIENCE ~ Prim-Ed Publishing<br />
v
Series overview<br />
<strong>Book</strong> 1<br />
Living things<br />
Myself<br />
Plants and animals<br />
Energy and forces<br />
Light<br />
Sound<br />
Heat<br />
Magnetism and electricity<br />
Forces<br />
Materials<br />
Properties and characteristics<br />
of materials<br />
Materials and change<br />
Environmental awareness and care<br />
Caring for my locality<br />
<strong>Book</strong> 2<br />
Living things<br />
Myself<br />
Plants and animals<br />
Energy and forces<br />
Light<br />
Sound<br />
Heat<br />
Magnetism and electricity<br />
Forces<br />
Materials<br />
Properties and characteristics<br />
of materials<br />
Materials and change<br />
Environmental awareness and care<br />
Caring for my locality<br />
<strong>Book</strong> 3<br />
Living things<br />
Human life<br />
Plant and animal life<br />
Energy and forces<br />
Light<br />
Sound<br />
Heat<br />
Magnetism and electricity<br />
Forces<br />
Materials<br />
Properties and characteristics<br />
of materials<br />
Materials and change<br />
Environmental awareness and care<br />
Environmental awareness<br />
<strong>Science</strong> and the environment<br />
Caring for the environment<br />
<strong>Book</strong> 4<br />
Living things<br />
Human life<br />
Plant and animal life<br />
Energy and forces<br />
Light<br />
Sound<br />
Heat<br />
Magnetism and electricity<br />
Forces<br />
Materials<br />
Properties and characteristics<br />
of materials<br />
Materials and change<br />
Environmental awareness and care<br />
Environmental awareness<br />
<strong>Science</strong> and the environment<br />
Caring for the environment<br />
This overview illustrates the topics covered in this <strong>Primary</strong> <strong>Science</strong> copymaster series. The four books in the <strong>Primary</strong> <strong>Science</strong> series have been written<br />
for the following age ranges:<br />
<strong>Book</strong> 1 – Ages 5–7 years<br />
<strong>Book</strong> 2 – Ages 7–9 years<br />
<strong>Book</strong> 3 – Ages 8–10 years<br />
<strong>Book</strong> 4 – Ages 9–11 years<br />
Viewing Sample<br />
vi<br />
<strong>PR</strong>IMARY SCIENCE ~ Prim-Ed Publishing ~ www.prim-ed.com
Essential science resources<br />
Below is a list of essential items for<br />
every science classroom. By collecting<br />
and storing these materials, time will<br />
be saved when preparing for science<br />
experiments and investigations.<br />
plastic cups.....................................<br />
coloured pencils, crayons.................<br />
measuring jugs................................<br />
jars and bottles with lids...................<br />
coloured crepe paper streamers.........<br />
empty buckets and containers...........<br />
lids - plastic, tin...............................<br />
sticky tape, glue, scissors.................<br />
aprons/shirts to protect clothes..........<br />
paper towels....................................<br />
rulers, metre sticks, trundle wheel......<br />
counters, marbles, stones, buttons.....<br />
sugar, flour, salt...............................<br />
modelling clay.................................<br />
retractable knife................................<br />
food colouring.................................<br />
straws.............................................<br />
tissues, corks, plastic blocks.............<br />
paper - A4 and A3............................<br />
balloons..........................................<br />
lolly sticks.......................................<br />
card – white, coloured......................<br />
cotton wool, string, wool ..................<br />
split pins, paperclips........................<br />
torches............................................<br />
plastic bags.....................................<br />
soap, oil.........................................<br />
mirrors............................................<br />
milk and egg cartons........................<br />
vinegar, lemon juice.........................<br />
magnets..........................................<br />
aluminium foil, cling film..................<br />
bicarbonate of soda..........................<br />
funnels............................................<br />
candles...........................................<br />
pipe-cleaners...................................<br />
Myself<br />
Resources<br />
Materials needed for <strong>Primary</strong> <strong>Science</strong> – <strong>Book</strong> 2<br />
Below are the resources needed to conduct the activities described in this book. The<br />
items in italics are optional and may be collected to enrich the lesson. Not mentioned<br />
are those items included in the ‘essential items’ list alongside.<br />
• popcorn maker, popcorn kernels,<br />
butter, bowls, mirrors, photographs/<br />
charts of people at different stages of<br />
their life cycle, fruit, sweets, crisps<br />
Plants and animals<br />
• hand lenses, charts/books of pictures<br />
of insects, clipboard, cardboard tubes,<br />
drink cans, masking tape, elastic<br />
bands, snails, magnifying glass,<br />
stopwatch, plastic, photographs of<br />
different habitats, ping-pong ball,<br />
photographs of nocturnal animals,<br />
mini cactus plant, seeds, fertilizer<br />
Light<br />
• watch, OHP, black paint, chalk, sticks,<br />
tape measure, pictures showing an<br />
eclipse of the sun and moon, pictures<br />
of sundials, compass, cellophane,<br />
thin nylon, tracing paper, frosted glass<br />
Sound<br />
• telephone, bicycle bell, drums,<br />
maracas, guitar, cereal box, glass<br />
bottles, tins, cardboard tubes, steel<br />
ruler, pebbles, biscuit tins, dried peas,<br />
greaseproof paper, blu-tack ®<br />
Heat<br />
• pictures of objects that produce heat,<br />
bowls, thermometer, weather section<br />
of a newspaper, cloths<br />
Magnetism and electricity<br />
Viewing Sample<br />
• magnets (horseshoe, bar), spoons,<br />
leaves, safety pins, soft drink cans,<br />
paper plates, narrow jars, plastic<br />
combs, cloth, woollen jumper/scarf,<br />
nylon thread, household appliances<br />
Forces<br />
• toy cars, pram, wheelbarrow, tissue<br />
box, ring-top can, peg, cradle,<br />
spinning top etc., LEGO wheels and<br />
axles, bottle tops, yogurt containers,<br />
juice containers, matchboxes, fan,<br />
dowelling, craft glue, cardboard tubes,<br />
strong cardboard, pictures of yachts<br />
on water, wooden blocks, tennis balls,<br />
ping-pong balls, seeds, marbles,<br />
cotton reels, feathers, coins, leaves,<br />
rice etc., sticks, corks, fruit<br />
Properties and characteristics of materials<br />
• stapler, chair, desk, book, jumper,<br />
chalk, writing paper, magazine paper,<br />
newspaper, teaspoon, polystyrene,<br />
toothpicks, bubble wrap, fabric, sticks,<br />
leaves, cereal boxes, cardboard<br />
tubes, greaseproof paper pictures and<br />
photographs of different animals and<br />
their homes<br />
Materials and change<br />
• popcorn, butter, frying pan, knife,<br />
marshmallow, fork, candle, oven,<br />
hotplate, eggs, potato chips<br />
(uncooked), oil, bread, toaster, oven,<br />
selection of different clothes made<br />
from wool, denim, silk, cotton, linen,<br />
nylon etc., three bowls, soup, pegs,<br />
wooden spoon, microwave, cooking<br />
thermometer, primary colour paints,<br />
palettes, paintbrushes, newspaper,<br />
coffee, custard powder, kettle, oven<br />
mitts<br />
Environmental awareness and care<br />
• clipboard, nets, minibeast reference<br />
books, hand lens, minibeasts, frogs<br />
eggs or tadpoles, aquarium, rocks,<br />
water weed, fish food, resources about<br />
the life cycle of a frog, magnifying<br />
glass, hats, gloves, first aid kit,<br />
digital camera, tweezers, sieves<br />
with different-sized holes, soils with<br />
different-sized particles, photographs/<br />
pictures of places with dry climates,<br />
magazines, recycled materials, tins<br />
with lids, kitchen scraps, bucket,<br />
rubbish bin (with rubbish), large sheet<br />
of plastic, rubber gloves<br />
www.prim-ed.com ~ <strong>PR</strong>IMARY SCIENCE ~ Prim-Ed Publishing<br />
vii
Assessment - Objectives<br />
Below are the objectives taken from the teachers pages for each unit in <strong>Primary</strong> <strong>Science</strong> – <strong>Book</strong> 2. They can be transferred across<br />
to the assessment proforma on the accompanying page. The format of each page is ideal for inclusion in pupil portfolios, records of<br />
achievement or for reporting purposes. Using proformas allows teachers to provide a well explained, logically presented indication<br />
of progress to both pupils and parents.<br />
viii<br />
Myself<br />
• Name and identify external parts of the male and female body and their<br />
associated functions or senses.<br />
• Become aware of the role of each sense in detecting information about<br />
the environment and in protecting the body.<br />
• Recognise and/or measure physical similarities and differences between<br />
individuals.<br />
• Recognise that all living things grow and change.<br />
• Recognise that physical growth has taken place since birth.<br />
• Identify some requirements for growth and development in the<br />
human.<br />
• Begin to identify the main phases of the human life cycle.<br />
• Use all the senses to become aware of and explore environments.<br />
Plants and animals<br />
• Observe, identify and explore a variety of living things in local habitats<br />
and environments.<br />
• Develop some awareness of plants and animals from wider<br />
environments.<br />
• Recognise and describe the parts of some living things.<br />
• Recognise that trees are plants.<br />
• Group and sort living things into sets according to certain<br />
characteristics.<br />
• Appreciate that living things have essential needs for growth.<br />
• Explore, through the growing of seeds, the need of plants for water and<br />
heat.<br />
• Investigate how plants respond to light.<br />
• Become familiar with the life cycles of common plants and animals.<br />
• Understand that seasonal changes occur in living things and examine<br />
the changes in plant and animal life during the different seasons.<br />
Light<br />
• Recognise that light comes from different sources.<br />
• Recognise that light is needed in order to see.<br />
• Investigate the relationship between light and materials.<br />
• Recognise that the sun gives us heat and light, without which we could<br />
not survive.<br />
• Become aware of the dangers of looking directly at the sun.<br />
Sound<br />
• Recognise and identify a variety of sounds in the environment.<br />
• Identify and differentiate between high and low sounds, loud and soft<br />
sounds.<br />
• Explore ways of making different sounds using a variety of materials.<br />
• Design and make a range of simple percussion instruments.<br />
Heat<br />
• Become aware of different sources of heat energy.<br />
• Learn that temperature is a measurement of how hot something is.<br />
• Measure and compare temperatures in different places in the classroom,<br />
school and environment.<br />
Magnetism and electricity<br />
• Use magnets of different shapes and sizes in purposeful play to explore<br />
their effects on different materials.<br />
• Investigate that magnets attract magnetic materials, such as iron and<br />
steel.<br />
• Investigate that magnets attract certain materials through other<br />
materials.<br />
• Explore the effects of static electricity.<br />
• Become aware of the uses of electricity in school and at home.<br />
• Identify some household appliances that use electricity.<br />
• Become aware of the dangers of electricity.<br />
Forces<br />
• Explore how objects may be moved by pushing and pulling.<br />
• Become aware of and explore how moving water and moving air can<br />
make things move.<br />
• Observe and investigate the movement of objects such as toys on various<br />
materials and surfaces.<br />
• Investigate how forces act on objects.<br />
Properties and characteristics of materials<br />
• Identify and investigate a range of common materials used in the<br />
immediate environment.<br />
• Describe and compare materials, noting the differences in colour, shape<br />
and texture.<br />
• Begin to distinguish between natural and manufactured materials.<br />
• Group materials according to their properties.<br />
• Identify and investigate materials that absorb water and those that are<br />
waterproof.<br />
• Begin to explore how different materials may be used in the construction<br />
of homes suited to their environments.<br />
Materials and change<br />
• Explore the effects of heating and cooling on a range of liquids and<br />
solids.<br />
• Become aware of and investigate the suitability of different kinds of<br />
clothes for variations in temperature.<br />
• Explore ways in which liquids and solids may be kept hot or cold.<br />
• Begin to investigate how materials may be changed by mixing.<br />
• Investigate the characteristics of different materials when wet and dry.<br />
Caring for my locality<br />
Viewing Sample<br />
• Identify, discuss and appreciate the natural and human features of the<br />
local environment.<br />
• Observe and develop an awareness of living things in a range of habitats<br />
in local and wider environments.<br />
• Observe similarities and differences among plants and animals in<br />
different local habitats.<br />
• Develop an awareness that air, water, soil, living and non-living things<br />
are essential to the environment.<br />
• Begin to recognise that people, animals and plants depend on one<br />
another.<br />
• Realise that there is both an individual and a community responsibility<br />
for taking care of the environment.<br />
• Identify, discuss and implement simple strategies for improving and<br />
caring for the environment.<br />
• Identify and help to implement simple strategies for protecting, conserving<br />
and enhancing the environment.<br />
• Become aware of ways in which the environment can be polluted or<br />
harmed.<br />
<strong>PR</strong>IMARY SCIENCE ~ Prim-Ed Publishing ~ www.prim-ed.com
Assessment proforma<br />
Name Class Term<br />
Learning Area<br />
Tasks<br />
Your child was asked to:<br />
Objectives<br />
Assessment<br />
Your child can: Still developing Understanding<br />
Viewing Sample<br />
Teacher comment<br />
www.prim-ed.com ~ <strong>PR</strong>IMARY SCIENCE ~ Prim-Ed Publishing<br />
ix
Assessment proforma – Working scientifically<br />
Viewing Sample<br />
x<br />
<strong>PR</strong>IMARY SCIENCE ~ Prim-Ed Publishing ~ www.prim-ed.com
Assessment proforma – Designing and making<br />
Name Class Term<br />
Learning Area<br />
Your child was asked to show the skill(s):<br />
• exploring • planning • making • evaluating<br />
Tasks<br />
Your child was asked to:<br />
Assessment<br />
Your child can: Still developing Understanding<br />
Viewing Sample<br />
Teacher comment<br />
www.prim-ed.com ~ <strong>PR</strong>IMARY SCIENCE ~ Prim-Ed Publishing<br />
xi
Living things<br />
Myself<br />
England – <strong>Science</strong> – Key Stage Two<br />
Northern Ireland – The World<br />
Around Us – Key Stage One<br />
Scotland – <strong>Science</strong> – First Level<br />
Wales – Knowledge and<br />
Understanding of the World – Key<br />
Stage Two<br />
Curriculum links<br />
• Know about the main stages of the human life cycle.<br />
• Know that the life processes common to humans and<br />
other animals include growth.<br />
• Know about the need for food for activity and growth<br />
and about the importance of an adequate and varied diet<br />
for health.<br />
• Explore themselves in the world.<br />
• Know how people grow and use their senses.<br />
• Recognise similarities and differences between<br />
themselves and other children.<br />
• Know what to do to help keep their body healthy (first).<br />
• Explore their senses (first).<br />
• Know about the need for a variety of foods for human<br />
good health.<br />
Viewing Sample<br />
2 <strong>PR</strong>IMARY SCIENCE ~ Prim-Ed Publishing ~ www.prim-ed.com
About me<br />
We are all different<br />
Changes<br />
A need or a want?<br />
adults<br />
animals<br />
children<br />
ear<br />
alike<br />
babies<br />
different<br />
eye<br />
Living things<br />
Myself<br />
feel<br />
hearing<br />
humans<br />
needs<br />
older<br />
senses<br />
sight<br />
Viewing Sample<br />
taller<br />
toddler<br />
weight<br />
grow<br />
height<br />
measure<br />
nose<br />
see<br />
shorter<br />
smell<br />
teenager<br />
touch<br />
young<br />
Name:<br />
www.prim-ed.com ~ <strong>PR</strong>IMARY SCIENCE ~ Prim-Ed Publishing 3
About me<br />
Myself ~ Activity 1<br />
Objectives<br />
• name and identify external<br />
parts of the male and<br />
female body and their<br />
associated functions or<br />
senses<br />
• become aware of the role<br />
of each sense in detecting<br />
information about the<br />
environment and in<br />
protecting the body<br />
• recognise that all living<br />
things grow and change<br />
• use all senses to become<br />
aware of and explore<br />
environments<br />
Working scientifically<br />
• Questioning<br />
• Observing<br />
• Predicting<br />
• Recording and<br />
communicating<br />
Designing and making<br />
• Exploring<br />
Background information<br />
We have five senses to help us<br />
learn about our surroundings<br />
a n d a b o u t o u r b o d i e s<br />
themselves. These are hearing,<br />
sight, taste, smell and touch.<br />
Nerve endings in our ears,<br />
eyes, nose, tongue and skin<br />
send information to our brain<br />
which then interprets what is<br />
going on and what it should<br />
do.<br />
All living things have the ability<br />
to sense changes in the world<br />
around them. Our senses help<br />
us to avoid danger, find food<br />
and seek shelter. Some animals<br />
have senses that are more<br />
sensitive than humans such as<br />
dogs and bats.<br />
Our skin, the sense organ<br />
involved in touch, can detect<br />
sensations such as heat, cold,<br />
pain and pressure.<br />
Before the lesson<br />
Materials needed<br />
• Popcorn maker or (electric) frying pan and butter/oil, popcorn kernels, bowl,<br />
mirrors.<br />
Preparation<br />
• Send a note home to parents informing them that the class will be making and eating<br />
popcorn in the next science lesson.<br />
• Ask the pupils to bring a mirror to class or, if not available, a recent close-up photograph<br />
of themselves.<br />
The lesson<br />
Stimulus<br />
• Play ‘Simon Says’ with an emphasis on naming body parts.<br />
What to do<br />
• Ask pupils what happens to people’s physical appearance as they get older (grow<br />
taller, hair changes colour, skin becomes wrinkled etc.). Ask the pupils to describe<br />
the appearance of an elderly person in their family.<br />
• Ask the class to consider what they think they will look like when they are older.<br />
Pupils look either in the mirror or at the photo of themselves they have brought to<br />
class. They use this image to help them imagine what they will look like when they<br />
are older.<br />
• Before pupils begin drawing, read and discuss each of the body parts named in Question<br />
1. Pupils draw themselves as an elderly person in the square on the worksheet. They<br />
then match the body parts to their drawing.<br />
• Ask the class to sit quietly and close their eyes. Begin making the popcorn. What can<br />
they hear, smell and (when eyes are opened) see?<br />
• Give each pupil a sample of the popcorn. (Note: small cones can be made using paper<br />
and adhesive tape.) Pupils feel the popcorn and then taste it. Ensure pupils have washed<br />
their hands prior to this lesson. Pupils complete Question 2 on the worksheet.<br />
• Discuss each of the senses. Ask the class how they think each of the senses protects us.<br />
Discuss each sense. Explain that if we touch something and it is hot, our ‘touch’ sense<br />
in our skin sends messages to the brain to move away. We react to this message.<br />
Viewing Sample<br />
After the lesson<br />
Answers<br />
1. Teacher check<br />
2. Answers will vary<br />
3. Touch<br />
Additional activities<br />
• Make a ‘secret box’. Place things in the box such as playdough, sandpaper, small bag<br />
of pot-pourri etc. Pupils are blindfolded. They place their hands in the box and have<br />
to guess what they are feeling. They can also remove the object from the box and<br />
smell it to help them.<br />
• Locate a place in the school grounds that is near flowering trees or plants and has<br />
regular visits from birds/insects etc. Pupils sit quietly, firstly with their eyes closed,<br />
and they listen and smell. What do they hear? What can they smell? Tell the class to<br />
open their eyes. What can they see? Pupils complete a similar activity to Question 2<br />
on the worksheet, describing their experiences.<br />
Display ideas<br />
• Trace around a pupil. Decorate with fabric or recycled materials. Label body parts.<br />
4 <strong>PR</strong>IMARY SCIENCE ~ Prim-Ed Publishing ~ www.prim-ed.com
Myself ~ Activity 1<br />
About me<br />
(a) Draw what you think you will look like as an elderly person.<br />
(b) Draw a line to match the body parts to your drawing.<br />
Draw or write something you can …<br />
Viewing Sample<br />
Which sense helps us to detect if something is hot and may burn us?<br />
www.prim-ed.com ~ <strong>PR</strong>IMARY SCIENCE ~ Prim-Ed Publishing 5
We are all different<br />
Myself ~ Activity 2<br />
Objective<br />
• recognises and/or measures<br />
physical similarities and<br />
differences between<br />
individuals<br />
Working scientifically<br />
• Questioning<br />
• Observing<br />
• Estimating and measuring<br />
• Analysing (sorting, classifying<br />
and interpreting)<br />
• Recording and<br />
communicating<br />
Designing and making<br />
• Exploring<br />
• Planning<br />
• Making<br />
Background information<br />
We are all unique. We may seem<br />
alike in that we have eyes, ears,<br />
and can walk or run, laugh or<br />
cry. However, even with these<br />
common traits we can still be<br />
different (e.g. tall/short, dark/fair,<br />
curly/straight hair).<br />
Before the lesson<br />
Materials needed<br />
• Metre rulers or measuring tapes, coloured pencils.<br />
Preparation<br />
• If possible, organise to have adult helpers available to work with groups during<br />
the measuring.<br />
The lesson<br />
Stimulus<br />
• Sit the pupils in a circle. Make statements such as ‘I have curly hair’, ‘I have a<br />
younger sister’ or ‘I have a missing tooth’. If this statement is true for a pupil,<br />
he/she must stand up, walk to the centre of the circle and look for another place<br />
to sit. Children enjoy this game as it is similar to the party game ‘Musical chairs’.<br />
What to do<br />
• Explain to the pupils that although we have many similarities, we are all different<br />
in physical appearance. Draw the table on the board. Explain to the class how to<br />
do a ‘tally’ when counting. Ask the pupils what colour hair they have. Some pupils<br />
may be confused as their hair is a mix of colours. Help them to make a decision.<br />
• Ask pupils to raise their hand after you name the hair colour. Create the tally on<br />
the board. Pupils can complete their own table on the worksheet as you do.<br />
• Pupils calculate the total. They use the information to create their graph. Ask the<br />
pupils to use a different-coloured pencil for each hair colour.<br />
• Pupils work in pairs to complete Question 3.<br />
After the lesson<br />
Answers<br />
• Teacher check<br />
Additional activities<br />
• Ask the class who has the same colour hair as their parents. Who doesn’t? Do they<br />
have the same hair colour as their grandparents? Briefly introduce the concept of<br />
inherited characteristics.<br />
• Plan, design and make a chart to measure heights, including a ‘pointer’ to show<br />
and record heights.<br />
Viewing Sample<br />
Display ideas<br />
• Collate the information about the pupils’ heights. Make a large graph to display<br />
on the door. Pupils can help by gluing materials or squares of coloured paper on<br />
each of the bars.<br />
6 <strong>PR</strong>IMARY SCIENCE ~ Prim-Ed Publishing ~ www.prim-ed.com
Myself ~ Activity 2<br />
We are all different<br />
Complete the table by recording tallies and counting them.<br />
Number of children<br />
Complete the graph by<br />
colouring the blocks.<br />
(a) My partner is:<br />
My height is:<br />
My partner’s height is:<br />
My eye colour is:<br />
Viewing Sample<br />
My partner’s eye colour is:<br />
(b) Draw your partner.<br />
Hair colour<br />
www.prim-ed.com ~ <strong>PR</strong>IMARY SCIENCE ~ Prim-Ed Publishing 7
Changes<br />
Myself – Activity 3<br />
Objectives<br />
• recognise that all living<br />
things grow and change<br />
• recognise that physical<br />
growth has taken place since<br />
birth<br />
• begin to identify the main<br />
phases of the human life<br />
cycle<br />
Working scientifically<br />
• Questioning<br />
• Observing<br />
• Predicting<br />
• Recording and<br />
communicating<br />
Background information<br />
All through our lives, changes will<br />
occur. Some of these changes<br />
may be small, some major. They<br />
may be physical or emotional,<br />
positive or negative.<br />
Food and water are essential<br />
to the growth and survival of<br />
people, plants and animals.<br />
People also require sleep<br />
and exercise for growth and<br />
development.<br />
Cyclic patterns occur in nature.<br />
The most obvious of these are<br />
the life cycles of different animals,<br />
including humans. Other cycles<br />
involve weather, climate, the<br />
passing of time (days, weeks,<br />
months, years), water etc. The<br />
repetitive nature of life on Earth is<br />
a concept that can be reinforced<br />
from many perspectives.<br />
Before the lesson<br />
Materials needed<br />
• Photographs and charts of people, plants and animals at different stages of their<br />
life cycle, or life cycle charts.<br />
Preparation<br />
• Collect photographs of people at different stages in their lives. Ask pupils to bring<br />
photographs of themselves as babies and toddlers.<br />
The lesson<br />
Stimulus<br />
• Use photographs and charts to show people at different stages of their lives. Display<br />
the photographs of the pupils. Play a ‘guess who?’ game.<br />
What to do<br />
• Ask pupils to think about what they could do as babies. What did they like to eat?<br />
What were their responsibilities? Continue with pupils considering the same criteria<br />
when they were toddlers. Did they have any responsibilities such as having to put<br />
their cup in the sink or put their toys away? Ask the class what their responsibilities<br />
are now. Do they have any chores? What things do they like to do and eat now?<br />
• Pupils complete the table. Ask the class how things have changed.<br />
• Pupils complete Question 2 by drawing or labelling pictures. Pupils may need help<br />
with the spelling of some words.<br />
• Show the pupils pictures of plants and animals at different stages. Pupils match<br />
the animals and plants in their early stages with the same plants/animals in their<br />
later stages.<br />
After the lesson<br />
Answers<br />
1. Teacher check<br />
2. baby child teenager adult senior<br />
3. (a) kitten – cat<br />
(b) seed – plant<br />
(c) tadpole – frog<br />
(d) caterpillar – butterfly<br />
Viewing Sample<br />
Additional activities<br />
• Explore the cycles of animals that hibernate; for example, bears.<br />
Display ideas<br />
• Pupils look through magazines and find pictures of people in one of the five stages<br />
of their life cycle. The pictures can be glued on black card, labelled and have arrows<br />
attached to show the order.<br />
• Other posters of life cycles can be created and displayed. The pupils can draw, paint<br />
or use pictures from the Internet and put them in the correct order, showing the<br />
cycle.<br />
8 <strong>PR</strong>IMARY SCIENCE ~ Prim-Ed Publishing ~ www.prim-ed.com
Myself – Activity 3<br />
Changes<br />
As we grow, many changes will happen to us.<br />
Complete the table.<br />
Complete the missing parts of the human stages of life.<br />
Viewing Sample<br />
All living things grow and change. Match the plants and animals.<br />
(a) kitten • • frog<br />
(b) seed • • cat<br />
(c) tadpole • • butterfly<br />
(d) caterpillar • • plant<br />
www.prim-ed.com ~ <strong>PR</strong>IMARY SCIENCE ~ Prim-Ed Publishing 9
A need or a want?<br />
Myself ~ Activity 4<br />
Objective<br />
• identify some requirements<br />
for growth and development<br />
in the human<br />
Working scientifically<br />
• Questioning<br />
• Predicting<br />
• Analysing (sorting and<br />
classifying)<br />
• Recording and<br />
communicating<br />
Background information<br />
A ‘need’ is something we use<br />
to survive (e.g. food, water, air,<br />
shelter). A ‘want’ is something<br />
we would like to have but which<br />
is not essential to our health or<br />
survival (e.g. TV, a new toy).<br />
Although food is a need, some<br />
foods and drinks are not essential<br />
to our health or survival and are<br />
‘wants’ (e.g. soft drink, potato<br />
crisps etc.).<br />
Before the lesson<br />
Materials needed<br />
• Small segments of fruit – sufficient for one each. Sweets and crisps etc.—sufficient<br />
for a taste per pupil.<br />
Preparation<br />
• Prepare above foods so each pupil will taste one of the fruits and one of the ‘junk<br />
foods’.<br />
The lesson<br />
Stimulus<br />
• Give each pupil a piece of fruit to eat without showing the ‘junk food’ item. Discuss<br />
the reaction to this food. Then provide the ‘junk food’. Discuss the reaction to this<br />
food and compare.<br />
What to do<br />
• Discuss the difference between a need and a want as illustrated in the stimulus.<br />
• Ask pupils what they have had to eat and drink over the past two days. List their<br />
answers on the whiteboard.<br />
• Discuss which foods might be needs or wants.<br />
• Pupils complete the copymaster using the lists on the whiteboard as a reference<br />
if necessary.<br />
After the lesson<br />
Answers<br />
1. – 3. Teacher check.<br />
Additional activities<br />
• Pupils can draw or find pictures in magazines to help create two posters labelled<br />
– ‘Foods and Drinks We Need’ and ‘Foods and Drinks We Want’.<br />
Display ideas<br />
• Refer to the ‘Additional activities’.<br />
Viewing Sample<br />
10 <strong>PR</strong>IMARY SCIENCE ~ Prim-Ed Publishing ~ www.prim-ed.com
Myself ~ Activity 4<br />
A need or a want?<br />
Foods and drinks are needed for people to live and grow.<br />
Some foods and drinks are needs and others are wants.<br />
List four things you have had to drink in the last two days.<br />
Tick if you think the drink is a need or a want.<br />
List six things you have had to eat in the last two days.<br />
Tick if you think the food is a need or a want.<br />
(a) How important to us are<br />
the drinks and foods we<br />
need?<br />
Viewing Sample<br />
(b) How important to us are<br />
the drinks and foods that<br />
we want?<br />
www.prim-ed.com ~ <strong>PR</strong>IMARY SCIENCE ~ Prim-Ed Publishing 11
Living things<br />
Plants and<br />
animals<br />
England – <strong>Science</strong> –<br />
Key Stage Two<br />
Northern Ireland –<br />
The World Around<br />
Us – Key Stage One<br />
Scotland – <strong>Science</strong><br />
– First and Second<br />
Level<br />
Wales – Knowledge<br />
and Understanding<br />
of the World – Key<br />
Stage Two<br />
Curriculum links<br />
• Know about the life processes common to humans and other animals.<br />
• Know about the life processes common to plants.<br />
• Know about the effect of light, air, water and temperature on plant<br />
growth.<br />
• Identify locally occurring animals and plants and assign them to groups.<br />
• Know about the different plants and animals found in different habitats.<br />
• Know how animals and plants in different habitats are suited to their<br />
environment.<br />
• Know how plants and animals rely on each other within the natural world.<br />
• Know how place influences plant and animal life.<br />
• Know how living things survive.<br />
• Become aware of the variety of living things in the world.<br />
• Know about animals that hibernate and migrate.<br />
• Observe and record features of living things which allow them to be placed<br />
into groups (first).<br />
• Identify and classify examples of living things and appreciate their variety<br />
(second).<br />
• Help design experiments to find out what plants need in order to grow and<br />
develop (first).<br />
• Observe and record findings and use learning to grow healthy plants (first).<br />
• Complete fieldwork on plants and animals found in contrasting<br />
environments.<br />
• Know about the environmental factors that affect what grows and lives in<br />
different environments.<br />
• Carry out a fair test, use equipment correctly, make careful observations<br />
and measurements and form considered opinions.<br />
Viewing Sample<br />
12 <strong>PR</strong>IMARY SCIENCE ~ Prim-Ed Publishing ~ www.prim-ed.com
What are insects?<br />
Parts of an insect<br />
Design an insect<br />
Snail trails<br />
Observing plants<br />
Different habitats<br />
Nocturnal animals<br />
Food for plants and animals<br />
What do plants need to grow?<br />
Life cycles and seasons – 1<br />
Life cycles and seasons – 2<br />
Living things<br />
Plants and<br />
animals<br />
abdomen<br />
antenna<br />
body<br />
cactus<br />
desert<br />
fast<br />
flower<br />
fruit<br />
head<br />
insect<br />
leg<br />
material<br />
move<br />
observe<br />
patterns<br />
plants<br />
seed<br />
snail<br />
stem<br />
thorax<br />
wetlands<br />
winter<br />
Viewing Sample<br />
animals<br />
autumn<br />
butterfly<br />
caterpillar<br />
eye<br />
feel<br />
food<br />
habitat<br />
human<br />
leaf<br />
light<br />
mouth<br />
nocturnal<br />
ocean<br />
people<br />
roots<br />
slow<br />
spring<br />
summer<br />
water<br />
wing<br />
woodlands<br />
Name:<br />
www.prim-ed.com ~ <strong>PR</strong>IMARY SCIENCE ~ Prim-Ed Publishing 13
What are insects?<br />
Plants and animals ~ Activity 1<br />
Objective<br />
• observe, identify and<br />
explore a variety of living<br />
things in local habitats and<br />
environments<br />
Working scientifically<br />
• Questioning<br />
• Observing<br />
• Predicting<br />
• Investigating and<br />
experimenting<br />
• Analysing (sorting and<br />
classifying)<br />
• Recording and<br />
communicating<br />
Designing and making<br />
• Exploring<br />
Background information<br />
Identifying and observing insects<br />
can be difficult with a large<br />
number of pupils. Activities in this<br />
topic are based on observations<br />
occurring in the school grounds.<br />
An alternative is to have a live<br />
insect collection in the classroom,<br />
such as an ant farm or silkworm<br />
collection.<br />
To be a true insect, the bug<br />
must have three pairs of legs, a<br />
segmented body (three regions),<br />
one pair of antennae and, usually,<br />
wings.<br />
Before the lesson<br />
Materials needed<br />
• Hand lenses if available, charts or books with pictures of insects, clipboards or files<br />
for field work.<br />
(Note: Pupils should be aware of the dangers of focusing light using hand<br />
lenses.)<br />
Preparation<br />
• Identify locations in the school grounds where insects can be observed – ants,<br />
woodlice, ladybirds, butterflies, moths etc.<br />
The lesson<br />
Stimulus<br />
• Show pupils charts and pictures of insects to help to create interest and discussion.<br />
Ask pupils for their stories of any experiences with insects.<br />
What to do<br />
• Discuss insect species and list those the pupils have seen in the school grounds.<br />
• Read through the worksheet with the pupils so they know what to look for when<br />
observing their insects.<br />
• Go into the school grounds and have pupils (in pairs) observe an insect. (Insects<br />
such as ants or grasshoppers are the best for this activity.) Answer the questions<br />
on the worksheet and draw a picture of the insect. (The worksheet can be finished<br />
in the classroom.)<br />
• Discuss similarities and differences in the observations made by different pairs.<br />
• Explain to the pupils that to be a true insect, the bug must have three pairs of legs,<br />
a segmented body (three regions), one pair of antennae and, usually, wings.<br />
After the lesson<br />
Answers<br />
1. – 3. Teacher check.<br />
Additional activities<br />
• Investigate ants – how they live in colonies, are strong for their size etc.<br />
Viewing Sample<br />
Display ideas<br />
• Take photographs of pupils observing insects, add captions to the photographs and<br />
pin completed worksheets next to the photos.<br />
• Allow pupils to make detailed drawings of a variety of insects (from charts or<br />
collections) using a fine black pen. Display the results.<br />
14 <strong>PR</strong>IMARY SCIENCE ~ Prim-Ed Publishing ~ www.prim-ed.com
Plants and animals ~ Activity 1<br />
What are insects?<br />
Name some insects you might find in your school grounds.<br />
Look carefully at one insect in your school grounds and answer<br />
these questions. Do not hurt your insect.<br />
Viewing Sample<br />
(a) Is your insect a true insect?<br />
(b) Circle the insects in the top box that are true insects.<br />
www.prim-ed.com ~ <strong>PR</strong>IMARY SCIENCE ~ Prim-Ed Publishing 15
Parts of an insect<br />
Plants and animals ~ Activity 2<br />
Objectives<br />
• observe, identify and<br />
explore a variety of living<br />
things in local habitats and<br />
environments<br />
• recognise and describe the<br />
parts of some living things<br />
Working scientifically<br />
• Questioning<br />
• Observing<br />
• Predicting<br />
• Investigating and<br />
experimenting<br />
• Recording and<br />
communicating<br />
Background information<br />
An insect’s body parts perform<br />
the following functions.<br />
Head: includes the mouth, eyes<br />
and antennae, but not the ears.<br />
(Many insects ‘hear’ by means<br />
of hairs on their bodies. Others<br />
have ‘ears’ on their legs or sides.<br />
They cannot be seen.) The mouth<br />
is surrounded by mouth parts<br />
which vary according to how<br />
the insect feeds. The eyes are<br />
mostly large ‘compound’ eyes.<br />
Each compound eye is made up<br />
of hundreds of separate lenses.<br />
The antennae are used to smell<br />
and feel.<br />
Thorax: the legs and wings are<br />
attached to the thorax, which<br />
has three fused parts. One pair<br />
of legs is attached to each part<br />
of the thorax. Most insects have<br />
wings, either two or four, which<br />
are attached to the thorax.<br />
Abdomen: in the abdomen<br />
are the essential organs for<br />
digestion, reproduction and<br />
waste products. The abdomen<br />
of most insects can expand and<br />
contract. Some insects have a<br />
poisonous sting at the end of the<br />
abdomen.<br />
Before the lesson<br />
Materials needed<br />
• Chart or books showing pictures of insects.<br />
Preparation<br />
• No extra preparation needed.<br />
The lesson<br />
Stimulus<br />
• Use the worksheet to discuss each of the body parts of an insect. Whiteboard<br />
common words used to describe insects.<br />
What to do<br />
• Have pupils suggest functions for each body part before discussing the actual<br />
functions, as detailed in the background information.<br />
• Pupils cut and paste body part labels onto the diagram.<br />
After the lesson<br />
Answers<br />
• Teacher check<br />
Additional activities<br />
• On the whiteboard, make up a chart with insect and other animal parts listed<br />
vertically. Horizontally, list Insect, Mammal, Bird, Fish etc. Tick what parts each<br />
has and discuss the results.<br />
Display ideas<br />
• Pupils can make a collage of an insect and label the parts.<br />
Viewing Sample<br />
16 <strong>PR</strong>IMARY SCIENCE ~ Prim-Ed Publishing ~ www.prim-ed.com
Plants and animals ~ Activity 2<br />
Parts of an insect<br />
Insects have many different shapes, colours and sizes.<br />
However, all insects have the same body parts.<br />
Cut and glue the body part names in the correct places.<br />
Viewing Sample<br />
www.prim-ed.com ~ <strong>PR</strong>IMARY SCIENCE ~ Prim-Ed Publishing 17
Design an insect<br />
Plants and animals ~ Activity 3<br />
Objective<br />
• observe, identify and<br />
explore a variety of living<br />
things in local habitats and<br />
environments<br />
Working scientifically<br />
• Questioning<br />
• Observing<br />
• Predicting<br />
• Investigating and<br />
experimenting<br />
• Recording and<br />
communicating<br />
Designing and making<br />
• Exploring<br />
• Planning<br />
• Making<br />
• Evaluating<br />
Background information<br />
Refer to background information<br />
on page 16.<br />
Before the lesson<br />
Materials needed<br />
• Collect a range of materials including plastic bottles, drinking straws, pipe-cleaners,<br />
buttons, cardboard boxes, cardboard rolls, cool drink cans, masking tape, modelling<br />
clay, elastic bands etc.<br />
Preparation<br />
• Group materials for ease of use.<br />
The lesson<br />
Stimulus<br />
• Discuss the body parts of insects. Review worksheet from page 17. Review the<br />
materials collected. Pupils suggest what materials most resemble insect body parts<br />
and how they can be joined.<br />
What to do<br />
• Place pupils in small groups. Have the groups complete the worksheet based on<br />
their own plan of an insect. Have the pupils label body parts with the materials<br />
they intend to use.<br />
• Distribute materials and have pupils assemble their insect.<br />
• Review each group’s insect. Check off all required body parts.<br />
After the lesson<br />
Answers<br />
• Teacher check<br />
Additional activities<br />
• Sort the completed insects into species (for example, beetles, ants) or by what they<br />
eat or what they can do.<br />
Display ideas<br />
• Display the finished insects from the ceiling or on ledges, along with a short<br />
description of what each can do, what it eats, its name etc.<br />
Viewing Sample<br />
18 <strong>PR</strong>IMARY SCIENCE ~ Prim-Ed Publishing ~ www.prim-ed.com
Plants and animals ~ Activity 3<br />
Design an insect<br />
Type of Insect<br />
Draw and label the materials you will use for<br />
each body part.<br />
Viewing Sample<br />
Describe what this insect can do.<br />
www.prim-ed.com ~ <strong>PR</strong>IMARY SCIENCE ~ Prim-Ed Publishing 19
Snail trails<br />
Plants and animals ~ Activity 4<br />
Objective<br />
• observe, identify and<br />
explore a variety of living<br />
things in local habitats and<br />
environments<br />
Working scientifically<br />
• Questioning<br />
• Observing<br />
• Predicting<br />
• Investigating and<br />
experimenting<br />
• Estimating and measuring<br />
• Recording and<br />
communicating<br />
Designing and making<br />
• Exploring<br />
Background information<br />
A snail moves along by means<br />
of a strong muscular organ or<br />
‘foot’. This moves in a backward,<br />
wavelike movement that propels<br />
the snail forward. The snail<br />
excretes a slimy substance which<br />
assists in moving.<br />
Note: Snails that withdraw into<br />
their shells can usually be coaxed<br />
out by dipping into a lid of water<br />
or placing on a damp paper<br />
towel.<br />
Snail facts:<br />
• Snails travel in irregular paths,<br />
often moving in a circle.<br />
• Snails cannot hear.<br />
• Snails are nocturnal.<br />
• The suction created by the<br />
slime enables a snail to crawl<br />
upside-down.<br />
• Garden snails breathe with<br />
lungs.<br />
• Snails rely mainly on their<br />
sense of touch and smell to<br />
find food as their eyesight is<br />
very poor.<br />
• Garden snails mainly eat<br />
garden plants and vegetables<br />
but will also eat decaying<br />
plants and soil.<br />
Before the lesson<br />
Materials needed<br />
• A variety of snails (3–4 per group), magnifying glass or hand lens, coloured pencils<br />
or felt pens, stopwatch, glass or plastic containers, sheet of dark-coloured paper,<br />
piece of plastic (a plastic file sleeve could be used), ruler.<br />
Preparation<br />
• A collection of different types and shapes of snails (collected either by the teacher<br />
or, in an allocated time, by pupils prior to lesson).<br />
• Chart or drawing in a book of a snail, showing labelled parts.<br />
• Collection of extra books on snails, how to build a snailery or keep snails, snail life<br />
cycle for reference and research (optional).<br />
The lesson<br />
Stimulus<br />
• Discuss the ways in which animals move (hop, slide, crawl, swim, slither, fly, waddle<br />
etc.). Whiteboard or chart a list of interesting words.<br />
• Show a detailed picture of a snail and its labelled parts (feelers, eyes, mouth, shell,<br />
foot).<br />
What to do<br />
• Distribute snails to groups, along with the other materials.<br />
• Have the pupils record any differences in the snails’ shell patterns on the<br />
copymaster.<br />
• Examine one snail carefully and draw a detailed picture of it.<br />
• Pupils compare their picture to the labelled chart shown previously. Ask if they can<br />
see these parts on their snail.<br />
• Watch the snails move. Write words to describe this movement. Can they see the<br />
trail the snails leave?<br />
• Pupils carefully place a snail on their hand and watch it move. Describe what it<br />
feels like.<br />
• Draw a line on the dark paper. Place the snail at one end and time its<br />
movement. Make a mark after one minute to show how far it has travelled.<br />
Place the piece of plastic over the line on the paper and again time the snail over<br />
a minute. Mark a line to show how far it travelled. On what surface did it travel<br />
faster? Measure how far it moved. Which group’s snail travelled the longest/<br />
shortest distance?<br />
Viewing Sample<br />
After the lesson<br />
Answers<br />
• Teacher check.<br />
Additional activities<br />
• Find and record as many places as possible where snails live. Check the next day<br />
at the same time. Record the number. Have any moved? Why do they think snails<br />
move from place to place?<br />
• Observe snails and their movements over different surfaces (e.g. carpet, grass,<br />
plastic, lino, wood, cement, sandpaper). On which surface do they move the slowest/<br />
fastest? Do they move differently on different surfaces?<br />
Display ideas<br />
• Brainstorm words and phrases about their observations. Arrange around a collage<br />
snail drawing.<br />
20 <strong>PR</strong>IMARY SCIENCE ~ Prim-Ed Publishing ~ www.prim-ed.com
Plants and animals ~ Activity 4<br />
Draw and write about your snails.<br />
Snail trails<br />
Shell patterns …<br />
What it looks like …<br />
How it moves …<br />
What it feels like …<br />
Viewing Sample<br />
(a) My snail travelled<br />
(b) My snail travelled<br />
cm on the paper in one minute.<br />
cm on the plastic in one minute.<br />
(c) My snail moved<br />
on the paper.<br />
(d) My snail moved<br />
on the plastic.<br />
www.prim-ed.com ~ <strong>PR</strong>IMARY SCIENCE ~ Prim-Ed Publishing 21
Observing plants<br />
Plants and animals~ Activity 5<br />
Objectives<br />
• recognise and describe the parts<br />
of some living things<br />
• recognise that trees are plants<br />
Working scientifically<br />
• Questioning<br />
• Observing<br />
• Recording and communicating<br />
Designing and making<br />
• Exploring<br />
Background information<br />
The main parts of flowering plants<br />
are the leaves, stems, roots, flowers<br />
and seeds. Each plant part performs<br />
the following basic functions.<br />
Leaves: the structures on a plant that<br />
make food.<br />
Stems: the part of a plant that support<br />
branches, leaves and flowers.<br />
Roots: anchor the plant in soil<br />
and collect water and minerals for<br />
growth.<br />
Flowers: the reproductive part of the<br />
plant where seeds are produced.<br />
Seeds: the part of the plant containing<br />
a tiny plant and its food supply.<br />
Before the lesson<br />
Materials needed<br />
• Clipboards or files for field work.<br />
Preparation<br />
• Explore the school grounds to locate the most suitable sites to observe a variety<br />
of flowering plants. Prepare worksheets and clipboards.<br />
• Organise pairs or groups of pupils.<br />
The lesson<br />
Stimulus<br />
• Have pupils suggest their favourite plant/flower. List these on the<br />
whiteboard.<br />
• Ensure pupils recognise that trees are plants. Have pupils suggest their favourite<br />
tree.<br />
• Identify levels of prior knowledge by discussing what plants they have at home<br />
and the purpose plants serve.<br />
• Discuss the different parts of plants – prior knowledge.<br />
What to do<br />
• Take the class to the designated area(s). Have pupils choose a plant with flowers.<br />
Pupils draw each plant part. (See note below regarding the roots.) Encourage<br />
pupils to select different plant varieties. Pupils write words to describe what<br />
they are observing.<br />
• Return to the classroom. Discuss the observations of different pupils. Have<br />
pupils suggest what roles are played by the different plant parts. Do the words<br />
and drawings give any clues?<br />
• Pupils complete and colour drawings. Describing words can be compiled and<br />
presented on charts.<br />
Note: When observing plant parts it will be necessary to observe a root system.<br />
This can be done as a whole-class activity to start with, by observing the root<br />
systems of several weeds.<br />
After the lesson<br />
Viewing Sample<br />
Answers<br />
• Teacher check<br />
Additional activities<br />
• Create a class ‘Plant Record <strong>Book</strong>’ which<br />
pupils work at in pairs or individually<br />
to compile.<br />
Display ideas<br />
• Take photos of pupils drawing the plant<br />
parts and display around completed<br />
copymasters.<br />
22 <strong>PR</strong>IMARY SCIENCE ~ Prim-Ed Publishing ~ www.prim-ed.com
Plants and animals ~ Activity 5<br />
Observing plants<br />
Choose a plant with flowers. Look at it carefully.<br />
Draw a picture and write words to describe each part of the plant.<br />
Viewing Sample<br />
www.prim-ed.com ~ <strong>PR</strong>IMARY SCIENCE ~ Prim-Ed Publishing 23
Different habitats<br />
Plants and animals~ Activity 6<br />
Objective<br />
• develop some awareness of<br />
plants and animals from wider<br />
environments<br />
Working scientifically<br />
• Questioning<br />
• Predicting<br />
• Analysing (sorting and<br />
classifying)<br />
• Recording and communicating<br />
Background information<br />
A habitat is the place where organisms<br />
live, grow, feed and reproduce. Many<br />
animals have special adaptations to<br />
give them the best chance of survival<br />
in a habitat.<br />
All animals and plants rely on their<br />
habitat for water and food, shelter<br />
and safety.<br />
There are many different habitats on<br />
the earth. These include:<br />
Wetlands (or swamps/marshes) are<br />
areas of land that are often flooded<br />
with water. Many animals and insects<br />
flock to wetlands, especially birds.<br />
Deserts are areas that have very little<br />
moisture. Animals and plants that<br />
live in these environments usually<br />
have adaptations that help them to<br />
survive with very little water (such as<br />
a cactus or camel).<br />
Woodlands often have dense trees,<br />
making the ground moist which is<br />
an ideal condition for worms and<br />
insects. Dead plants are recycled on<br />
the floor of woodlands, decomposing<br />
into the soil.<br />
The ocean is a habitat with an<br />
immense number of plant and animal<br />
inhabitants.<br />
Before the lesson<br />
Materials needed<br />
• Photographs and pictures of different habitats (optional).<br />
Preparation<br />
• Resource photographs of a variety of different habitats.<br />
The lesson<br />
Stimulus<br />
• Play a ‘Where do I live?’ game. Keep describing an animal or plant until a pupil<br />
can guess where the animal lives or plant can be found.<br />
For example:<br />
• I have a shell.<br />
• I have claws.<br />
• I walk sideways and sometimes backwards.<br />
Continue until a pupil guess that the creature is a crab and lives in the ocean.<br />
What to do<br />
• Show pupils pictures of different habitats; for example, jungles, ponds, bush,<br />
rainforests, woodlands, deserts, alpine regions.<br />
• Ask the class to predict what type of plants and animals might be found in each<br />
habitat.<br />
• Introduce the term ‘habitat’. Discuss each of the four habitats listed on the<br />
worksheet. Allow time for pupils to ask questions about them.<br />
• In pairs, the pupils look at each of the organisms at the bottom of the worksheet.<br />
They discuss which habitat each might be found in.<br />
• Pupils colour the pictures of the plants and animals.<br />
• Pupils cut and paste the pictures of the plants and animals in the appropriate<br />
box.<br />
• When completed, hold a class discussion about the pupils’ responses to clarify<br />
any misconceptions.<br />
After the lesson<br />
Viewing Sample<br />
Answers<br />
Ocean: coral, fish, turtle, seagrass.<br />
Desert: lizard, cactus, snake, camel.<br />
Wetland: frog, flamingo, reeds, lily pad.<br />
Woodland: squirrel, bird, trees, flowers.<br />
Additional activities<br />
• Discuss which plants and animals live in the local area. Discuss the habitats<br />
they are found in. Pupils draw and label a local habitat with plants and animals<br />
included.<br />
• Choose one habitat. Discuss food chains. Ask pupils to think about which animals<br />
eat other animals or plants to survive.<br />
Display ideas<br />
• Display the pictures or photographs of different habitats.<br />
24 <strong>PR</strong>IMARY SCIENCE ~ Prim-Ed Publishing ~ www.prim-ed.com
Plants and animals ~ Activity 6<br />
Different habitats<br />
A habitat is the place where plants and animals live.<br />
Decide which habitat the plants and animals below belong to. Colour<br />
them. Cut them out and place them in the correct box.<br />
Viewing Sample<br />
www.prim-ed.com ~ <strong>PR</strong>IMARY SCIENCE ~ Prim-Ed Publishing 25
Nocturnal animals<br />
Plants and animals ~ Activity 7<br />
Objective<br />
• group and sort living things<br />
into sets according to certain<br />
characteristics<br />
Working scientifically<br />
• Questioning<br />
• Observing<br />
• Predicting<br />
• Analysing (sorting and<br />
classifying)<br />
• Recording and communicating<br />
Background information<br />
Nocturnal animals sleep during the<br />
day and are active at night. Many<br />
of these animals have special eyes<br />
that ‘collect’ the light to help them<br />
see and move around in the dark.<br />
The pupils become larger to let<br />
more light in. Bats are able to fly<br />
around at night by using a sonar-like<br />
system. They send out signals that hit<br />
something solid and then come back.<br />
Bats are able to tell how far away an<br />
object is and what it is by doing this.<br />
(This is called echolocation.)<br />
Before the lesson<br />
Materials needed<br />
• Mirror, ping-pong ball, charts, magazines, pictures or photographs of nocturnal<br />
animals; for example, fox, bat, koala, owl, possum, snail, wolf.<br />
Preparation<br />
• Arrange to use another area in the school if the classroom cannot be made dark<br />
enough for the stimulus activity.<br />
The lesson<br />
Stimulus<br />
• Turn off the lights and close the blinds in the classroom. Give the pupils enough<br />
time for their eyes to become accustomed to the dark. Ask them if they can<br />
still see outlines of objects. How much can they see?<br />
What to do<br />
• In pairs, ask the pupils to look at each other’s eyes. Explain that the black part<br />
of the eye is called the ‘pupil’. One at a time, ask a pupil to close his/her eyes<br />
and count to five. Open the eyes. His/Her partner watches the pupil contract<br />
(get smaller). (Pupils who do not have a partner can use a mirror to watch their<br />
own pupils contract.) Explain that our eyes adjust to the dark by our pupils<br />
opening wider to let more light in. The eyes of many nocturnal animals also<br />
have this special characteristic.<br />
• Not all animals use their eyes to get around in the dark. Bats have a special<br />
system to help them find out how far away objects are. Ask the pupils if they<br />
know what bats use to help them travel in the dark. Get a ping-pong ball. Stand<br />
close to the wall and bounce it against the wall. Watch the ball come back.<br />
Continue to do this taking a step back each time. Explain that this is similar to<br />
a bat sending high-pitched sound signals to judge how far away an object is.<br />
• Look at the animals pictured on the copymaster. Discuss what the pupils know<br />
about each animal and its special features. Predict if the animal is nocturnal.<br />
• Complete Questions 2 and 3 of the copymaster.<br />
After the lesson<br />
Answers<br />
1. bat, koala, owl, possum, snail<br />
2. Nocturnal animals sleep during the day and are active at night.<br />
3. Bats use high-pitched sound (sonar) signals. These signals bounce off the objects<br />
in front of them.<br />
Viewing Sample<br />
Additional activities<br />
• Discuss and list animals that are not nocturnal (diurnal).<br />
• Research one nocturnal animal. Draw pictures of the animal and add important<br />
facts.<br />
Display ideas<br />
• Find posters and photos of different kinds of animals. Divide a wall into animals<br />
that are active during the day and animals that are active at night.<br />
26 <strong>PR</strong>IMARY SCIENCE ~ Prim-Ed Publishing ~ www.prim-ed.com
Plants and animals ~ Activity 7<br />
Nocturnal animals<br />
Colour the animals that are nocturnal.<br />
What is a nocturnal animal?<br />
Viewing Sample<br />
Bats have a special way of getting around in the dark.<br />
Explain how they travel at night.<br />
www.prim-ed.com ~ <strong>PR</strong>IMARY SCIENCE ~ Prim-Ed Publishing 27
Food for plants and animals<br />
Plants and animals ~ Activity 8<br />
Objective<br />
• appreciate that living things<br />
have essential needs for growth<br />
Working scientifically<br />
• Questioning<br />
• Observing<br />
• Predicting<br />
• Recording and communicating<br />
Background information<br />
(Note: This is an ideal opportunity<br />
to reinforce the understanding that<br />
people are animals. Misconceptions<br />
are often developed to the contrary<br />
at this age.)<br />
Food and water are essential to the<br />
growth and survival of people, plants<br />
and animals.<br />
The volumes and types of food<br />
and water vary among plants and<br />
animals.<br />
Before the lesson<br />
Materials needed<br />
• Pictures of a variety of plants and animals from a diverse range of environments<br />
(include those on the copymaster); mini-cactus plant (optional).<br />
Preparation<br />
• No extra preparation required.<br />
The lesson<br />
Stimulus<br />
• Display the pictures of plants and animals. Discuss what each animal and plant<br />
needs to survive.<br />
What to do<br />
• Focus on the plants listed on the copymaster. Both require water and food,<br />
although each in varying amounts. The cactus needs very little as it is capable<br />
of storing water and food. The flower requires constant water and nutrients.<br />
• Now focus on the animals listed on the copymaster. Each has a different food<br />
requirement. The dog is primarily a meat eater (carnivore), while the human is a<br />
plant and meat eater (omnivore). Both animals require fresh water to drink.<br />
• Ask pupils for words and phrases to list on the whiteboard under each of these<br />
animals and plants. For example, the dog’s could be – bones, dog biscuits, tin<br />
of dog food, bowl of fresh water etc.<br />
• Pupils complete the copymaster, using the lists as reference.<br />
After the lesson<br />
Answers<br />
• Teacher check<br />
Additional activities<br />
• Investigate animals and plants with unique food and water storing characteristics,<br />
e.g. camel, bear, cactus etc.<br />
• Grow simple plants from seed. Observe plants receiving water – how much/<br />
how often do they need watering?<br />
Viewing Sample<br />
Display ideas<br />
• Pupils could paint or draw pictures of animals or plants investigated in the<br />
additional activities. Facts can be pinned around each picture on a pin-up<br />
board.<br />
28 <strong>PR</strong>IMARY SCIENCE ~ Prim-Ed Publishing ~ www.prim-ed.com
Plants and animals ~ Activity 8<br />
Food for plants and animals<br />
Food and water are very important for people to live and grow.<br />
What do these plants and animals need to live and grow?<br />
Plants<br />
Animals<br />
Viewing Sample<br />
How are people, plants and animals the same?<br />
www.prim-ed.com ~ <strong>PR</strong>IMARY SCIENCE ~ Prim-Ed Publishing 29
What do plants need to grow?<br />
Plants and animals ~ Activity 9<br />
Objectives<br />
• explore through the growing<br />
of seeds, the need of plants for<br />
water and heat<br />
• investigate how plants respond<br />
to light<br />
Working scientifically<br />
• Questioning<br />
• Observing<br />
• Predicting<br />
• Investigating and experimenting<br />
• Estimating and measuring<br />
• Analysing (interpreting)<br />
• Recording and communicating<br />
Designing and making<br />
• Exploring<br />
• Making<br />
Background information<br />
Plants have certain requirements<br />
to live.<br />
1. Light: is essential for the<br />
process of food production by<br />
photosynthesis. Light does not<br />
need to be direct; however, the<br />
amount and intensity of light<br />
required varies from plant to<br />
plant.<br />
2. Water: all plants require water,<br />
which also contains minerals and<br />
nutrients. The amount of water<br />
required varies from plant to<br />
plant.<br />
3. Food: is the level of necessary or<br />
additional minerals absorbed by<br />
the plant. All plants require food.<br />
In some cases, certain minerals<br />
are essential for the plant to<br />
survive. In others, minerals will<br />
enhance growth.<br />
Note:<br />
The purpose of this experiment<br />
is to identify the survival needs of<br />
flowering plants. While the concept is<br />
complex, it represents an opportunity<br />
to demonstrate that separate<br />
experiments are needed for light,<br />
water and food; i.e. variables should<br />
be isolated.<br />
Before the lesson<br />
Materials Needed<br />
• Seeds (select easy-care fast-growing seeds such as beans, wheat or others<br />
available locally); simple containers such as saucers, bottom of milk cartons<br />
etc. to grow seeds, water, soluble fertiliser, cotton wool (or blotting paper).<br />
Preparation<br />
• Prepare sufficient containers to have nine per group of pupils (4–6 pupils per<br />
group); seeds, water, cotton wool and fertiliser for each group.<br />
The lesson<br />
Stimulus<br />
• Discuss what people need in order to survive. Write the suggestions on the<br />
whiteboard. Discuss what pupils think plants need to survive. Write on the<br />
whiteboard and compare lists.<br />
What to do<br />
• Discuss how pupils can test some of the suggestions by conducting an<br />
experiment.<br />
• Explain how pupils will test the need of a plant for light, water and food.<br />
• Have each group prepare their experiments as follows. Parent helpers could<br />
be used to assist if available.<br />
Light: Three containers, labelled 1–3, with seeds resting on a bed of cotton wool. All watered so<br />
cotton wool is moist to damp.<br />
Place Container 1 in a dark cupboard – no light.<br />
Place Container 2 in a position where light is received – no direct sun (on a shelf in the<br />
classroom).<br />
Place Container 3 in a position receiving direct sun (on a windowsill where some direct sun is<br />
received).<br />
Keep cotton wool moist throughout the experiment.<br />
Water: Three containers, labelled 1–3, with seeds resting on a bed of cotton wool.<br />
Container 1 – no water.<br />
Container 2 – watered at the beginning only.<br />
Container 3 – cotton wool kept moist.<br />
Place all three together, on a shelf in the classroom.<br />
Food: Three containers, labelled 1–3, with seeds resting on a bed of cotton wool.<br />
Container 1 – no food.<br />
Container 2 – fed at the beginning only.<br />
Container 3 – fed regularly with soluble fertiliser.<br />
Place all three together, on a shelf in the classroom.<br />
• Note: The worksheet should not be completed until seed and plant growth has<br />
been sufficient to differentiate the varying levels for growth.<br />
• Pupils record their findings on the copymaster by drawing the results of each<br />
experiment. Note: Work through each variable at a time.<br />
• Based on their observations, pupils complete the grid at the bottom of the<br />
worksheet to record how each variable affected the growth of the seeds.<br />
Viewing Sample<br />
After the lesson<br />
Answers<br />
• Teacher check<br />
Additional activities<br />
• Observe plants in the school grounds.<br />
– Which plants are receiving ideal conditions?<br />
– Which plants are not? What is missing?<br />
30 <strong>PR</strong>IMARY SCIENCE ~ Prim-Ed Publishing ~ www.prim-ed.com
Plants and animals ~ Activity 9<br />
What do plants need to grow?<br />
Viewing Sample<br />
www.prim-ed.com ~ <strong>PR</strong>IMARY SCIENCE ~ Prim-Ed Publishing 31
Life cycles and seasons – 1<br />
Plants and animals – Activity 10<br />
Objectives<br />
• become familiar with the life<br />
cycles of common plants and<br />
animals<br />
• understand that seasonal<br />
changes occur in living things<br />
and examine the changes in<br />
plant and animal life during the<br />
different seasons<br />
Working scientifically<br />
• Questioning<br />
• Observing<br />
• Predicting<br />
• Investigating and experimenting<br />
• Analysing (sorting, classifying<br />
and recognising patterns)<br />
• Recording and communicating<br />
Designing and making<br />
• Exploring<br />
• Making<br />
Background information<br />
Cyclic patterns occur in nature.<br />
The most obvious of these are<br />
the life cycles of different animals,<br />
including humans. Other cycles<br />
involve weather, climate, the passing<br />
of time (days, weeks, months, years),<br />
water etc. The repetitive nature of<br />
life on Earth is a concept that can be<br />
reinforced from many perspectives.<br />
Nature can change from season to<br />
season. Plants and trees change<br />
throughout the seasons.<br />
Once the seedling starts to grow out<br />
of the seed it also develops roots.<br />
The young plant continues to grow<br />
developing a stem, leaves and, later,<br />
bearing flowers and fruits. The flower<br />
is the reproductive organ of the plant.<br />
Pollination of the flower leads to the<br />
making of more seeds and the cycle<br />
continues.<br />
Before the lesson<br />
Materials needed<br />
• Photographs and charts of trees and plants at different stages of their life cycle,<br />
or life cycle charts.<br />
Preparation<br />
• Collect charts and photographs of plants and trees at different stages in their<br />
life cycle.<br />
The lesson<br />
Stimulus<br />
• Walk around the school grounds and observe plants at different stages of their<br />
life cycle. Look for plants that are just shooting through the ground and those<br />
with and without flowers in bloom. Discuss each part of the cycle.<br />
What to do<br />
• Pupils complete the cycle by naming each step. They discuss their ideas with a<br />
partner.<br />
• When the pupils have completed Question 1, discuss the cycle to ensure the<br />
correct steps are included.<br />
• Name each of the seasons. Ask the class to volunteer words to describe each<br />
season. If not offered, ask the pupils how the plants and trees change during<br />
the different seasons.<br />
• Read each of the statements in Question 2. Pupils match each with the<br />
season.<br />
• Show the class pictures of trees at different times of the year. Pupils complete<br />
Question 3 by drawing how trees appear during the three different seasons.<br />
After the lesson<br />
Answers<br />
1. seed seedling flower fruit<br />
2. (a) Leaves change colour, dry and fall to the ground – autumn.<br />
(b) Trees in full bloom – summer.<br />
(c) Buds appear, flowers bloom and birds build their nests – spring.<br />
(d) No seeds sprouting, trees are bare – winter.<br />
3. Teacher check – refer to above.<br />
Viewing Sample<br />
Additional activities<br />
• Compose a class poem about trees during different times of the year. Paint<br />
pictures of how trees appear throughout the seasons.<br />
Display ideas<br />
• Other posters of life cycles can be created and displayed. The pupils can draw,<br />
paint or use pictures from the Internet and put them in the correct order,<br />
showing the cycle.<br />
32 <strong>PR</strong>IMARY SCIENCE ~ Prim-Ed Publishing ~ www.prim-ed.com
Plants and animals – Activity 10<br />
Life cycles and seasons – 1<br />
Complete the missing parts of the cycle and colour<br />
the illustrations.<br />
Nature changes from season to season. Match the description to<br />
the season.<br />
(a) Leaves change colour, dry and fall to the ground. • • spring<br />
(b) Trees in full bloom. • • winter<br />
Viewing Sample<br />
(c) Buds appear, flowers bloom and birds build their nests. • • summer<br />
(d) No seeds sprouting, trees are bare. • • autumn<br />
Draw a tree for each of these seasons.<br />
Spring Autumn Winter<br />
www.prim-ed.com ~ <strong>PR</strong>IMARY SCIENCE ~ Prim-Ed Publishing 33
Life cycles and seasons – 2<br />
Plants and animals – Activity 11<br />
Objectives<br />
• become familiar with the life<br />
cycles of common plants and<br />
animals<br />
• understand that seasonal<br />
changes occur in living things<br />
and examine the changes in<br />
plant and animal life during the<br />
different seasons<br />
Working scientifically<br />
• Questioning<br />
• Observing<br />
• Predicting<br />
• Investigating and experimenting<br />
• Recording and communicating<br />
Background information<br />
Cyclic patterns occur in nature.<br />
The most obvious of these are<br />
the life cycles of different animals,<br />
including humans. Other cycles<br />
involve weather, climate, the passing<br />
of time (days, weeks, months, years),<br />
water etc. The repetitive nature of<br />
life on Earth is a concept that can be<br />
reinforced from many perspectives.<br />
During the different seasons, animals<br />
change their behaviour for survival<br />
during the cold winters and hot<br />
summers.<br />
Animals:<br />
• sleep or hibernate,<br />
• change their fur thickness,<br />
• hide in trees or underground,<br />
• fly to where the weather is warmer<br />
and food more available.<br />
Before the lesson<br />
Materials needed<br />
• Photographs and charts of animals at different stages of their life cycle, or life<br />
cycle charts.<br />
Preparation<br />
• Collect charts and photographs of animals at different stages in their life<br />
cycle.<br />
The lesson<br />
Stimulus<br />
• Use photographs and charts to show a variety of animals at different stages<br />
of their life cycle. Discuss the differences between a caterpillar and a butterfly.<br />
How can these be the same animal? Talk about the differences between a<br />
tadpole and a frog. How can these be the same animal? Introduce the concept<br />
of animals developing as part of a cycle. Discuss ‘cyclic’ terms (for example,<br />
larvae, pupa, seedling).<br />
What to do<br />
• Pupils complete the cycle by naming each step. They discuss their ideas with a<br />
partner. When the pupils have completed the task, discuss the cycle to ensure<br />
the correct steps are included.<br />
• Name each of the seasons. Ask the class to volunteer words to describe each<br />
season.<br />
• Explain that some animals change their behaviour during different seasons. Read<br />
each of the statements in Question 2. Ask the class if they think the behaviour<br />
occurs during winter or summer.<br />
• Which animals fly to new locations for the winter? Birds and insects.<br />
Which types of animals shed their fur or skin during summer to keep cool?<br />
Dogs, weasels and snakes.<br />
• Which types of animals hibernate during colder months? Squirrels, bears,<br />
groundhogs, hummingbirds etc. Frogs, snakes, turtles and many insects are<br />
dormant or inactive during winter.<br />
After the lesson<br />
Viewing Sample<br />
Answers<br />
1. egg caterpillar pupa butterfly<br />
2. (a) winter (b) summer (c) winter<br />
3. (a) Hibernate means to spend the winter withdrawn in close quarters.<br />
(b) Animals lower their body temperature and decrease their heart rate during<br />
hibernation to conserve the body’s energy needs to a bare minimum.<br />
Additional activities<br />
• Explore the cycles of animals that hibernate; for example, the life cycle of<br />
bears.<br />
Display ideas<br />
• Other posters of life cycles can be created and displayed. The pupils can draw,<br />
paint or use pictures from the Internet and put them in the correct order,<br />
showing the cycle.<br />
• Identify frogs native to the local environment. Use books and the Internet to<br />
identify unique and interesting frogs. Research the countries they live in.<br />
34 <strong>PR</strong>IMARY SCIENCE ~ Prim-Ed Publishing ~ www.prim-ed.com
Plants and animals – Activity 11<br />
Life cycles and seasons – 2<br />
Complete the missing parts of the life cycle and colour<br />
the illustrations.<br />
Some animals change their behaviour depending on the season. In<br />
which season do the following happen?<br />
(a) Birds fly to where the<br />
weather is warmer and food<br />
is more available.<br />
(b) Animals shed fur or skin<br />
to lower<br />
body temperature.<br />
Viewing Sample<br />
(c) Animals hibernate,<br />
lowering body temperature<br />
and slowing their<br />
heartbeat.<br />
(a) What does ‘hibernate’ mean?<br />
(b) Why do you think animals lower their body temperature and<br />
slow their heartbeat during hibernation?<br />
www.prim-ed.com ~ <strong>PR</strong>IMARY SCIENCE ~ Prim-Ed Publishing 35
Energy and forces<br />
Light<br />
Curriculum links<br />
England – <strong>Science</strong> –<br />
Key Stage Two<br />
Northern Ireland –<br />
The World Around<br />
Us – Key Stage One<br />
Scotland – <strong>Science</strong><br />
– First Level<br />
Wales – Knowledge<br />
and Understanding<br />
of the World – Key<br />
Stage Two<br />
• Know that light travels from a source.<br />
• Know that light cannot pass through some materials and that this leads to<br />
the formation of shadows.<br />
• Know how the position of the sun appears to change during the day and<br />
how shadows change as this happens.<br />
• Use simple equipment, make observations and measurements and<br />
communicate data.<br />
• Know about the importance of light in everyday life.<br />
• Know about different sources of light.<br />
• Observe the position of the sun at various times (first).<br />
• Make connections between the shape, position and size of shadows and the<br />
sun at different times of the day (first).<br />
• Explore the properties of different materials (first).<br />
• Know about the position and key features of the sun.<br />
• Know how properties of materials relate to their uses.<br />
• Know how light travels and how it can be used.<br />
• Use equipment correctly and make careful observations and measurements.<br />
Viewing Sample<br />
36 <strong>PR</strong>IMARY SCIENCE ~ Prim-Ed Publishing ~ www.prim-ed.com
Making shadows<br />
Measuring shadows<br />
Shadow clock<br />
The torch experiment<br />
Sun facts<br />
Energy and forces<br />
Light<br />
Viewing Sample<br />
clock<br />
day<br />
energy<br />
graph<br />
heat<br />
light<br />
materials<br />
opaque<br />
see<br />
shadows<br />
source<br />
sun<br />
time<br />
translucent<br />
transparent<br />
Name:<br />
www.prim-ed.com ~ <strong>PR</strong>IMARY SCIENCE ~ Prim-Ed Publishing 37
Making shadows<br />
Light ~ Activity 1<br />
Objectives<br />
• recognise that light comes from<br />
different sources<br />
• recognise that light is needed in<br />
order to see<br />
Working scientifically<br />
• Questioning<br />
• Observing<br />
• Predicting<br />
• Investigating and experimenting<br />
• Recording and communicating<br />
Designing and making<br />
• Exploring<br />
• Making<br />
Background information<br />
Light travels in straight lines. Any<br />
object which cuts off the source of<br />
light produces a region of shade<br />
behind it and casts a shadow on any<br />
surface in that region.<br />
Before the lesson<br />
Materials needed<br />
• Torches, OHP, cardboard box, assorted items for the stimulus (e.g. scissors,<br />
watch, paperclip, comb, fork), black paint, large felt-tip pen, sheets of A3 white<br />
paper, strip of white paper for mounting, chalk.<br />
Preparation<br />
• Cut the base from the cardboard box and place onto an OHP. Inside the box<br />
place a number of everyday objects.<br />
The lesson<br />
Stimulus<br />
• Turn on the OHP for 30 seconds. Pupils write down all the objects they<br />
recognised and remembered.<br />
What to do<br />
• Take pupils outside to observe shadows (use an area where shadows can be<br />
traced). This is best done in the afternoon or morning when the shadows are<br />
longer. Discuss with the pupils: ‘Does your shadow move in the same direction<br />
as you? Can you jump on your shadow? Does your body always touch your<br />
shadow? Can you and your partner make your shadows touch without touching<br />
each other? What is the biggest shadow you can make? What is the smallest<br />
shadow you can make?’ Pupils record their shadows by tracing around them<br />
with chalk.<br />
• Pupils write their observations on their worksheets.<br />
• Using the OHP, trace the silhouette of each child’s head on paper. Pupils paint<br />
their silhouettes black and cut them out. Mount them on a strip of white<br />
paper.<br />
• Number each silhouette and have pupils match the silhouette number to the<br />
individual.<br />
After the lesson<br />
Answers<br />
1. Pupils need to find a shape that blocks out the least amount of sun. Lying down<br />
in a ball shape may be the best way to achieve this.<br />
2. Pupils need to find a shape that blocks out the most amount of sun. Standing<br />
tall and wide and holding out clothing may be the best way to achieve this.<br />
3. (a) No<br />
(b) If you jump off the ground you will separate from your shadow.<br />
4. Teacher check<br />
Viewing Sample<br />
Additional activities<br />
• Pupils make shadow puppets with their hands.<br />
• Return to the chalk outlines outside and record the shadows when they are in<br />
exactly the same position as they were previously.<br />
Display ideas<br />
• Use the strip of silhouettes as a border for a ‘shadows’ display.<br />
• Take photos of pupils’ shadows outside and have pupils write captions for each<br />
one to display on a photo board.<br />
38 <strong>PR</strong>IMARY SCIENCE ~ Prim-Ed Publishing ~ www.prim-ed.com
Light ~ Activity 1<br />
Draw a picture to show<br />
how you made the smallest<br />
shadow.<br />
Making shadows<br />
Draw a picture to show<br />
how you made the biggest<br />
shadow.<br />
(a) Does your<br />
shadow<br />
always<br />
touch you?<br />
Write an explanation of how to make a shadow.<br />
General statement about shadows.<br />
(b) Explain your answer.<br />
Viewing Sample<br />
Step-by-step explanation on how to make a shadow.<br />
A sentence to finish your explanation.<br />
www.prim-ed.com ~ <strong>PR</strong>IMARY SCIENCE ~ Prim-Ed Publishing 39
Measuring shadows<br />
Light ~ Activity 2<br />
Objectives<br />
• recognise that light comes from<br />
different sources<br />
• recognise that light is needed in<br />
order to see<br />
Working scientifically<br />
• Questioning<br />
• Observing<br />
• Predicting<br />
• Investigating and experimenting<br />
• Estimating and measuring<br />
• Analysing (interpreting)<br />
• Recording and communicating<br />
Designing and making<br />
• Exploring<br />
• Making<br />
Background information<br />
Giant shadows are cast by the moon<br />
and the Earth. When the moon<br />
passes between the sun and the<br />
Earth, its shadow falls on parts of the<br />
Earth, creating darkness on that part<br />
during the day. This is known as an<br />
eclipse of the sun.<br />
If the Earth passes between the sun<br />
and the moon, the Earth casts a<br />
shadow on the moon and it becomes<br />
dark. This is known as an eclipse of<br />
the moon.<br />
Before the lesson<br />
Materials needed<br />
• Sticks, chalk (2 colours), modelling clay, tape measure, chart or book showing<br />
pictures of eclipses of the sun and moon.<br />
Preparation<br />
• Organise groups and materials for each group.<br />
The lesson<br />
Stimulus<br />
• Show photographs of eclipses of the sun and the moon. Discuss the enormous<br />
shadows that are cast by the Earth and the moon during an eclipse.<br />
What to do<br />
• Divide pupils into small groups of three or four.<br />
• Working in groups, tell the pupils they are going to predict and measure the<br />
shadow of a stick throughout the day.<br />
• Pupils place a stick into a lump of modelling clay.<br />
• Pupils place their stick in a sunny spot on the ground where the shadow can<br />
be traced.<br />
• Record the shadow by tracing it with chalk and measure the length of the<br />
shadow. With the other coloured chalk predict the position and the length of the<br />
next shadow in 30 minutes’ time. Continue to do this throughout the day.<br />
• Pupils present their results in a bar graph on their worksheet. (Teachers will<br />
need to direct pupils to complete the vertical axis according to the longest<br />
shadow recorded and to fill in the times of the day on the horizontal axis.)<br />
• Discuss the results.<br />
After the lesson<br />
Answers<br />
• Pupils’ results should show the shadows are longest in the early morning and<br />
late afternoon and shortest at noon. The length of the shadow changes as the<br />
sun appears at different angles in the sky. At noon, when the sun is closer to<br />
directly overhead, there is very little shadow. The position of the sun changes<br />
as the Earth rotates on its axis.<br />
Viewing Sample<br />
Additional activities<br />
• Pupils think of other ways to record the position of the sun.<br />
Display ideas<br />
• Cut out graphs and glue onto card. Pupils record their findings below and display<br />
on the wall.<br />
40 <strong>PR</strong>IMARY SCIENCE ~ Prim-Ed Publishing ~ www.prim-ed.com
Light ~ Activity 2<br />
Measuring shadows<br />
• Place your stick in a sunny spot.<br />
• Trace the shadow with chalk every hour.<br />
• Measure the shadows.<br />
Record your results below.<br />
Graph your results below.<br />
Viewing Sample<br />
www.prim-ed.com ~ <strong>PR</strong>IMARY SCIENCE ~ Prim-Ed Publishing 41
Shadow clock<br />
Light ~ Activity 3<br />
Objectives<br />
• recognise that light comes from<br />
different sources<br />
• recognise that light is needed in<br />
order to see<br />
Working scientifically<br />
• Questioning<br />
• Observing<br />
• Predicting<br />
• Investigating and experimenting<br />
• Estimating and measuring<br />
• Recording and communicating<br />
Designing and making<br />
• Exploring<br />
• Making<br />
• Evaluating<br />
Background information<br />
The position of the sun can be used<br />
to tell the time of day. Because the<br />
sun changes position, sundials only<br />
remain accurate in one position for<br />
about two weeks.<br />
A sundial is made of a dial plate<br />
marked out with hour lines and a<br />
raised section called a ‘gnomon’,<br />
that casts a shadow. The inclined<br />
edge of the gnomon is called the<br />
style and the shadow of this edge is<br />
used to tell the time.<br />
A sundial must be made specifically<br />
for the spot where it will be used and<br />
pointed in the right direction.<br />
Before sundials, the ancient<br />
Egyptians built tall stone towers<br />
called obelisks and could tell the<br />
time by looking at the shadow.<br />
Before the lesson<br />
Materials needed<br />
• Pictures of sundials, cardboard, pencils, modelling clay, markers, a compass<br />
(for direction).<br />
Preparation<br />
• Cut pieces of cardboard into rectangles 30 cm x 50 cm (one for each group).<br />
• Wait for a sunny day.<br />
The lesson<br />
Stimulus<br />
• Look at examples and pictures of sundials. Discuss the history of the sundial<br />
(refer to the background information).<br />
What to do<br />
• Divide pupils into small groups of three or four.<br />
• Pupils construct a shadow clock following directions set out on the<br />
worksheet.<br />
• Over the next few days, pupils test their shadow clocks to see how well they<br />
work. Pupils make suggestions on how they could improve their clocks.<br />
After the lesson<br />
Answers<br />
1. – 2. Teacher check<br />
3. Answers may include:<br />
Will not work if there is no sun.<br />
Are not precisely accurate.<br />
Will change as the Earth moves around the sun.<br />
Difficult to read inside.<br />
Additional activities<br />
• Research and make other types of sun clocks.<br />
Display ideas<br />
• Take photos of pupils at work and display on pin-up board. Pupils can summarise<br />
their results and display with the photographs.<br />
Viewing Sample<br />
42 <strong>PR</strong>IMARY SCIENCE ~ Prim-Ed Publishing ~ www.prim-ed.com
Light ~ Activity 3<br />
Shadow clock<br />
Follow the directions to make a shadow clock.<br />
You will need:<br />
• a piece of cardboard (30 cm x 50 cm)<br />
• a pencil<br />
• modelling clay<br />
• marker pen<br />
• compass (for direction)<br />
Attach the pencil to one end of the cardboard<br />
with the modelling clay.<br />
Morning<br />
W<br />
Afternoon<br />
E<br />
In the morning face your shadow clock towards<br />
the west. In the afternoon face your shadow clock<br />
towards the east as shown in the diagrams.<br />
Use a clock or watch and a marker to mark off on<br />
the cardboard where the sun hits each hour.<br />
Viewing Sample<br />
(a) Was your clock successful?<br />
(b) What changes would you make to your clock?<br />
What are the problems with a shadow clock?<br />
www.prim-ed.com ~ <strong>PR</strong>IMARY SCIENCE ~ Prim-Ed Publishing 43
The torch experiment<br />
Light ~ Activity 4<br />
Objective<br />
• investigate the relationship<br />
between light and materials<br />
Working scientifically<br />
• Questioning<br />
• Observing<br />
• Predicting<br />
• Investigating and experimenting<br />
• Analysing (sorting and<br />
classifying)<br />
• Recording and communicating<br />
Designing and making<br />
• Exploring<br />
• Making<br />
Background information<br />
If light that hits a material travels<br />
straight through it then the material<br />
is transparent. Objects can be clearly<br />
seen through transparent materials.<br />
If no light passes through an object<br />
then it is opaque and nothing can be<br />
seen through the object.<br />
If a little light is transmitted through<br />
a material and close objects cannot<br />
be seen clearly then the object is<br />
translucent.<br />
Before the lesson<br />
Materials needed<br />
• Variety of materials with opaque, transparent and translucent qualities (e.g.<br />
plastic bottles, cellophane, thin nylon, cotton wool, tracing paper, pencil, scissors,<br />
water, frosted glass, thick coloured plastic), strong torches or an OHP, three<br />
cardboard boxes.<br />
Preparation<br />
• Label the three boxes ‘Allows Light to Pass Through – Transparent’, ‘Prevents<br />
Light Passing Through – Opaque’ and ’Allows a Little Light to Pass Through –<br />
Translucent’.<br />
• Divide the class into small groups. Provide a variety of materials for the pupils<br />
to test in their groups.<br />
The lesson<br />
Stimulus<br />
• Demonstrate to the pupils what they will be doing in the torch experiment.<br />
Shine a torch through each type of material. Introduce the terms ‘transparent’,<br />
‘opaque’ and ‘translucent’. Discuss their meanings.<br />
What to do<br />
• In groups, test each object or material by holding it in front of the light.<br />
Categorise them into groups according to how much light passes through.<br />
• Discuss the types of shadows they form.<br />
• Revise the terms ‘opaque’, ‘transparent’ and ‘translucent’. Show the pupils the<br />
boxes and get each group to place their materials in the correct box.<br />
• On the worksheet, pupils use their own words to explain each term and make<br />
a list of objects under each of the headings.<br />
After the lesson<br />
Answers<br />
1. Opaque – doesn’t allow light to pass through.<br />
Transparent – allows all light to pass through.<br />
Translucent – allows some light to pass through.<br />
2. Teacher check<br />
3. Answers will vary but may include such things as:<br />
(a) blinds, clothing, walls, doors<br />
(b) windows, glasses, clear plastic, packaging<br />
(c) frosted glass, coloured glass<br />
Viewing Sample<br />
Additional activities<br />
• Design and cut out scary shapes from opaque and translucent materials and<br />
attach to sticks. Get the pupils to try holding the shape close to a strong light<br />
and then further away. What do they notice about the shadow?<br />
• Perform puppet plays with the shapes.<br />
Display ideas<br />
• Display the shapes made in ‘Additional activities’.<br />
• Display materials on a table under the headings of ‘opaque’, ‘transparent’ and<br />
‘translucent’.<br />
44 <strong>PR</strong>IMARY SCIENCE ~ Prim-Ed Publishing ~ www.prim-ed.com
Light ~ Activity 4<br />
The torch experiment<br />
What do these words mean?<br />
(a) opaque<br />
(b) transparent<br />
(c) translucent<br />
List the materials you tested under the correct heading.<br />
List some of the uses for materials which are:<br />
opaque.<br />
Viewing Sample<br />
transparent.<br />
translucent.<br />
www.prim-ed.com ~ <strong>PR</strong>IMARY SCIENCE ~ Prim-Ed Publishing 45
Sun facts<br />
Light ~ Activity 5<br />
Objectives<br />
• recognise that the sun gives us<br />
heat and light, without which we<br />
could not survive<br />
• become aware of the dangers of<br />
looking directly at the sun<br />
Working scientifically<br />
• Questioning<br />
• Predicting<br />
• Analysing (sorting and<br />
classifying)<br />
• Recording and communicating<br />
Designing and making<br />
• Exploring<br />
• Making<br />
Background information<br />
The sun is a star around which the<br />
Earth and all of the other planets<br />
in our solar system revolve. The<br />
energy that supports life on Earth<br />
is received from the sun. Humans<br />
have been relying on its heat and<br />
light for a million years. If the sun<br />
was to disappear, animals and plants<br />
would not be able to survive on the<br />
Earth. The rays of the sun bring a<br />
large amount of light to the Earth.<br />
This light is converted to heat energy<br />
within the Earth’s atmosphere, which<br />
holds much of the heat ‘in’.<br />
The sun is made up of 71% hydrogen,<br />
27% helium, and 2% of other, heavier<br />
elements. The temperature near the<br />
centre of the sun is about 16 000<br />
000 ºC.<br />
Half of all new cancers are skin<br />
cancers, caused by overexposure<br />
to the sun.<br />
The sun is an extremely intense<br />
source of light and should not be<br />
looked at directly with human eyes.<br />
Before the lesson<br />
Materials needed<br />
• No extra materials needed.<br />
Preparation<br />
• Draw a picture of a sun on the board or a chart.<br />
The lesson<br />
Stimulus<br />
• Brainstorm words with the pupils to describe the sun and write inside the<br />
picture you have drawn.<br />
• Explain that the word ‘solar’ means ‘having to do with the sun’; therefore ‘solar<br />
energy’ means energy from the sun.<br />
What to do<br />
• Write these headings on the board: ‘Sun Facts’, ‘Sun as our Friend’, ‘Sun as our<br />
Enemy’ and ‘Protection from the Sun’. Read each piece of information with the<br />
pupils and decide which heading it belongs under. Look at the key and colour<br />
the suns to match the heading.<br />
• Ask the class if anyone has accidentally looked at the sun before. What happens?<br />
Explain to the class that the sun is very powerful. If we look at it directly, even<br />
for a few seconds, the light entering the eye is concentrated to a point (as our<br />
eyes work like a magnifying glass) and it can burn the cells of our retina. The<br />
cells can be destroyed and that part of the retina can become blind.<br />
After the lesson<br />
Answers<br />
• Teacher check<br />
Additional activities<br />
• Pupils present the information as a project display. Use a large sheet of<br />
art paper to display on. Select only a set number of facts to describe.<br />
Specialise in ‘Facts’ or ‘Friend’ or ‘Enemy’.<br />
• Pupils make a poster warning of the dangers of the sun.<br />
– Looking directly at the sun.<br />
– Not protecting our skin from the sun’s rays.<br />
Viewing Sample<br />
Display ideas<br />
• In groups pupils make a ‘Sun Mobile’ with facts written on pieces of card and<br />
suspended on string and lengths of cane around the room.<br />
46 <strong>PR</strong>IMARY SCIENCE ~ Prim-Ed Publishing ~ www.prim-ed.com
Light ~ Activity 5<br />
Sun facts<br />
Read the information in the suns. Use the key to colour the suns, showing the heading<br />
each one belongs to.<br />
Sun Facts – Red<br />
Sun as our Friend – Yellow<br />
Protection from the Sun – Green Sun as our Enemy – Blue<br />
It would take a<br />
million Earths to fill<br />
the sun.<br />
Too much sun causes<br />
wrinkles, freckles,<br />
burning and skin<br />
cancer.<br />
It makes<br />
rainbows.<br />
Too much sunlight<br />
can cause eye<br />
problems.<br />
The sun is150<br />
million kilometres<br />
away.<br />
It provides solar<br />
energy. This type of<br />
energy is very clean.<br />
Approved sunglasses<br />
block 99 to 100%<br />
of the sun’s harmful<br />
ultraviolet rays.<br />
The sun spins around<br />
once every 27 days.<br />
(Earth spins once every<br />
24 hours.)<br />
Sunscreen provides<br />
some shelter from<br />
harmful rays from the<br />
sun.<br />
It makes our garden<br />
healthy. Plants make<br />
their food from the light<br />
from the sun.<br />
Viewing Sample<br />
It creates the tides<br />
in the oceans and<br />
rivers (with the<br />
moon’s help).<br />
It helps us tell<br />
the time of day.<br />
It creates the seasons.<br />
There would be no rain<br />
without the sun. It keeps<br />
us warm.<br />
Try to stay out of the<br />
sun between10 a.m.<br />
and 3 p.m.<br />
Wearing widebrimmed<br />
hats and<br />
long-sleeved tops is<br />
also helpful.<br />
www.prim-ed.com ~ <strong>PR</strong>IMARY SCIENCE ~ Prim-Ed Publishing 47
Energy and forces<br />
Sound<br />
England – <strong>Science</strong> – Key Stage<br />
Two<br />
Northern Ireland – The World<br />
Around Us – Key Stage One<br />
Scotland – <strong>Science</strong> – Second<br />
Level<br />
Wales – Knowledge and<br />
Understanding of the World –<br />
Key Stage Two<br />
Curriculum links<br />
• Know that sounds are made when objects vibrate.<br />
• Know how to change the pitch and loudness of sounds.<br />
• Investigate sounds in the local environment.<br />
• Design and make simple models.<br />
• Use understanding of sound to change pitch (second).<br />
• Design and construct a simple musical instrument (second).<br />
• Demonstrate that sounds are produced by vibrations (second).<br />
• Know how different sounds are produced and the way that<br />
sound travels.<br />
Viewing Sample<br />
48 <strong>PR</strong>IMARY SCIENCE ~ Prim-Ed Publishing ~ www.prim-ed.com
Sound<br />
Making sounds<br />
banging<br />
blowing<br />
ears<br />
hear<br />
Energy and forces<br />
Sound<br />
Viewing Sample<br />
high<br />
instrument<br />
loud<br />
low<br />
materials<br />
moves<br />
music<br />
play<br />
plucking<br />
quiet<br />
soft<br />
sound<br />
strumming<br />
Name:<br />
www.prim-ed.com ~ <strong>PR</strong>IMARY SCIENCE ~ Prim-Ed Publishing 49
Sound<br />
Sound ~ Activity 1<br />
Objectives<br />
• recognise and identify a variety<br />
of sounds in the environment<br />
• identify and differentiate<br />
between high and low, loud and<br />
soft sounds<br />
Working scientifically<br />
• Questioning<br />
• Observing<br />
• Predicting<br />
• Investigating and experimenting<br />
• Analysing (sorting and<br />
classifying)<br />
• Recording and communicating<br />
Background information<br />
Sounds are generated by specific<br />
objects. Sounds can be loud or<br />
soft, high-pitched or low-pitched.<br />
Sounds can come from nature<br />
(animals, people, water, weather<br />
etc.) or be human-made (machines,<br />
traffic, electronic etc.). Sounds occur<br />
when something vibrates. They are<br />
transmitted through air or materials<br />
to our ears.<br />
There are many different ways of<br />
making sounds. In order to produce<br />
a sound, something needs to move.<br />
(This movement will cause the<br />
vibration that makes the sound.) Ways<br />
to produce sounds include banging,<br />
scraping, tapping, strumming,<br />
purring, plucking, blowing, twanging<br />
and drumming.<br />
Before the lesson<br />
Materials needed<br />
• Telephone (normal or mobile), bicycle bell, drums, maracas, guitar, butcher’s<br />
paper.<br />
Preparation<br />
• Collect the materials above.<br />
The lesson<br />
Stimulus<br />
• In groups, pupils fold their butcher’s paper in half. Pupils open the paper and<br />
write the headings ‘Sounds in Nature’ and ‘Human-made Sounds’. Each group<br />
lists as many different sounds under each heading as possible. Bring the groups<br />
together and ask for volunteers to share their lists.<br />
What to do<br />
• Pupils can work in pairs to complete Question 1. Pupils can colour the<br />
picture.<br />
• Ring the bicycle bell. Pupils decide if the sound is high, low, loud or soft. Organise<br />
to make the phone ring. Note: a mobile telephone has many different types of<br />
rings. Play some to the class. Choose one for pupils to complete the question<br />
for. Finally, ask for volunteers to make the sound of a purring cat. Pupils colour<br />
the attributes of the sound.<br />
• Place the instruments at the front of the classroom. Ask for volunteers to<br />
come to the front and play them. Discuss the sounds made with the class. Pupil<br />
describe the sounds of each of the instruments and records his/her responses<br />
on the worksheet.<br />
After the lesson<br />
Answers<br />
1. Teacher check.<br />
2. Answers will vary depending on types of sounds used.<br />
3. Answers will vary.<br />
Additional activities<br />
• Pupils find sounds with different attributes such as:<br />
– loud and low<br />
– loud and high<br />
– soft and low<br />
– soft and high.<br />
Viewing Sample<br />
Display ideas<br />
• If a digital camera is available, take photographs of the pupils playing the<br />
instruments and display them.<br />
50 <strong>PR</strong>IMARY SCIENCE ~ Prim-Ed Publishing ~ www.prim-ed.com
Sound ~ Activity 1<br />
Sound<br />
Sound<br />
Circle six things in the picture that can make a sound.<br />
Colour words to describe the sounds these objects make.<br />
Describe how each instrument makes a sound.<br />
(a)<br />
Viewing Sample<br />
drum<br />
(b)<br />
maracas<br />
(c)<br />
guitar<br />
www.prim-ed.com ~ <strong>PR</strong>IMARY SCIENCE ~ Prim-Ed Publishing 51
Making sounds<br />
Sound ~ Activity 2<br />
Objectives<br />
• explore ways of making different<br />
sounds using a variety of<br />
materials<br />
• design and make a range of<br />
simple percussion instruments<br />
Working scientifically<br />
• Questioning<br />
• Observing<br />
• Predicting<br />
• Investigating and experimenting<br />
• Recording and communicating<br />
Designing and making<br />
• Exploring<br />
• Planning<br />
• Making<br />
• Evaluating<br />
Background information<br />
We hear sounds when vibrating air<br />
hits our ears.<br />
We hear sounds when the vibrations<br />
travel to our ears. The bigger the<br />
vibration, the louder the sound. The<br />
bigger the size, the more sound<br />
energy. The harder you hit, blow or<br />
strum an instrument or object, the<br />
louder the sound.<br />
Sounds can travel through many<br />
different materials. Ways to produce<br />
sounds include banging, scraping,<br />
tapping, strumming, purring,<br />
plucking, blowing, twanging and<br />
drumming.<br />
Before the lesson<br />
Materials needed<br />
• Drinking straw, jar with lid, counters, elastic bands, cereal box, glass bottle,<br />
steel ruler, tins, pebbles, cardboard tubes, biscuit tin, dried peas, greaseproof<br />
paper, bottle tops, plastic bottle, string, cardboard, paper, adhesive tape, blutack®<br />
etc.<br />
Preparation<br />
• Organise the pupils into groups of five or six. Distribute the materials evenly<br />
between each group.<br />
The lesson<br />
Stimulus<br />
• Play a variety of instruments. Ask the class to describe the sound (high,<br />
low, loud, soft etc.) Ask the class how the sound was made; for example, by<br />
banging, scraping, tapping, strumming, purring, plucking, blowing, twanging<br />
and drumming. Write these words on the board to help the class make their<br />
instruments.<br />
What to do<br />
• Pupils have a variety of materials available to them to create a musical<br />
instrument. Working in pairs or independently, the pupils choose materials to<br />
create an instrument.<br />
• Pupils make their instrument.<br />
• Ask for volunteers to show and play their instruments.<br />
• Pupil complete the worksheet.<br />
After the lesson<br />
Answers<br />
• Answers will vary<br />
Additional activities<br />
• Pupils plan another instrument. This time they create a design plan for their<br />
instrument, labelling the materials they need and explaining how they will<br />
construct it.<br />
• Pupils play with a number of instruments (drums, tambourine, recorder etc.)<br />
and describe how the sound is being made.<br />
Viewing Sample<br />
Display ideas<br />
• If available, take photographs of the pupils making and playing their instruments.<br />
Display the photographs in the classroom.<br />
52 <strong>PR</strong>IMARY SCIENCE ~ Prim-Ed Publishing ~ www.prim-ed.com
Sound ~ Activity 2<br />
Use different materials to make a<br />
musical instrument.<br />
Making sounds<br />
(c) Describe the sound your<br />
instrument made.<br />
Draw your instrument.<br />
What materials did you use?<br />
(a) Does your instrument make<br />
a sound?<br />
Rate your instrument on a scale<br />
of 1 to 10 (10 being the best.)<br />
Describe how you could<br />
improve your instrument.<br />
Viewing Sample<br />
(b) How did you make a sound<br />
with your instrument?<br />
www.prim-ed.com ~ <strong>PR</strong>IMARY SCIENCE ~ Prim-Ed Publishing 53
Energy and forces<br />
Heat<br />
England – <strong>Science</strong> – Key Stage<br />
Two<br />
Northern Ireland – The World<br />
Around Us – Key Stage One<br />
Scotland – <strong>Science</strong> – First Level<br />
Wales – Knowledge and<br />
Understanding of the World –<br />
Key Stage Two<br />
Curriculum links<br />
• Use simple equipment, make observations and measurements<br />
and communicate data.<br />
• Know that temperature is a measure of how hot or cold things<br />
are.<br />
• Know what sources of energy there are in the world and how<br />
and why they are used.<br />
• Be aware of some of the different types of energy (first).<br />
• Use equipment correctly and make careful observations and<br />
measurements.<br />
Viewing Sample<br />
54 <strong>PR</strong>IMARY SCIENCE ~ Prim-Ed Publishing ~ www.prim-ed.com
Heat<br />
Measuring temperature<br />
appliance<br />
cold<br />
cool<br />
heat<br />
Energy and forces<br />
Heat<br />
Viewing Sample<br />
hot<br />
human-made<br />
measure<br />
natural<br />
temperature<br />
thermometer<br />
warm<br />
warmth<br />
Name:<br />
www.prim-ed.com ~ <strong>PR</strong>IMARY SCIENCE ~ Prim-Ed Publishing 55
Heat<br />
Objective<br />
• become aware of different<br />
sources of heat energy<br />
Working scientifically<br />
• Questioning<br />
• Observing<br />
• Predicting<br />
• Investigating and<br />
experimenting<br />
• Analysing (sorting and<br />
classifying)<br />
• Recording and communicating<br />
Background information<br />
Humans have learnt to use heat in<br />
many ways. We cook our food using<br />
heat. Heat is used in industry to<br />
make goods and materials that we<br />
need and we heat water to wash in.<br />
Heat is produced in four ways:<br />
• the sun<br />
• friction<br />
• electricity<br />
• burning<br />
Some methods of producing heat<br />
are natural and others have been<br />
developed by humans.<br />
Before the lesson<br />
Materials needed<br />
• Pictures or objects that produce heat (optional).<br />
Preparation<br />
• Display the pictures of the appliances that produce heat. Find places in the<br />
classroom and school grounds where heat is produced.<br />
The lesson<br />
Stimulus<br />
• Ask the pupils to stand up and rub their hands together. After about 15 to<br />
30 seconds, tell the class to stop. How do their hands feel? In what situations<br />
would you do this?<br />
What to do<br />
• Discuss the following questions with the class.<br />
– Why do people need heat?<br />
– On an average day, when do we need heat?<br />
– What sources of heat do we rely on (especially in the colder months)?<br />
• Ask the class if they have ever touched the television, DVD player, stereo or<br />
computer after they have been on for a lengthy period of time. What do you<br />
feel? Some pupils may suggest heat. Where does the heat come from? Explain<br />
to the class that the electricity (energy) is being put into the appliances to make<br />
them work also produces heat. Explain that some machines produce heat when<br />
they are being used.<br />
• Ask the pupils to jog on the spot for a brief period. How do they feel? Explain<br />
to the class that humans are ‘heat producers’.<br />
• Some methods of producing heat are natural and others have been created by<br />
humans. Pupils complete Questions 1 and 2 on the worksheet.<br />
• Ask the pupils to consider their own houses. Where are the appliances that<br />
produce heat? Pupils draw their house plan in Question 3, labelling where the<br />
appliances that produce heat are located.<br />
• Discuss with the class the dangers of objects that produce heat. At this age,<br />
pupils should be asking adults for assistance if they wish to turn on the heater<br />
or use the microwave or convection oven.<br />
Viewing Sample<br />
After the lesson<br />
Heat ~ Activity 1<br />
Answers<br />
1. Answers will vary.<br />
2. Natural – humans, sun, fire.<br />
Human-made – hairdryer, electric heater, oven, microwave, light bulbs.<br />
3. Teacher check.<br />
4. Pupils should mention that it is dangerous to go near objects that produce heat<br />
as they may be burnt or scalded.<br />
Additional activities<br />
• Walk around the school grounds looking for objects that produce heat.<br />
• Make warning posters about the dangers of heat. Make the audience of the<br />
posters pupils who have not yet started school. Discuss how to create posters<br />
for this age group.<br />
Display ideas<br />
• Display the warning posters above.<br />
56 <strong>PR</strong>IMARY SCIENCE ~ Prim-Ed Publishing ~ www.prim-ed.com
Heat ~ Activity 1<br />
Describe how you felt after jogging on the spot.<br />
Heat<br />
There are many ways to produce heat.<br />
• Colour the box RED if the item produces heat naturally.<br />
• Colour the box YELLOW if the item has been made by humans to<br />
produce heat.<br />
oven fire humans electric heater<br />
sun light bulbs microwave hairdryer<br />
Draw a plan of your house. Mark on the plan where the appliances<br />
that produce heat are located.<br />
Viewing Sample<br />
Why should we be careful around objects that produce heat?<br />
www.prim-ed.com ~ <strong>PR</strong>IMARY SCIENCE ~ Prim-Ed Publishing 57
Measuring temperature<br />
Heat ~ Activity 2<br />
Objectives<br />
• learn that temperature is a<br />
measurement of how hot<br />
something is<br />
• measure and compare<br />
temperatures in different places<br />
in the classroom, school and<br />
environment<br />
Working scientifically<br />
• Questioning<br />
• Observing<br />
• Predicting<br />
• Investigating and experimenting<br />
• Analysing (sorting and<br />
classifying)<br />
• Recording and communicating<br />
Designing and making<br />
• Exploring<br />
Background information<br />
The sun heats and warms the air, land<br />
and water that sustain our lives; it is<br />
our primary source of warmth.<br />
Temperature is the amount of heat<br />
in the air or how hot or cold it is.<br />
Temperature is measured in degrees<br />
Celsius (ºC) or Fahrenheit (ºF).<br />
Before the lesson<br />
Materials needed<br />
• A sunny day!<br />
• Three identical bowls, water, thermometer, weather section of the newspaper,<br />
cloths to wipe any spills.<br />
Preparation<br />
• Fill three identical bowls with water. Place one in the sun, one in the shade and<br />
one inside the building.<br />
The lesson<br />
Stimulus<br />
• With the pupils, place the bowls of water inside, outside in the shade and outside<br />
in the sun. Ask the class what they think is going to happen to the water. This<br />
experiment will work best if the lesson is in the afternoon and the water can<br />
sit in the sun during the hottest time of the day.<br />
What to do<br />
• Ask the class the following questions:<br />
– What helps you to stay warm when you are inside?<br />
– What helps you to stay warm when you are outside?<br />
• Ask the pupils to consider what the earth would be like without the sun. Stress<br />
the importance of the sun for keeping us warm and helping plants to grow<br />
etc.<br />
• Ask the class if they know what the ‘temperature’ is today. Hold a discussion<br />
about what the temperature measures and what it is measured in. Look at<br />
the current newspaper for today’s temperature and tomorrow’s forecasted<br />
temperature. Talk about the temperature difference in summer and winter.<br />
• Ask the class what they think the temperature is in the classroom. Show the<br />
class a thermometer. Ask the pupils if they have ever had their temperature<br />
measured before. What type of thermometer was used?<br />
• In groups, or as a whole class (with adult helpers), go to each of the bowls of<br />
water and use the thermometers to measure the temperature of each.<br />
• Discuss how the sun heated up the water outside the classroom. Discuss the<br />
difference in temperatures among the bowls. Pupils return to the classroom<br />
and complete Question 6 on the worksheet. Pupils can use the four words from<br />
Question 5 to describe the water in the bowl.<br />
Note: So that every pupil is able to feel the water, more than one bowl in each<br />
area may be necessary.<br />
Viewing Sample<br />
After the lesson<br />
Answers<br />
1. Temperature. 2. Use a thermometer, measured in ºC or ºF.<br />
3. Answers will vary. 4. Newspaper, thermometer, on television.<br />
5. Answers will vary. 6. Teacher check.<br />
Additional activities<br />
• Look at different types of thermometers: for example, an ear thermometer,<br />
an oral thermometer, a thermometer that is used to measure the temperature<br />
of the water in a pool.<br />
• Pupils keep a record of the day and night temperatures for one week.<br />
Display ideas<br />
• Display photographs or pictures of different types of weather.<br />
• Display the weather section of the newspaper each day for one week for the<br />
pupils to observe and use to record the daily temperatures.<br />
58 <strong>PR</strong>IMARY SCIENCE ~ Prim-Ed Publishing ~ www.prim-ed.com
Heat ~ Activity 2<br />
Measuring temperature<br />
What word describes how hot or cold it is?<br />
How do we measure how hot or cold it is?<br />
What is the temperature …<br />
(a) today?<br />
(b) going to be tomorrow?<br />
Colour where we can find out the temperature:<br />
(a) The temperature in the classroom is …<br />
(b) The temperature outside the classroom is …<br />
Go to the three bowls of water. Feel the water. Describe and then<br />
measure the temperature:<br />
Viewing Sample<br />
www.prim-ed.com ~ <strong>PR</strong>IMARY SCIENCE ~ Prim-Ed Publishing 59
Energy and forces<br />
Magnetism<br />
and<br />
electricity<br />
England – <strong>Science</strong> – Key Stage<br />
Two<br />
Northern Ireland – The World<br />
Around Us – Key Stage One<br />
Scotland – <strong>Science</strong> – Early and<br />
First Level<br />
Wales – Knowledge and<br />
Understanding of the World –<br />
Key Stage Two<br />
Curriculum links<br />
• Compare everyday materials and objects on the basis of their<br />
material properties, including magnetic behaviour.<br />
• Know about the forces of attraction and repulsion between<br />
magnets and about the forces of attraction between magnets<br />
and magnetic materials.<br />
• Know about the importance of electricity as an energy source<br />
and the importance of using it safely.<br />
• Understand the importance of electricity in our daily lives and<br />
know how to stay safe when using electricity (early).<br />
• Explore the properties of different materials (first).<br />
• Know about the properties of materials.<br />
• Study the uses of electricity.<br />
• Study forces; for example, magnetic forces.<br />
Viewing Sample<br />
60 <strong>PR</strong>IMARY SCIENCE ~ Prim-Ed Publishing ~ www.prim-ed.com
Magnetic attraction<br />
Magnetic problems<br />
Static electricity<br />
Electricity<br />
appliance<br />
attraction<br />
balloon<br />
comb<br />
Energy and forces<br />
Magnetism<br />
and<br />
electricity<br />
Viewing Sample<br />
electricity<br />
magnetism<br />
magnets<br />
material<br />
metal<br />
move<br />
paperclip<br />
pull<br />
push<br />
static<br />
Name:<br />
www.prim-ed.com ~ <strong>PR</strong>IMARY SCIENCE ~ Prim-Ed Publishing 61
Magnetic attraction<br />
Magnetism and electricity ~ Activity 1<br />
Objectives<br />
• use magnets of different<br />
shapes and sizes in<br />
purposeful play to explore<br />
their effects on different<br />
materials<br />
• investigate that magnets<br />
attract magnetic materials,<br />
such as iron and steel<br />
Working scientifically<br />
• Questioning<br />
• Observing<br />
• Predicting<br />
• Investigating and<br />
experimenting<br />
• Analysing (sorting, classifying<br />
and interpreting)<br />
• Recording and<br />
communicating<br />
Designing and making<br />
• Exploring<br />
• Making<br />
Background information<br />
Metals containing iron and steel<br />
are attracted to a magnet.<br />
Aluminium and copper do not<br />
contain any iron and so are not<br />
attracted to magnets. This is why<br />
soft drink cans do not stick to<br />
magnets.<br />
All magnets have a force<br />
concentrated at their two poles<br />
(north and south). All magnets<br />
have the ability to attract or<br />
repel certain objects. This ability<br />
is produced by the arrangement<br />
of atoms within the magnetic<br />
material.<br />
Before the lesson<br />
Materials needed<br />
• Magnets (different sizes and shapes; e.g. bar, horseshoe), paperclips, pencils, buttons,<br />
spoons, leaves, safety pins, keys, soft drink cans.<br />
Preparation<br />
• Magnetism activities can be set up in class stations for small groups to rotate through<br />
if material supplies are limited.<br />
• Pupils can be organised into small groups.<br />
The lesson<br />
Stimulus<br />
• Ask the pupils if they have magnets or objects that are magnetic at home. Discuss<br />
their responses.<br />
What to do<br />
• In groups, the pupils are given a tray with an assortment of materials on it.<br />
• The first tester chooses an object. The group decides what the object is made from.<br />
Some adult assistance may be required here. The pupils make a prediction as to<br />
whether the object will be attracted to a magnet. They complete the first two parts<br />
of the worksheet.<br />
• The pupil places the magnet next to the object. Is it attracted? The pupils complete<br />
the last column of the table.<br />
• Pupils can sort the objects into those that are and are not attracted to magnets.<br />
Pupils should be able to identify that materials made from metal are attracted to<br />
magnets.<br />
• Materials like aluminium cans, paper, plastic, wood or corks are not attracted or<br />
repelled by magnets.<br />
• Based on what was discovered, have pupils predict two or more materials they think<br />
would be magnetic and nonmagnetic. If possible, test these predictions and discuss<br />
the reason behind their decisions.<br />
After the lesson<br />
Answers<br />
• Answers will vary depending on objects tested, but generally metal objects are<br />
attracted. Materials like aluminium, paper, plastic, wood or rocks neither attract<br />
nor repel.<br />
Viewing Sample<br />
Additional activities<br />
• Find buried treasures. In a small sand tray or box, hide a variety of magnetic<br />
materials. Secure small bar or button magnets to the end of a stick or ruler with<br />
tape. Pupils can only use the magnetic sticks to find the objects. Tell them the<br />
number of items buried and see who can find the most or who can find them all in<br />
the fastest time.<br />
• Make fish shapes on sturdy card. Attach a small magnet to a piece of string and tie<br />
the string to a pole or stick to make a fishing rod. Place a paperclip on the nose of<br />
each fish. How many fish can pupils catch? Make it a spelling or maths activity by<br />
attaching words or sums to the fish to match to certain sounds or numbers.<br />
• Test other objects around the room or outdoors that are attracted to a magnet.<br />
Predict the outcome and test for results.<br />
Display ideas<br />
• Make a large chart classifying drawings, pictures or words of things which are<br />
attracted to or unaffected by magnets.<br />
• Research toys or other objects we use that contain magnets. Draw and explain how<br />
the magnets work for each item (e.g. magnet sculptures, door bells, door latches,<br />
telephones, computers, some trains/tracks, tape recorders). Display the reports.<br />
62 <strong>PR</strong>IMARY SCIENCE ~ Prim-Ed Publishing ~ www.prim-ed.com
Magnetism and electricity ~ Activity 1<br />
Magnetic attraction<br />
Complete the table. Test each object using a magnet.<br />
Viewing Sample<br />
What is similar about the objects attracted to magnets?<br />
(a) Do you think a soft drink can will be attracted<br />
to a magnet?<br />
(b) Try it. What happens?<br />
www.prim-ed.com ~ <strong>PR</strong>IMARY SCIENCE ~ Prim-Ed Publishing 63
Magnetic problems<br />
Magnetism and electricity ~ Activity 2<br />
Objectives<br />
• investigate that magnets attract<br />
magnetic materials, such as iron<br />
and steel<br />
• investigate that magnets attract<br />
certain materials through other<br />
materials<br />
Working scientifically<br />
• Questioning<br />
• Observing<br />
• Predicting<br />
• Investigating and experimenting<br />
• Recording and communicating<br />
Designing and making<br />
• Exploring<br />
• Planning<br />
• Evaluating<br />
Background information<br />
Magnets will attract objects<br />
through some materials, while<br />
other materials will form a barrier.<br />
Magnetism will pass through materials<br />
that are not magnetic. When pupils<br />
are allowed to experiment with<br />
magnets and objects they soon<br />
discover they can make objects move<br />
without actually touching them. A<br />
magnet can move the paperclip<br />
from the water by sliding the magnet<br />
up the outside of the jar. As the<br />
paperclip is magnetically attracted,<br />
it will follow. Window cleaners use<br />
magnets on either side of large or<br />
difficult windows (like aquariums or<br />
high rise buildings) to clean them.<br />
Before the lesson<br />
Materials needed<br />
• Problem 1 – paper plates, magnet, paperclip.<br />
• Problem 2 – narrow jar, paperclips, paper towels, magnet, water.<br />
Preparation<br />
• Organise the class into small groups.<br />
The lesson<br />
Stimulus<br />
• Working with groups and the materials supplied, pupils are to plan and design<br />
ways of solving each problem using their prior knowledge of magnets and their<br />
properties.<br />
What to do<br />
• Allow pupils time to study the problem and the materials given.<br />
• Discuss possible ways to solve the problems and test the best idea.<br />
• Pupils record their success rate and what may be needed to improve the<br />
experiment.<br />
• They attempt the next problem using the same group strategy and discuss<br />
possibilities.<br />
• The pupils test an idea and record the results.<br />
• Discuss the differences in the way the groups approached the problems. Are<br />
there ways to improve the methods used? What worked? Why? What didn’t<br />
work?<br />
• Discuss with the pupils how many paper plates can be put between the paperclip<br />
and magnet before the magnetic attraction stops. How many paperclips can be<br />
moved around or out of the jar of water?<br />
After the lesson<br />
Answers<br />
• Answers will vary.<br />
Additional activities<br />
• Can the pupils think of other problems to solve using magnets? How could it<br />
be done? For example, an object buried in the sand; moving an object through<br />
water.<br />
• Test a variety of materials to see what a magnetic force will pass through. Use<br />
cloth, cardboard, paper, aluminium foil, glass, rice etc. Experiment by placing<br />
different layers over a magnet to see which forms a barrier and which still<br />
allows magnetic forces to pass through. Which materials stopped a magnet<br />
from working? Make a list.<br />
Viewing Sample<br />
Display ideas<br />
• Make a ‘challenge’ poster that could be placed around the school. Write questions<br />
on it such as ‘How can you make a paperclip “walk” around a paper plate without<br />
touching it?’ Pupils who think they know the solution must find a pupil from<br />
the class and explain it to him/her.<br />
64 <strong>PR</strong>IMARY SCIENCE ~ Prim-Ed Publishing ~ www.prim-ed.com
Magnetism and electricity ~ Activity 2<br />
Magnetic problems<br />
Problem 1 How can you make a paperclip ‘walk’ around a paper<br />
plate without touching it?<br />
Problem 2 How can you remove a metal object from a<br />
narrow jar of water without touching it?<br />
Viewing Sample<br />
www.prim-ed.com ~ <strong>PR</strong>IMARY SCIENCE ~ Prim-Ed Publishing 65
Static electricity<br />
Magnetism and electricity ~ Activity 3<br />
Objective<br />
• explore the effects of static<br />
electricity<br />
Working scientifically<br />
• Questioning<br />
• Observing<br />
• Predicting<br />
• Investigating and experimenting<br />
• Recording and communicating<br />
Designing and making<br />
• Exploring<br />
Background information<br />
Electricity is always trying to move<br />
from one thing to another. If it cannot<br />
move for some reason, it is called<br />
static electricity. There are several<br />
ways that you can create static<br />
electricity, and see its effects.<br />
Note: These experiments are most<br />
successful if they are done on a dry<br />
day.<br />
Before the lesson<br />
Materials needed<br />
• Plastic pens, plastic combs, cloth, access to a wet area with tap, wool or woollen<br />
jumper or woollen scarf, balloons, paper, scissors, two magnets, nylon thread,<br />
sticky tape.<br />
Preparation<br />
Set up three stations with materials.<br />
Station 1: pens, cloth, small squares of paper.<br />
Station 2: combs, cloth, tap, sponges to clean up mess.<br />
Station 3: blown-up balloons, wool or woollen jumper.<br />
The lesson<br />
Stimulus<br />
• Ask the pupils if they have ever ‘zapped’ anyone by accident. Where has this<br />
happened? What shoes were they wearing? What covering did the floor have?<br />
(Usually rubbing rubber shoes along a carpet will create static electricity. Some<br />
pupils may suggest getting in and out of a car as well.)<br />
What to do<br />
• Organise the pupils into groups. Pupils go to each station and use the materials<br />
available to test if they can create electricity.<br />
• Pupils move to the next station and so on.<br />
• Pupils record their findings on the worksheet.<br />
• Explain to the class that electricity is always trying to move from one thing to<br />
another. When it cannot move for some reason, it is called static electricity.<br />
• Either in groups or as a whole-class demonstration, follow the steps in Question<br />
2.<br />
Note: The balloons should be hanging at the same height. Tie the balloons 2.5<br />
centimetres apart.<br />
• Rub the balloons together with a woollen scarf or jumper. What happens?<br />
Pupils draw the results on the worksheet.<br />
After the lesson<br />
Viewing Sample<br />
Answers<br />
1. (a) The pieces of paper are attracted to the pen.<br />
(b) The stream of water moves towards the comb.<br />
(c) The person’s hair lifts towards the balloon.<br />
2. (a) The balloons pull apart.<br />
(b) Teacher check<br />
Additional activities<br />
• Give the pupils a table for them to place in their books. The pupils record<br />
whenever they are affected by static electricity. They describe the events and<br />
the materials involved.<br />
Display ideas<br />
• If available, use a digital camera to take photographs of the pupils completing the<br />
experiments. Display the photographs under the heading ‘Static electricity’.<br />
66 <strong>PR</strong>IMARY SCIENCE ~ Prim-Ed Publishing ~ www.prim-ed.com
Magnetism and electricity ~ Activity 3<br />
Static electricity<br />
Try each of the experiments below and record what happens.<br />
(a) A pen is rubbed on a piece of cloth<br />
and then brought near a small piece<br />
of paper.<br />
(b) A comb is rubbed on a piece<br />
of cloth and then placed<br />
near a thin stream of water<br />
from a tap.<br />
Balloon experiment<br />
Viewing Sample<br />
• When we place two ends of a<br />
magnet together, they either join<br />
together or they pull apart. Try it!<br />
• Blow up two balloons.<br />
• Tie them to a string and attach<br />
them to a door frame with tape.<br />
(ask for help!)<br />
• Rub both balloons with wool.<br />
(a) What happens?<br />
The balloons …<br />
(c) A balloon is rubbed on a<br />
woollen jumper and placed<br />
near a person’s head.<br />
(b) Draw and label what<br />
happened.<br />
push together<br />
pull apart<br />
www.prim-ed.com ~ <strong>PR</strong>IMARY SCIENCE ~ Prim-Ed Publishing 67
Electricity<br />
Magnetism and electricity ~ Activity 4<br />
Objectives<br />
• become aware of the uses of<br />
electricity in school and at home<br />
• identify some household<br />
appliances that use electricity<br />
• become aware of the dangers of<br />
electricity<br />
Working scientifically<br />
• Questioning<br />
• Observing<br />
• Predicting<br />
• Investigating and experimenting<br />
• Recording and communicating<br />
Background information<br />
Electricity provides us with heat; it<br />
powers many appliances; it provides<br />
us with light; aids in communication;<br />
and is used by all members of<br />
modern society. We could not<br />
function, as we do now, without the<br />
heat energy produced by electricity<br />
or the energy it provides in other<br />
ways.<br />
Electricity can be very dangerous.<br />
Even almost discharged batteries<br />
have the capacity to burn or start<br />
a fire.<br />
Before the lesson<br />
Materials needed<br />
• Some household appliances to display.<br />
Preparation<br />
• Display the appliances at the front of the classroom.<br />
• Pupils will need to answer Question 2 at home. They can then complete the<br />
worksheet.<br />
The lesson<br />
Stimulus<br />
• Show the class a variety of appliances. Rank the appliances according to the<br />
importance of their use. For example, a refrigerator is more important than a<br />
blender. Have pupils discuss the appliances they have at home.<br />
What to do<br />
• Pupils draw three appliances and label them.<br />
• Ask the class to consider how many light bulbs they have at home. Some may be<br />
able to try and count them. They write a prediction in the first box in Question<br />
2.<br />
• Repeat this with the predicted number of power points at home.<br />
• Pupils will need to go home and count the light bulbs and sockets and complete<br />
the second boxes in Question 2 the following day.<br />
• Pupils complete Question 3 on the worksheet.<br />
• Ask the class what they know about electricity. Write their ideas on the board.<br />
How do they know it is dangerous? What signs have they seen before? Where<br />
have they seen them?<br />
• Pupils complete Question 4 on the worksheet.<br />
After the lesson<br />
Answers<br />
1. Teacher check.<br />
2.–3. Answers will vary.<br />
4. The sign means that electricity is near (usually high voltage). Pupils should stay<br />
right away from areas where the signs are. The signs may be warning of high<br />
voltage electricity in mains boxes or on electric fences.<br />
Viewing Sample<br />
Additional activities<br />
• Ask the class to count how many appliances they have at home.<br />
• The following day, do a whole-class total of home appliances.<br />
• Cross-curricular activity – maths: Graph the number of appliances recorded by<br />
class members (e.g. power points, toasters, TVs, DVD players etc.). A wholeclass<br />
pictograph can be completed. Pupils can draw and colour the appliances<br />
for the graph.<br />
Display ideas<br />
• Pupils collect pictures of the appliances they have at home and use them to<br />
create a collage.<br />
68 <strong>PR</strong>IMARY SCIENCE ~ Prim-Ed Publishing ~ www.prim-ed.com
Magnetism and electricity ~ Activity 4<br />
Electricity<br />
Draw and label some electrical appliances you have in your home.<br />
(a) How many electric lights do<br />
you think there are in your<br />
home?<br />
Count them.<br />
How many are there?<br />
(b) How many power points do<br />
you think there are in your<br />
home?<br />
Count them.<br />
How many are there?<br />
Choose the most important item in your home that uses electricity.<br />
Draw, label and write about it.<br />
Viewing Sample<br />
Electricity gives us heat, power and light.<br />
It can also be very dangerous.<br />
What do you think this sign means? What should you do if you see it?<br />
www.prim-ed.com ~ <strong>PR</strong>IMARY SCIENCE ~ Prim-Ed Publishing 69
Energy and forces<br />
Forces<br />
England – <strong>Science</strong> – Key Stage<br />
Two<br />
Northern Ireland – The World<br />
Around Us – Key Stage One<br />
Scotland – <strong>Science</strong> – First and<br />
Second Level<br />
Wales – Knowledge and<br />
Understanding of the World –<br />
Key Stage Two<br />
Curriculum links<br />
• Know that objects are pulled downwards because of the<br />
gravitational attraction between them and the Earth.<br />
• Know about friction as a force that slows moving objects and<br />
may prevent objects from starting to move.<br />
• Know that when objects are pushed or pulled, an opposing<br />
pull or push can be felt.<br />
• Know about devices that push and pull and make things move.<br />
• Explore the link between how far things move and the force<br />
applied (first).<br />
• Explain how friction affects movement (second).<br />
• Experience the upward force of water on objects and<br />
investigate why ships float (second).<br />
• Know about forces of different kinds; for example, gravity and<br />
friction.<br />
• Know the ways in which forces can affect movement and how<br />
forces can be compared.<br />
Viewing Sample<br />
70 <strong>PR</strong>IMARY SCIENCE ~ Prim-Ed Publishing ~ www.prim-ed.com
Push or pull?<br />
Down the ramp!<br />
Float or sink?<br />
float<br />
force<br />
hollow<br />
move<br />
Energy and forces<br />
Forces<br />
Viewing Sample<br />
pull<br />
push<br />
ramp<br />
rolls<br />
sink<br />
slides<br />
Name:<br />
www.prim-ed.com ~ <strong>PR</strong>IMARY SCIENCE ~ Prim-Ed Publishing 71
Push or pull?<br />
Forces ~ Activity 1<br />
Objectives<br />
• explore how objects may be<br />
moved by pushing and pulling<br />
• become aware of and explore<br />
how moving water and moving<br />
air can make things move<br />
Working scientifically<br />
• Questioning<br />
• Observing<br />
• Predicting<br />
• Investigating and experimenting<br />
• Recording and communicating<br />
Designing and making<br />
• Exploring<br />
• Planning<br />
• Making<br />
• Evaluating<br />
Background information<br />
Pushing or pulling can make objects<br />
start or stop moving, slow down or<br />
change direction. This is known as a<br />
force. The stronger the push or pull<br />
the greater its effect on changing the<br />
movement of an object.<br />
The shape of the part of a toy in<br />
contact with the ground determines<br />
how it can move. For example,<br />
wheels and toys with spherical or<br />
cylindrical shapes can roll; toys with<br />
curves will rock etc.<br />
Before the lesson<br />
Materials needed<br />
• Collect a variety of objects that require a push, pull or both to move or work;<br />
for example, toy cars, pram, wheelbarrow, torch, ring-top can, peg, cradle,<br />
pull-along toy, spinning top, hula hoop.<br />
• LEGO wheels and axles, buttons, bottle tops, lids of various sizes, empty<br />
matchboxes, various sized boxes, yoghurt containers, small juice containers,<br />
aluminium foil, dowelling, pencils, wool, string, sticky tape, craft glue, cardboard<br />
tubes, elastic bands, staplers, materials and fabrics, different types of paper.<br />
• A windy day or a fan, photographs or pictures of yachts on water.<br />
Preparation<br />
• Divide class into small groups with sufficient variety of materials to use for<br />
their ‘toy’. Pre-cut cardboard circles and holes in the middle of lids for axles<br />
etc. Have scissors, retractable safety knives etc. to cut extras for pupils.<br />
The lesson<br />
Stimulus<br />
• Show pupils a tissue box, a torch and a rolling pin. Ask them how they can<br />
make them move (or work). Allow three volunteers to show the class.<br />
What to do<br />
• Discuss the movements each pupil used. Was it a push or a pull? Challenge pupils<br />
to suggest things in the classroom that need a push or a pull; for example, a<br />
chair, door, computer keyboard.<br />
• Ask how a drawer can be made to move. (Pull to open, push to close.)<br />
• Allow pupils to experiment with the provided collection of objects, as well as<br />
others they find inside and outside the classroom. Discuss how some things<br />
need a push to start, but also need a twist (e.g. key in lock) or spin (spinning<br />
top).<br />
• Complete Question 1 on the worksheet to consolidate knowledge.<br />
• In their groups, ask pupils to study the objects provided.<br />
• Tell the pupils they are going to design a yacht that moves on land by wind,<br />
using these objects. In planning the yacht, they will need to think about how<br />
it will catch the wind to move.<br />
• Encourage all pupils to add ideas to the design. One or two pupils can sketch<br />
the design on scrap paper.<br />
• Pupils construct their yacht as a group. Each group demonstrates its yacht<br />
moving to the class. Note: A windy day or fan is necessary here.<br />
• Pupils evaluate their yacht in Questions 4 and 5 on the worksheet.<br />
Viewing Sample<br />
After the lesson<br />
Answers<br />
• Teacher check.<br />
Additional activities<br />
• Bring toys from home to study how each moves. These could include motorised<br />
(battery-operated) toys, wind-up toys and those that do not contain motors.<br />
Display ideas<br />
• Display each group’s yacht with an explanation written by the pupils attached<br />
to it.<br />
72 <strong>PR</strong>IMARY SCIENCE ~ Prim-Ed Publishing ~ www.prim-ed.com
Forces ~ Activity 1<br />
Push or pull?<br />
Add more objects to the list. Write or draw them.<br />
Design a ‘yacht’ that can move on land by wind.<br />
Your vehicle is going to be used to carry toys.<br />
Draw the ‘yacht’ you made. Label each part.<br />
Viewing Sample<br />
How did your yacht move? How could you improve it?<br />
www.prim-ed.com ~ <strong>PR</strong>IMARY SCIENCE ~ Prim-Ed Publishing 73
Down the ramp!<br />
Forces ~ Activity 2<br />
Objective<br />
• observe and investigate the<br />
movement of objects such as<br />
toys on various materials and<br />
surfaces<br />
Working scientifically<br />
• Questioning<br />
• Observing<br />
• Predicting<br />
• Investigating and experimenting<br />
• Estimating and measuring<br />
• Analysing (sorting and<br />
classifying)<br />
• Recording and communicating<br />
Designing and making<br />
• Exploring<br />
Background information<br />
Objects at rest tend to stay at rest<br />
unless a force (push, pull) starts them<br />
moving on a level surface. They<br />
tend to keep moving in a straight<br />
line unless the force is at an angle.<br />
How well objects roll down a ramp<br />
depends on the shape and mass of<br />
the object and the texture of the<br />
object and/or the ramp.<br />
Before the lesson<br />
Materials needed<br />
• Ramp – strong cardboard or strong board, wooden blocks or books to prop<br />
ramp.<br />
• Variety of objects to test for rolling/sliding—tennis balls, ping-pong balls,<br />
erasers, toy cars, marbles, paperclips, plastic counters, modelling clay (form<br />
into strips and balls), different-shaped blocks, pencils, cotton reels, plastic cups,<br />
stones, empty matchboxes, ice cubes, feathers, straws, leaves, buttons, rice,<br />
grains etc.<br />
Preparation<br />
• Divide class into small groups with materials for the ramp and a selection of<br />
objects to test. Ensure those objects on the copymaster are included.<br />
The lesson<br />
Stimulus<br />
• Present pupils with two toy cars – one with wheels that turn and the other with<br />
fixed wheels. Ask volunteers to get the cars to move on a level surface. How<br />
much push or pull was needed? Did they roll, slide etc.? Predict what would<br />
happen on a ramp and then test.<br />
What to do<br />
• Discuss the results of the stimulus.<br />
• In groups, test a range of objects to see if they roll or slide down a ramp.<br />
(Construct as outlined in ‘Materials needed’ section.)<br />
• Repeat with a steeper ramp.<br />
• Discuss the following:<br />
Did the objects roll or slide further? Did some roll or slide at this height and<br />
not the previous height? What objects rolled or slid best? Were they rough,<br />
smooth, rounded, heavy, light etc.?<br />
After the lesson<br />
Answers<br />
1.–3. Teacher check<br />
4. The higher, steeper ramp will make the marble roll further.<br />
Viewing Sample<br />
Additional activities<br />
• Try different surfaces on the ramp such as carpet, plastic, sandpaper or water.<br />
How does each affect the rolling and sliding of objects?<br />
• Change the length of the ramp and see how this affects the rolling and sliding<br />
of objects.<br />
Display ideas<br />
• Pupils can draw or paste pictures on charts labelled ‘Things that Roll’, ‘Things<br />
that Slide’ and ‘Things that Stay Still’.<br />
74 <strong>PR</strong>IMARY SCIENCE ~ Prim-Ed Publishing ~ www.prim-ed.com
Forces ~ Activity 2<br />
Down the ramp!<br />
Test each object below to see if it will roll or slide down a ramp.<br />
Make a guess before you start. Add two more of your own.<br />
Viewing Sample<br />
(a) Which object rolled the fastest?<br />
(b) Which object slid the fastest?<br />
Choose an object that did not roll or slide.<br />
Explain why.<br />
Circle which ramp<br />
would make a<br />
marble roll further.<br />
www.prim-ed.com ~ <strong>PR</strong>IMARY SCIENCE ~ Prim-Ed Publishing 75
Float or sink?<br />
Forces ~ Activity 3<br />
Objective<br />
• investigate how forces act on<br />
objects<br />
Working scientifically<br />
• Questioning<br />
• Observing<br />
• Predicting<br />
• Investigating and experimenting<br />
• Analysing (sorting and<br />
classifying)<br />
• Recording and communicating<br />
Designing and making<br />
• Exploring<br />
• Planning<br />
• Making<br />
Background information<br />
Objects that are light for their size<br />
will float and those heavy for their<br />
size will sink. For example – a plastic<br />
plate floats but a china plate the same<br />
size sinks. It depends on the density<br />
of the material it is made of.<br />
Before the lesson<br />
Materials needed<br />
• Bucket or large container of water; objects such as leaves, paper, sticks,<br />
counters, marbles, stones, coins, seeds, paperclips, fruit, tissues, cotton wool,<br />
corks, plastic blocks, aprons/shirts to protect clothes, modelling clay.<br />
Preparation<br />
• Divide class into groups. Use towels, plastic sheets etc. to cover tables. Distribute<br />
objects and a large container of water among groups.<br />
The lesson<br />
Stimulus<br />
• Encourage pupils to collect objects from home, school, indoors and outdoors<br />
to use for the lesson.<br />
What to do<br />
• In groups, pupils take turns to see which objects will sink or float. Ask them<br />
to make a prediction before trying each one.<br />
• Pupils complete Question 1 on the worksheet.<br />
• Gather pupils in one group. Discuss the results of the activity. Why did some<br />
objects sink quickly and others slowly? Did all big objects sink? Did all small<br />
objects float? Why? Why not? Pupils complete Question 2 on the worksheet.<br />
Some pupils may need guidance while writing.<br />
• Read the statement from Question 3. Ask the class if they think it is true. In<br />
groups, pupils use modelling clay to test the hypotheses. They record their<br />
results on the worksheet. Look at each group’s hollowed-out object. Which<br />
was the most successful at floating? Why? Discuss.<br />
After the lesson<br />
Answers<br />
• Teacher check.<br />
Additional activities<br />
• Look at pictures of boats and their hull. Discuss how an object made of metal<br />
can float.<br />
Viewing Sample<br />
Display ideas<br />
• Display pictures of the boats above.<br />
76 <strong>PR</strong>IMARY SCIENCE ~ Prim-Ed Publishing ~ www.prim-ed.com
Forces – Activity 3<br />
Float or sink?<br />
Draw five objects you are going to test. Complete the table.<br />
Sample<br />
Record what you found out about objects that float or sink.<br />
Some objects that sink can be made to float if they are hollowed out.<br />
Use modelling clay to see if this is true. Draw and write about what<br />
you discovered.Viewing<br />
www.prim-ed.com ~ <strong>PR</strong>IMARY SCIENCE ~ Prim-Ed Publishing 77
Materials<br />
Properties and<br />
characteristics<br />
of materials<br />
England – <strong>Science</strong> – Key Stage<br />
Two<br />
Northern Ireland – The World<br />
Around Us – Key Stage One<br />
Scotland – <strong>Science</strong> – First and<br />
Second Level<br />
Wales – Knowledge and<br />
Understanding of the World –<br />
Key Stage Two<br />
Curriculum links<br />
• Compare everyday materials and objects on the basis of their<br />
material properties and relate these properties to everyday<br />
uses of the materials.<br />
• Know about the range of materials used in their area.<br />
• Know about the materials that animals use.<br />
• Explore the properties of different materials and choose<br />
appropriate materials to solve a practical challenge (first).<br />
• Evaluate the effectiveness of a material for its purpose<br />
(second).<br />
• Compare the features and properties of some natural and<br />
made materials.<br />
• Study the properties of materials relating to their uses.<br />
• Know how some materials are formed or produced.<br />
Viewing Sample<br />
78 <strong>PR</strong>IMARY SCIENCE ~ Prim-Ed Publishing ~ www.prim-ed.com
Materials in the classroom<br />
Sorting materials<br />
Choosing materials<br />
Materials to make a home<br />
burrow<br />
cloth<br />
elastic<br />
flexible<br />
glass<br />
Materials<br />
Properties and<br />
characteristics<br />
of materials<br />
Viewing Sample<br />
hard<br />
hive<br />
home<br />
lodge<br />
material<br />
metal<br />
nest<br />
paper<br />
plastic<br />
rigid<br />
shell<br />
soft<br />
sort<br />
transparent<br />
wood<br />
Name:<br />
www.prim-ed.com ~ <strong>PR</strong>IMARY SCIENCE ~ Prim-Ed Publishing 79
Materials in the classroom<br />
Properties and characteristics of materials ~ Activity 1<br />
Objective<br />
• identify and investigate a range<br />
of common materials used in the<br />
immediate environment<br />
Working scientifically<br />
• Questioning<br />
• Observing<br />
• Predicting<br />
• Investigating and experimenting<br />
• Analysing (sorting and<br />
classifying)<br />
• Recording and communicating<br />
Designing and making<br />
• Exploring<br />
Background information<br />
Materials have different properties of<br />
strength, weight, flexibility, texture<br />
etc.<br />
Some materials occur naturally and<br />
others do not. Natural materials<br />
may come from underground; for<br />
example, oil, rock, metals, slate or<br />
clay. Other materials may come from<br />
living things; for example, wood,<br />
wool, cotton, leather, silk or rubber.<br />
Some materials come from natural<br />
elements that have been changed,<br />
for example sand–glass, clay–<br />
crockery, bricks.<br />
Some materials are synthetic such as<br />
nylon, plastic and fibreglass.<br />
Before the lesson<br />
Materials needed<br />
• Classroom objects such as a stapler, scissors, pencil, ruler, chair, jumper, desk,<br />
book, newspaper, chalk, drawing pins.<br />
Preparation<br />
• Have all the materials available for discussion.<br />
The lesson<br />
Stimulus<br />
• Show the pupils some of the objects you have collected and discuss what they<br />
are made from.<br />
What to do<br />
• As you discuss the items you have collected, list the materials on the board (e.g.<br />
glass, paper, wood, plastic, metal, cloth).<br />
• Direct pupils to the survey they are going to conduct in the room.<br />
• Have the pupils write the materials from the board into the table. Each material<br />
is written only once.<br />
• Pupils circulate, tallying the objects they find next to the materials on their<br />
worksheets. (Note: Some objects can be recorded twice or more if they are<br />
made of more than one material.)<br />
• Discuss their findings, checking the objects are listed next to the correct<br />
material.<br />
• When tallying is complete, the pupils fill in the graph.<br />
• Discuss the results and have the pupils complete the questions at the bottom.<br />
• Lead the discussion on the properties of the materials which are most common<br />
and the relevance to their ‘commonality’.<br />
After the lesson<br />
• Ask the pupils to differentiate between natural (n) and synthetic (s) materials.<br />
Pupils can mark on their tally sheets which is which.<br />
Answers<br />
• Teacher check.<br />
Viewing Sample<br />
Additional activities<br />
• Survey could be extended to outside materials or to home (perhaps pupils’<br />
bedrooms) and compared with the classroom result.<br />
Display ideas<br />
• Pupils could label objects in the room, according to the material(s) each is made<br />
from, or by using the terms ‘natural’ and ‘synthetic’.<br />
80 <strong>PR</strong>IMARY SCIENCE ~ Prim-Ed Publishing ~ www.prim-ed.com
Properties and characteristics of materials ~ Activity 1<br />
Materials in the classroom<br />
Which materials are most common in the classroom?<br />
Examine objects in the classroom. Decide which materials they are<br />
made from. Record the objects below. You may have to write an<br />
object more than once if it is made from more than one material.<br />
Complete the bar graph. Use<br />
a different colour for each<br />
material.<br />
Viewing Sample<br />
Answer these questions by looking at your results.<br />
(a) Which material is most common in the room?<br />
(b) Why do you think this material is the most common?<br />
www.prim-ed.com ~ <strong>PR</strong>IMARY SCIENCE ~ Prim-Ed Publishing 81
Sorting materials<br />
Properties and characteristics of materials ~ Activity 2<br />
Objectives<br />
• group materials according to<br />
their properties<br />
• describe and compare materials,<br />
noting the differences in colour,<br />
shape and texture<br />
Working scientifically<br />
• Questioning<br />
• Observing<br />
• Predicting<br />
• Investigating and experimenting<br />
• Analysing (sorting and<br />
classifying)<br />
• Recording and communicating<br />
Background information<br />
Properties of materials are those<br />
characteristics that determine their<br />
suitability for specific applications.<br />
Through this unit, pupils should<br />
extend their knowledge of the<br />
range of materials we use and of the<br />
properties that characterise them.<br />
This knowledge should help<br />
them recognise what needs to be<br />
considered when a material is chosen<br />
for a particular use.<br />
Before the lesson<br />
Materials needed<br />
• Ensure there is a variety of materials or objects available for pupils to observe<br />
and write on the worksheet. They could use additional objects from their desk<br />
and school bag.<br />
Preparation<br />
• Whiteboard the words listed on the worksheet.<br />
The lesson<br />
Stimulus<br />
• Show pupils an elastic band and a wooden ruler. Ask them to describe each<br />
object. Whiteboard the words used. Explain to the pupils that these words are<br />
‘properties’ or special ‘features’ of the elastic band and ruler.<br />
What to do<br />
• Introduce the ‘property’ words pre-written on the whiteboard. Discuss what<br />
each one means and ask pupils to suggest objects or materials to list next to<br />
each one; for example, soft – pillow, cotton wool. Ask them to consider what<br />
the material or object is made from to help work out its properties.<br />
• Encourage pupils to add other describing words to the property list.<br />
• When complete, discuss pupils’ findings as a class. Display completed worksheets<br />
so pupils can more readily compare results.<br />
After the lesson<br />
Answers<br />
• Teacher check.<br />
Additional activities<br />
• Discuss with pupils what the objects or materials listed on the worksheet are<br />
made of and list under each heading. For example, rubber could be under<br />
‘flexible’ and ‘elastic’.<br />
Display ideas<br />
• A cut-out picture montage of materials classified according to properties.<br />
Viewing Sample<br />
82 <strong>PR</strong>IMARY SCIENCE ~ Prim-Ed Publishing ~ www.prim-ed.com
Properties and characteristics of materials ~ Activity 2<br />
Sorting materials<br />
Walk around your classroom with a partner. Try to<br />
find one object to draw and label under each of the<br />
headings below. Some objects may fit under more<br />
than one heading. Write a heading of your own.<br />
Transparent<br />
(see through)<br />
Elastic<br />
Flexible<br />
Viewing Sample<br />
Soft<br />
Hard<br />
Rigid<br />
www.prim-ed.com ~ <strong>PR</strong>IMARY SCIENCE ~ Prim-Ed Publishing 83
Choosing materials<br />
Properties and characteristics of materials ~ Activity 3<br />
Objective<br />
• identify and investigate<br />
materials that absorb water and<br />
those that are waterproof<br />
Working scientifically<br />
• Questioning<br />
• Observing<br />
• Predicting<br />
• Investigating and<br />
experimenting<br />
• Analysing (interpreting)<br />
• Recording and communicating<br />
Designing and making<br />
• Exploring<br />
Background information<br />
Properties of materials are those<br />
characteristics of materials that<br />
determine their suitability for specific<br />
applications.<br />
Through this unit, pupils should<br />
extend their knowledge of the<br />
range of materials we use and of the<br />
properties that characterise them.<br />
This knowledge should help<br />
them recognise what needs to<br />
be considered when a material is<br />
chosen for a particular use.<br />
Before the lesson<br />
Materials needed<br />
• Each group: about four each of 10-cm squares of paper towel, tissue, writing<br />
paper, magazine paper, newspaper, aluminium foil; a jar of water, teaspoon,<br />
soft drink bottle.<br />
Preparation<br />
• Cut out 10-cm squares of the paper towel for the absorbency test.<br />
• Prepare a wet area for the test.<br />
The lesson<br />
Stimulus<br />
• Discuss what may happen if pencils were made of glass, chairs of concrete,<br />
pillows of steel etc.<br />
• Spill some water and try to mop it up with steel wool or something<br />
inappropriate.<br />
What to do<br />
• Discuss why specific materials have been chosen to make certain objects. For<br />
example, a bath toy is often made of plastic so it will float and does not absorb<br />
water.<br />
• In groups, pupils complete Question 1 on the worksheet.<br />
• As a class, discuss the reasons given in the last column.<br />
Note: This could be one lesson finished.<br />
• Demonstrate the testing procedure to the class; i.e. one teaspoon of water to<br />
be absorbed.<br />
• Pupils complete their testing. (Each group has about four pieces of each material<br />
to test, so they can do a test run first before recording.)<br />
• Pupils complete the questions about the test.<br />
After the lesson<br />
Answers<br />
1. Possible answers<br />
• Soft drink bottle – plastic – transparent to see drink, flexible and will not break<br />
if dropped.<br />
• Window – glass and wood, nails, plastic – transparent, the light comes in, we<br />
can see in and out, hard.<br />
• Shirt – cloth and plastic buttons – light, flexible, dries quickly when washed,<br />
soft to touch (feels nice).<br />
2.– 4.<br />
Teacher check. (Pupils should come to the conclusion that good absorbent paper<br />
has open weave material and is light and dry.<br />
Viewing Sample<br />
Additional activities<br />
• Continue the activity in Question 1 with different objects.<br />
Display ideas<br />
• Set up a display of the materials and a selection of the worksheets.<br />
84 <strong>PR</strong>IMARY SCIENCE ~ Prim-Ed Publishing ~ www.prim-ed.com
Properties and characteristics of materials ~ Activity 3<br />
Choosing materials<br />
Materials are chosen to make something because they<br />
have properties which suit what that object is used for.<br />
Study these objects and say why they have been<br />
made out of the materials used. The first one has been<br />
done for you. Add one of your own.<br />
How well did each material soak up water? Test each to find out.<br />
Viewing Sample<br />
(a) What material(s) rated best?<br />
(b) Why?<br />
(a) Which material was worst?<br />
(b) Why?<br />
www.prim-ed.com ~ <strong>PR</strong>IMARY SCIENCE ~ Prim-Ed Publishing 85
Materials to make a home<br />
Properties and characteristics of materials ~ Activity 4<br />
Objectives<br />
• begin to explore how<br />
different materials may be<br />
used in the construction<br />
of homes suited to their<br />
environments<br />
• begin to distinguish between<br />
natural and manufactured<br />
materials<br />
Working scientifically<br />
• Questioning<br />
• Observing<br />
• Predicting<br />
• Investigating and<br />
experimenting<br />
• Recording and<br />
communicating<br />
Designing and making<br />
• Exploring<br />
• Planning<br />
• Making<br />
• Evaluating<br />
Background information<br />
Properties of materials are those<br />
characteristics of materials that<br />
determine their suitability for<br />
specific purposes. Some materials<br />
occur naturally and others do not.<br />
Natural materials may come from<br />
underground; for example, oil,<br />
rock, metals, slate or clay. Other<br />
materials may come from living<br />
things; for example, wood, wool,<br />
cotton, leather, silk or rubber.<br />
Some materials come from<br />
natural elements that have been<br />
changed, for example sand–<br />
glass, clay–crockery, bricks.<br />
Some materials are synthetic such<br />
as nylon, plastic and fibreglass.<br />
Before the lesson<br />
Materials needed<br />
• Paper, cardboard, adhesive tape, blocks, plastic, polystyrene, lolly sticks, toothpicks,<br />
bubble wrap, fabric and any other available materials including natural materials<br />
(sticks, leaves etc.), tissue boxes, cereal boxes, cling film tubes, egg cartons,<br />
greaseproof paper, aluminium foil, food wrap, modelling clay, large butcher’s<br />
paper for designing, pictures or photographs of different animals and their homes<br />
(optional).<br />
Preparation<br />
• Sort the class into groups of five or six. Distribute the material among each<br />
group.<br />
• Ask pupils to bring in a model person or toy (such as an action figure doll).<br />
The lesson<br />
Stimulus<br />
• Show pictures of different animals. Ask the class to identify what types of home<br />
each animal has.<br />
What to do<br />
• Pupils look at each of the animals in Question 1 and decide what type of home<br />
they have. They match the animals to the home.<br />
• In pairs, the pupils discuss the types of materials each of the homes listed in<br />
Question 1 are made from and list them in Question 2.<br />
• Discuss that some materials are natural and others are manufactured. Write the<br />
headings ‘manufactured’ and ‘natural’ on the board. Ask the class to try to list<br />
as many different materials for each heading as possible. (Refer to ‘Background<br />
information’).<br />
• Pupils consider the manufactured materials that are used to build our homes and<br />
the properties that building materials should have; for example, strong, sturdy,<br />
waterproof.<br />
• In pairs, pupils decide what type of house they would like to construct. They<br />
evaluate the materials available, whether other materials are required and attempt<br />
to source the materials.<br />
• Pupils plan and design their house. They need to consider constraints such as time,<br />
materials available, cost, tools available, scale too large for classroom.<br />
• Once designed and created, pupils comment on the materials they chose and why.<br />
They also consider how they could improve their house.<br />
Viewing Sample<br />
After the lesson<br />
Answers<br />
1. (a) hermit crab – shell<br />
(b) beaver – lodge<br />
(c) bee – hive<br />
(d) squirrel – nest<br />
(e) mole – burrow<br />
2. Teacher check.<br />
3. (a) bricks, cement, plaster, timber,<br />
ceramic tiles.<br />
(b) Answers will vary.<br />
4. Teacher check.<br />
Additional activities<br />
• Pupils write an explanation of why they chose the materials for their home and<br />
how they constructed it in polished form; attach to the house for display.<br />
Display ideas<br />
• Display the pupils’ model homes. If available, use a digital camera to take<br />
photographs of the pupils planning and building their homes to display with the<br />
models.<br />
86 <strong>PR</strong>IMARY SCIENCE ~ Prim-Ed Publishing ~ www.prim-ed.com
Properties and characteristics of materials ~ Activity 4<br />
Match the animal to its home.<br />
(a) hermit crab • • lodge<br />
Materials to make a home<br />
List some natural materials<br />
that animal homes are<br />
made from.<br />
(b) beaver • • nest<br />
(c) bee • • burrow<br />
(d) squirrel • • shell<br />
(e) mole • • hive<br />
(a) What manufactured materials are used to build our homes?<br />
(b) What properties do you think materials used to build homes<br />
should have?<br />
Design a house for a ‘mini’ person to live in.<br />
Make sure it can stand up to all types of weather.<br />
My plan and materials.<br />
Viewing Sample<br />
Why did you choose those<br />
materials?<br />
How could you improve your<br />
house?<br />
www.prim-ed.com ~ <strong>PR</strong>IMARY SCIENCE ~ Prim-Ed Publishing 87
Materials<br />
Materials<br />
and change<br />
England – <strong>Science</strong> –<br />
Key Stage Two<br />
Northern Ireland – The<br />
World Around Us – Key<br />
Stage One<br />
Scotland – <strong>Science</strong> –<br />
First and Second Level<br />
Wales – Knowledge<br />
and Understanding of<br />
the World – Key Stage<br />
Two<br />
Curriculum links<br />
• Compare everyday materials and objects on the basis of their material<br />
properties and relate these properties to everyday uses of the materials.<br />
• Know that some materials are better thermal insulators than others.<br />
• Describe changes that occur when materials are mixed.<br />
• Describe changes that occur when materials are heated or cooled.<br />
• Know that temperature is a measure of how hot or cold things are.<br />
• Know about reversible changes.<br />
• Know that non-reversible changes result in the formation of new<br />
materials.<br />
• Know that some solids dissolve in water but some do not.<br />
• Know about the effect of heating and cooling some everyday<br />
substances.<br />
Viewing Sample<br />
• Investigate melting and boiling (first).<br />
• Make and test predictions about solids dissolving in water (second).<br />
• Explore the properties of different materials and choose appropriate<br />
materials to solve a practical challenge (first).<br />
• Evaluate the effectiveness of a material for its purpose (second).<br />
• Compare the features and properties of some natural and made<br />
materials.<br />
• Study the properties of materials relating to their uses.<br />
• Know how some materials are formed or produced.<br />
88 <strong>PR</strong>IMARY SCIENCE ~ Prim-Ed Publishing ~ www.prim-ed.com
Changing by heating<br />
Maintaining temperatures<br />
Mixing<br />
Wet and dry<br />
chip<br />
cold<br />
cotton<br />
dry<br />
coffee<br />
colour<br />
denim<br />
flour<br />
Materials<br />
Materials<br />
and<br />
change<br />
hard-boiled<br />
heating<br />
melt<br />
nylon<br />
salt<br />
Viewing Sample<br />
heat<br />
material<br />
mixing<br />
popcorn<br />
shade<br />
sun temperature<br />
toasted wet<br />
wool<br />
Name:<br />
www.prim-ed.com ~ <strong>PR</strong>IMARY SCIENCE ~ Prim-Ed Publishing 89
Changing by heating<br />
Materials and change ~ Activity 1<br />
Objective<br />
• explore the effects of heating<br />
and cooling on a range of<br />
liquids and solids<br />
Working scientifically<br />
• Questioning<br />
• Observing<br />
• Predicting<br />
• Investigating and experimenting<br />
• Recording and communicating<br />
Designing and making<br />
• Exploring<br />
Background information<br />
Heating a substance by boiling,<br />
frying, toasting etc. causes a chemical<br />
reaction to occur. The substance<br />
changes from one state to another.<br />
For example, when butter is heated it<br />
becomes a liquid. Some substances,<br />
such as butter, return to their original<br />
state when cooled. Others, such as<br />
bread or eggs, will remain in their<br />
new state.<br />
Before the lesson<br />
Materials needed<br />
• Stimulus: popcorn, butter, electric frying pan, marshmallow, fork, candle flame<br />
or oven hotplate.<br />
• Lesson: eggs, saucepan, knife, uncooked potato chip, oil for frying, frying pan,<br />
slice of bread, toaster, butter, oven with hotplates.<br />
Preparation<br />
• Ensure all materials are on hand. Pupils should be able to have a clear view of<br />
what is happening without being too near heating elements.<br />
The lesson<br />
Stimulus<br />
• Heat popcorn or toast marshmallows and allow pupils to eat a sample. Discuss<br />
what happened to the popcorn or marshmallow – colour, size, shape, smell<br />
etc.<br />
What to do<br />
• Allow selected pupils to help you with each experiment while others observe.<br />
• Before each experiment, discuss and record descriptions of the egg, butter,<br />
potato and bread. (Crack the egg to observe what it looks like inside before<br />
heating.)<br />
• After heating (and cooling) each substance, discuss and record new observations.<br />
(Peel and cut egg in half so pupils see it is hard-boiled.)<br />
• Pupils complete the copymaster.<br />
After the lesson<br />
Answers<br />
• (a) hard-boiled (b) toast (c) chip (d) melted<br />
Additional activities<br />
• Discuss, then write and draw about the dangers involved in and rules concerning<br />
the heating of substances.<br />
• Participate in cooking activities such as baking a cake and observe and record<br />
how the cake etc. changed during the cooking process.<br />
Viewing Sample<br />
Display ideas<br />
• Pupils can find or draw pictures to add to a chart displaying what substances<br />
looked like before and after heating; for example, water – steam from a kettle or<br />
pot; raw sausage – barbecued sausage, plus those used on the copymaster.<br />
90 <strong>PR</strong>IMARY SCIENCE ~ Prim-Ed Publishing ~ www.prim-ed.com
Materials and change ~ Activity 1<br />
Changing by heating<br />
When we heat a substance it changes from the way<br />
it looked before.<br />
• Draw and write about what each of these substances<br />
looked like when it had been heated.<br />
• Use these words to complete each sentence.<br />
chip toast melted hard-boiled<br />
(a)<br />
An egg The egg became .<br />
(b)<br />
A slice of bread. The bread became .<br />
(c)<br />
Viewing Sample<br />
(d)<br />
A slice of potato The potato became a .<br />
Butter The butter .<br />
www.prim-ed.com ~ <strong>PR</strong>IMARY SCIENCE ~ Prim-Ed Publishing 91
Maintaining temperatures<br />
Materials and change ~ Activity 2<br />
Objectives<br />
• become aware of and<br />
investigate the suitability of<br />
different kinds of clothes for<br />
variations in temperature<br />
• explore ways in which liquids<br />
and solids may be kept hot or<br />
cold<br />
Working scientifically<br />
• Questioning<br />
• Observing<br />
• Predicting<br />
• Investigating and experimenting<br />
• Analysing (sorting, classifying<br />
and interpreting)<br />
• Recording and communicating<br />
Designing and making<br />
• Exploring<br />
• Making<br />
Background information<br />
Temperature is the amount of heat<br />
in the air or how hot or cold it is – it<br />
is measured in degrees Celsius (ºC),<br />
Fahrenheit (ºF) or Kelvins (ºK).<br />
We choose different clothes<br />
depending on the temperature so<br />
that we feel comfortable in warm or<br />
cool weather.<br />
Fabrics can have many different<br />
properties. For example, a silk dress<br />
is light and cool; nylon clothes dry<br />
easily; woollen clothes are warm and<br />
feel very comfortable; and denim is<br />
heavy and hard wearing.<br />
Just as people can be kept warm or<br />
cold, so too can other things such as<br />
food or drinks. We use appliances<br />
such as ovens and microwaves to<br />
heat food. Refrigerators are used to<br />
keep food and drinks cold.<br />
Before the lesson<br />
Materials needed<br />
• Selection of different clothes made from a variety of different materials. For<br />
example, denim jeans, woollen jumper, silk dress or blouse, cotton or linen<br />
garment, nylon garment etc.<br />
• Paper towel, plastic food wrap, aluminium foil, three bowls, enough soup to fill<br />
three bowls to about half way, large plastic container to hold all of the soup,<br />
wooden spoon, access to a microwave, cooking thermometer.<br />
Preparation<br />
• Organise the class so they are seated with a good view of a demonstration area.<br />
Have the microwave plugged in near the demonstration area.<br />
The lesson<br />
Stimulus<br />
• Heat a large plastic container of soup in the microwave. Stir it occasionally so<br />
it is all the same temperature. Pour the same amount of soup into each of the<br />
three bowls. Cover one with paper towel, one with aluminium foil and the third<br />
with plastic food wrap. Leave the bowls aside. Ask the class which wrapping<br />
they think will keep the soup the hottest for the longest time. The pupils record<br />
their predictions, by completing Question 3.<br />
What to do<br />
• Ask the class what they wear if they want to keep warm. When pupils offer<br />
suggestions such as ‘a jumper’, ask what type of material they think their jumper<br />
is made of.<br />
• Show the class each of the items of clothing available for study. Ask individual<br />
pupils to come to the front of the class, feel the materials and describe them<br />
to the class. Direct the pupils’ focus to the properties of the materials they are<br />
studying.<br />
• Use board drawings to show how some fabrics are knitted and some are<br />
woven. Show examples of each. Pupils complete Questions 1 and 2 on the<br />
worksheet.<br />
• After a period of time, measure the temperature of the soup by either feeling<br />
it or by using a thermometer (depending on the class’s understanding of what<br />
thermometers do). Ask pupils to help you. Which soup has stayed the warmest?<br />
Discuss the results of the experiment. Pupils complete Questions 4, 5 and 6 on<br />
the worksheet. Discuss the results.<br />
Viewing Sample<br />
After the lesson<br />
Answers<br />
1. (a) Teacher check<br />
(b) denim, wool<br />
2.–6. Teacher check<br />
Additional activities<br />
• Craft: make weaving looms from cardboard.<br />
• Ask the pupils to plan, draw and label the clothes they would take if they were<br />
planning a trip to a freezing climate such as Alaska.<br />
Display ideas<br />
• Pupils can bring samples of different materials from home. Create a display of<br />
a variety of different materials. Label them. Pupils must decide if they think<br />
the materials will keep them warm. They can rate the material from 1 (not<br />
very warm) to 5 (extremely warm). Record the pupils’ ratings on the display.<br />
92 <strong>PR</strong>IMARY SCIENCE ~ Prim-Ed Publishing ~ www.prim-ed.com
Materials and change ~ Activity 2<br />
Maintaining temperatures<br />
(a) Colour red the clothes you would wear to keep you warm.<br />
Colour blue the clothes you would wear to help you stay cool.<br />
(b) Colour the fabrics that are best at keeping us warm.<br />
denim cotton nylon wool<br />
If you were going on a holiday to Australia during its summer,<br />
what type of clothes would you pack? List them.<br />
Which material do you predict will keep the soup the hottest for<br />
the longest time? Rank them 1, 2 and 3 (with 1 being the warmest).<br />
paper towel plastic food wrap aluminium foil<br />
What happened?<br />
Viewing Sample<br />
Draw and label the experiment.<br />
Were your predictions<br />
correct?<br />
www.prim-ed.com ~ <strong>PR</strong>IMARY SCIENCE ~ Prim-Ed Publishing 93
Mixing<br />
Objective<br />
• begin to investigate how<br />
materials may be changed<br />
by mixing<br />
Working scientifically<br />
• Questioning<br />
• Observing<br />
• Predicting<br />
• Investigating and<br />
experimenting<br />
• Recording and<br />
communicating<br />
Designing and making<br />
• Exploring<br />
• Making<br />
Background information<br />
Mixing is the combination of two<br />
substances.<br />
Red, yellow and blue are called<br />
primary colours and form the<br />
basis of all other colours. Every<br />
other colour can be produced by<br />
mixing different combinations of<br />
these colours. For example; red<br />
+ yellow = orange; red + blue =<br />
purple; yellow + blue = green.<br />
Dissolving occurs when two<br />
substances, like salt and water,<br />
combine completely. Substances<br />
generally dissolve faster and<br />
more effectively in hot water<br />
compared to cooler water.<br />
Before the lesson<br />
Materials needed<br />
• White cartridge paper, primary colour tempera paints, palettes for mixing colours,<br />
paintbrushes, water (in containers), paint shirts for pupils.<br />
• Salt, coffee, flour, custard powder, glass jars, cold water, hot water, kettle for<br />
heating water, spoons, teaspoons, oven mitts.<br />
Preparation<br />
• Set up suitable areas and stations for pupils to work in small groups to experiment<br />
with paints.<br />
• Set up the mixing of substances with hot and cold water as a demonstration at the<br />
front of the class.<br />
Note: This lesson on mixing can be conducted over two lessons.<br />
The lesson<br />
Stimulus<br />
• Allow the pupils to observe the colour of objects inside and outside the classroom.<br />
List the objects and colours on the whiteboard. Discuss.<br />
What to do<br />
• Give pupils a sheet of cartridge paper with their name on the back. Fold it in half.<br />
Place small ‘blobs’ of red, blue and yellow paint along the centre fold (not too far<br />
apart). Have pupils gently rub the sides of their hands from the fold outwards<br />
to the paper edges. This should move the paint into patterns. (Be careful not to<br />
let it ooze out the edges.) When finished, carefully open the paper to reveal a<br />
symmetrical pattern. What colours can they see? How are they different from the<br />
three primary colours they started with? How do they think the new colours were<br />
made? Put patterns aside to dry.<br />
• Using another sheet of paper, allow pupils to experiment using blue, yellow and<br />
red paints to make new colours. Mix blue and yellow, blue and red and yellow and<br />
red. Discuss results.<br />
• To observe safety precautions, organise the Question 2 experiment so it is a<br />
demonstration at the front of the classroom.<br />
• Pupils can help spooning the four different substances into two jars each.<br />
• Pupils can come to the front of the class to help pour the cold water into the first<br />
set of jars. Pupils can help to stir. Pupils decide if the substance mixes easily or not<br />
easily.<br />
• The teacher pours hot water into the jars. Ask pupils to come and help mix, while<br />
the teacher is still holding the jar with an oven mitt. Decide once again if the<br />
substances mix easily or not.<br />
• Pupils complete the table and decided if substances mix more easily (dissolve) when<br />
mixed with hot water than with cold.<br />
Viewing Sample<br />
Materials and change ~ Activity 3<br />
After the lesson<br />
Answers<br />
1. (a) Teacher check<br />
(b) blue + yellow = green<br />
blue + red = purple<br />
red + yellow = orange<br />
2. Answers will vary<br />
3. Hot water<br />
Additional activities<br />
• Try mixing other substances in hot and cold water. The pupils predict what will<br />
happen for each and test their ideas.<br />
94 <strong>PR</strong>IMARY SCIENCE ~ Prim-Ed Publishing ~ www.prim-ed.com
Materials and change ~ Activity 3<br />
Mixing<br />
Which colours did you find the most?<br />
(a) The colours below are called ‘primary’ colours. Colour them.<br />
blue yellow red<br />
(b) What colours did you make when you mixed these colours?<br />
Colour and label each box.<br />
Mix the following foods with hot and cold water. What happens?<br />
salt<br />
coffee<br />
flour<br />
custard powder<br />
Viewing Sample<br />
Food Cold water Hot water<br />
Do things mix better in hot or cold water?<br />
www.prim-ed.com ~ <strong>PR</strong>IMARY SCIENCE ~ Prim-Ed Publishing 95
Wet and dry<br />
Materials and change ~ Activity 4<br />
Objective<br />
• investigate the<br />
characteristics of different<br />
materials when wet and<br />
dry<br />
Working scientifically<br />
• Questioning<br />
• Observing<br />
• Predicting<br />
• Investigating and<br />
experimenting<br />
• Recording and<br />
communicating<br />
Designing and making<br />
• Exploring<br />
Background information<br />
Evaporation is a process that<br />
changes water into water<br />
vapour. In doing so, the<br />
water changes from a liquid<br />
into a gas. Consequently, it<br />
cannot be ‘seen’ any more<br />
and ‘disappears’ into the air.<br />
Sunshine, heat and wind are<br />
factors in the time it takes for<br />
a material to dry.<br />
Thickness and the type of<br />
fabric help in determining<br />
how long different fabrics will<br />
take to dry.<br />
Before the lesson<br />
Materials needed<br />
• Cardboard, water, flat containers, paint, different types of fabric, pegs,<br />
newspaper.<br />
Preparation<br />
• Decide where each item will be hung to dry. If no lines are available, fold-up lines<br />
used for drying paintings could be used, or even a wire fence. Find places in the<br />
school grounds where the materials can be left to dry without interference.<br />
The pieces of material need to be:<br />
– hung in the shade – hung in the sun<br />
– hung in a breeze – hung in still air<br />
– left in the sun lying flat – left in the sun crumpled into a ball<br />
Note: This activity will work best on a warm day with a breeze.<br />
The lesson<br />
Stimulus<br />
• As a demonstration, cut a piece of cardboard into strips. Pupils can help to dip<br />
some in water. Others can be dipped into different coloured paint. Place newspaper<br />
down outside the classroom, directly in the sunlight. Place painted cardboard strips<br />
onto the newspaper. Ask pupils what they think they will observe.<br />
What to do<br />
• Throughout the lesson, take groups out to observe the cardboard drying. Which<br />
dries first? What happens to the paint when it is dry? (It cracks) Which dried the<br />
in the least amount of time?<br />
• Pupils record their observations in Question 1.<br />
• Organise the pupils into groups. Give each group a piece of fabric. An adult helper<br />
can cut the materials into six pieces the same size.<br />
• Walk around to the allocated places and leave the material there. Pupils complete<br />
Question 2 (a) and (b).<br />
• Try the experiment again with two other pieces of material. Wet both pieces and<br />
find a spot in the sun to place them. Lay one piece of material flat on the ground.<br />
Scrunch the other piece of material into a ball. Ask the class to predict which<br />
material will dry first and give reasons.<br />
• After some time (depending on how warm the day is), go and check the materials.<br />
The pupils rate how wet/dry the materials are and consider their predictions.<br />
Introduce the term ‘surface area’ to the class.<br />
• Discuss evaporation with the class.<br />
Viewing Sample<br />
After the lesson<br />
Answers<br />
• Teacher check.<br />
Additional activities<br />
• Repeat the activities on a day where the weather is different and compare<br />
findings.<br />
• Wet a variety of different materials (such as cotton wool, wool, denim, cotton) and<br />
leave them in the sun. Time how long it takes each to be completely dry.<br />
Display ideas<br />
• Attach the materials (above) used to a chart or pin-up board. Write labels and<br />
explanations for what was done. Fill in clock faces with the length of time taken for<br />
each item to dry.<br />
96 <strong>PR</strong>IMARY SCIENCE ~ Prim-Ed Publishing ~ www.prim-ed.com
Materials and change ~ Activity 4<br />
Wet and dry<br />
(a) Circle the liquid which dried first.<br />
The cardboard soaked in ... water ... paint.<br />
(b) Describe and draw how the paint dried.<br />
(a) Colour red the material you think will dry first.<br />
(b) Colour blue the material you think will dry last.<br />
In the sun In the shade In a breeze<br />
In still air Lying flat In a ball<br />
(c) Which material dried first?<br />
(d) Which material dried last?<br />
(a) Circle the material that dried first.<br />
Lying flat<br />
(b) Why do you think this is?<br />
Scrunched in a ball<br />
Viewing Sample<br />
Describe the best type of day to dry washing on the line.<br />
www.prim-ed.com ~ <strong>PR</strong>IMARY SCIENCE ~ Prim-Ed Publishing 97
Environmental awareness<br />
and care<br />
Caring for<br />
my locality<br />
England – <strong>Science</strong> – Key<br />
Stage Two<br />
Northern Ireland – The<br />
World Around Us – Key<br />
Stage One<br />
Scotland – <strong>Science</strong> – First<br />
and Second Level<br />
Wales – Knowledge and<br />
Understanding of the<br />
World – Key Stage Two<br />
Curriculum links<br />
• Know about the life processes common to animals.<br />
• Identify locally occurring animals and assign them to groups.<br />
• Know about ways in which living things and the environment need<br />
protection.<br />
• Know about the different plants and animals found in different<br />
habitats.<br />
• Know how living things interact with each other in the environment<br />
and how they survive.<br />
• Know about changes that might improve aspects of the local area,<br />
such as recycling.<br />
• Know about the variety of living things in the world and how we<br />
can take care of them.<br />
• Talk about the need to conserve the Earth’s resources at home and<br />
in school and what they can do to help (first).<br />
• Observe and record features of living things and place them into<br />
groups (first).<br />
• Identify and classify examples of living things from the local<br />
environment (second).<br />
• Study plants and animals found in contrasting local environments.<br />
• Know how humans affect the local environment.<br />
• Compare the features and properties of natural and made materials.<br />
• Consider what waste is and what happens to waste that can and<br />
cannot be recycled.<br />
Viewing Sample<br />
98 <strong>PR</strong>IMARY SCIENCE ~ Prim-Ed Publishing ~ www.prim-ed.com
Natural or built?<br />
Minibeast hunt<br />
Looking at minibeasts<br />
Observing frogs<br />
Different habitats<br />
Investigating soil<br />
Saving water<br />
All about recycling<br />
Rubbish in the classroom<br />
Environmental awareness<br />
and care<br />
Caring<br />
for my<br />
locality<br />
antenna<br />
body<br />
eyes<br />
frogs<br />
habitat<br />
lake<br />
bird<br />
built<br />
forest<br />
glass<br />
insect<br />
legs<br />
minibeast mountain<br />
natural<br />
plan<br />
rubbish<br />
tadpole<br />
Viewing Sample<br />
paper<br />
river<br />
soil<br />
water<br />
Name:<br />
www.prim-ed.com ~ <strong>PR</strong>IMARY SCIENCE ~ Prim-Ed Publishing 99
Natural or built?<br />
Caring for my locality ~ Activity 1<br />
Objective<br />
• identify, discuss and appreciate<br />
the natural and human features<br />
of the local environment<br />
Working scientifically<br />
• Questioning<br />
• Observing<br />
• Predicting<br />
• Analysing (sorting and<br />
communicating)<br />
• Recording and communicating<br />
Background information<br />
All environments can be divided into<br />
two types: the natural environment<br />
and the built environment. The built<br />
environment includes things such<br />
as buildings, roads and cars. These<br />
are all objects that have been built<br />
by people.<br />
The natural environment is the one<br />
that we are most aware of, and<br />
includes food, plants, animals and<br />
how they live with each other.<br />
It is the combination of the natural<br />
and built parts of the environment<br />
that makes up the world in which<br />
we live.<br />
The world has many different types<br />
of environment. Natural and built<br />
features of the environment exist<br />
together. These include buildings<br />
near rivers and roads running through<br />
mountains. It is important that pupils<br />
are able to recognise and name<br />
features of their local environment as<br />
well as identify features of the natural<br />
environment that exist elsewhere.<br />
Before the lesson<br />
Materials needed<br />
• A sunny day!<br />
Preparation<br />
• Schedule a walk around the school before the lesson begins.<br />
The lesson<br />
Stimulus<br />
• Walk around the school with the pupils. Ask them to point out objects that are<br />
part of the natural environment and those that are not natural and are part of<br />
the built environment. Remember things like soil and moisture.<br />
What to do<br />
• Back in the classroom, write the headings ‘natural’ and ‘built’ on the whiteboard.<br />
Pupils list things they saw on their walk and decide which heading they come<br />
under.<br />
• Complete Question 1.<br />
• Pupils draw and label three naturally occurring and three human-made objects<br />
seen on their walk.<br />
• Discuss different environmental features with the class. Which features are<br />
seen in the local environment?<br />
• Ask pupils to describe a mountain, river, lake and forest. Ensure understanding<br />
before pupils complete Question 3.<br />
After the lesson<br />
Answers<br />
1. natural, built, natural<br />
2. (a) Teacher check<br />
(b) Teacher check<br />
3. Teacher check<br />
Additional activities<br />
• Pupils can complete a similar exercise in their own homes and gardens. The<br />
information can be brought to school and shared with the class.<br />
• Pupils mark out a metre square on the school field using metre rulers and<br />
string. They can then count all of the different types of living or non-living<br />
things (pebbles, twigs etc.) they find in that area.<br />
Viewing Sample<br />
Display ideas<br />
• Take photos of ‘natural’ and ‘built’ features in the school environment. Display<br />
them under those headings.<br />
100 <strong>PR</strong>IMARY SCIENCE ~ Prim-Ed Publishing ~ www.prim-ed.com
Caring for my locality ~ Activity 1<br />
My Environment<br />
Write if these things are natural or built.<br />
Natural or built?<br />
During your walk around the school, you saw things that were<br />
natural and those that were built.<br />
(a) Draw and label three natural things you saw.<br />
(b) Draw and label three built things you saw.<br />
Viewing Sample<br />
• Colour the mountain brown.<br />
• Colour the lake green.<br />
• Colour the river blue.<br />
• Colour the forest yellow.<br />
www.prim-ed.com ~ <strong>PR</strong>IMARY SCIENCE ~ Prim-Ed Publishing 101
Minibeast hunt<br />
Caring for my locality ~ Activity 2<br />
Objective<br />
• observe and develop an<br />
awareness of living things in a<br />
range of habitats in local and<br />
wider environments<br />
Working scientifically<br />
• Questioning<br />
• Observing<br />
• Predicting<br />
• Investigating and experimenting<br />
• Recording and communicating<br />
Designing and making<br />
• Exploring<br />
• Making<br />
Background information<br />
The purpose of this topic is to<br />
use a small animal or insect<br />
to develop observation and<br />
experimenting skills in the pupils.<br />
The animal selected is secondary in<br />
importance; however, the following<br />
guidelines should be adhered to<br />
and made clear to pupils.<br />
(i) All care should be taken when<br />
observing and collecting<br />
minibeasts.<br />
(ii) If minibeasts are to be collected,<br />
suitable storage should be used<br />
and the minibeasts released as<br />
soon as activities are complete.<br />
(iii) Collect only enough minibeasts<br />
as required.<br />
(iv) Some insects can sting. Avoid<br />
direct contact at all times.<br />
Minibeasts suitable for this topic<br />
include worms, slugs, snails,<br />
woodlice, grasshoppers, beetles,<br />
flies, caterpillars, butterflies.<br />
Before the lesson<br />
Materials needed<br />
• Jars with lids, nets, clipboards, notepaper, reference materials for use in<br />
identifying minibeasts.<br />
Preparation<br />
• Identify suitable locations in the school environment to collect and observe a<br />
variety of minibeasts.<br />
• Organise pupils in groups.<br />
The lesson<br />
Stimulus<br />
• Explain to pupils that the lesson will entail going on a ‘hunt’ to observe and<br />
collect a variety of minibeasts. Discuss with the pupils the definition of minibeasts<br />
and explain clearly their correct treatment.<br />
What to do<br />
• Review the worksheet so pupils are aware of the recording needed. During the<br />
hunt, notes and diagrams should be recorded on notepaper.<br />
• Have pupils go to an allocated area and observe and collect two different<br />
minibeasts.<br />
• Each group returns to class and completes the worksheet, transferring notes<br />
and drawing a picture.<br />
• Discuss the findings and observations of each group. Identify minibeasts collected<br />
and decide if it is possible to keep the insects for further observation or whether<br />
they should be returned to the environment.<br />
After the lesson<br />
Answers<br />
• Teacher check<br />
Additional activities<br />
• Classify the different minibeasts into categories based on shape, size, movement,<br />
colour etc.<br />
• Build adequate shelters for selected minibeasts.<br />
Viewing Sample<br />
Display ideas<br />
• Take photographs of pupils ‘hunting’ and observing minibeasts. Display the<br />
completed worksheets with the photographs and a caption written by the<br />
pupils.<br />
102 <strong>PR</strong>IMARY SCIENCE ~ Prim-Ed Publishing ~ www.prim-ed.com
Caring for my locality ~ Activity 2<br />
Minibeast hunt<br />
Draw and write about two minibeasts you found on your hunt.<br />
Viewing Sample<br />
www.prim-ed.com ~ <strong>PR</strong>IMARY SCIENCE ~ Prim-Ed Publishing 103
Looking at minibeasts<br />
Caring for my locality ~ Activity 3<br />
Objective<br />
• observe and develop an<br />
awareness of living things in a<br />
range of habitats in local and<br />
wider environments<br />
Working scientifically<br />
• Questioning<br />
• Observing<br />
• Predicting<br />
• Investigating and<br />
experimenting<br />
• Recording and communicating<br />
Designing and making<br />
• Exploring<br />
• Making<br />
Background information<br />
The purpose of this topic is to use<br />
a small animal or insect to develop<br />
observation and experimenting skills<br />
in the pupils. The animal selected is<br />
secondary in importance; however,<br />
the following guidelines should be<br />
adhered to and made clear to pupils.<br />
(i) All care should be taken when<br />
observing and collecting<br />
minibeasts.<br />
(ii) If minibeasts are to be<br />
collected, suitable storage<br />
should be used and the<br />
minibeasts released as soon<br />
as activities are complete.<br />
(iii) Collect only enough<br />
minibeasts as required.<br />
(iv) Some insects can sting. Avoid<br />
direct contact at all times.<br />
M i n i b e a s t s s u i t a b l e f o r<br />
this topic include worms,<br />
slugs, snails, woodlice,<br />
grasshoppers, beetles, flies,<br />
caterpillars, butterflies etc.<br />
Before the lesson<br />
Materials needed<br />
• Hand lens, minibeasts in an appropriate enclosure.<br />
Preparation<br />
• Ensure minibeasts are available in enclosures for observation. If minibeasts are<br />
to be removed for observation, ensure trays are available.<br />
Note: With the majority of minibeasts, a ‘moat’ of water around a platform<br />
will prevent ‘escape’.<br />
The lesson<br />
Stimulus<br />
• Review findings from Activity 2. Ask pupils what were the most popular<br />
minibeasts. Which are best suited for observation? Allocate groups to different<br />
minibeasts.<br />
What to do<br />
• Discuss observation as a skill. Explain how hand lenses can take observation to<br />
another level. Review the requirements of the copymaster.<br />
• Pupils make observations of their minibeast based on the worksheet.<br />
• Groups report back to the class on the observations made of their minibeast.<br />
After the lesson<br />
Answers<br />
• Teacher check<br />
Additional activities<br />
• Discuss common elements of minibeast observations.<br />
• Set up an earthworm farm. Place different shades of soil in layers in an aquarium.<br />
Pupils help collect earthworms. Keep the soil damp and add leaves and grass<br />
clippings. Pupils will be able to observe how the earthworms ‘eat’ through the<br />
soil and how the layers become less distinctive.<br />
Display ideas<br />
• Make a collage or 3-D models of minibeasts and display with labels of body<br />
parts and a short description of special features.<br />
Viewing Sample<br />
104 <strong>PR</strong>IMARY SCIENCE ~ Prim-Ed Publishing ~ www.prim-ed.com
Caring for my locality ~ Activity 3<br />
Looking at minibeasts<br />
Look carefully at your minibeast and complete the questions below.<br />
Number of legs.<br />
Number of body parts.<br />
Words that describe.<br />
Words that describe.<br />
Eyes<br />
Antennae<br />
Words that describe.<br />
Words that describe.<br />
How does your minibeast move?<br />
Special features.<br />
Viewing Sample<br />
Draw and label your minibeast.<br />
www.prim-ed.com ~ <strong>PR</strong>IMARY SCIENCE ~ Prim-Ed Publishing 105
Observing frogs<br />
Caring for my locality ~ Activity 4<br />
Objective<br />
• observe and develop an<br />
awareness of living things in a<br />
range of habitats in local and<br />
wider environments<br />
Working scientifically<br />
• Questioning<br />
• Observing<br />
• Predicting<br />
• Investigating and<br />
experimenting<br />
• Recording and communicating<br />
Designing and making<br />
• Exploring<br />
Background information<br />
Collecting animals for observation<br />
should only be done if the animals<br />
are not harmed. In the case of this<br />
observation, a good supply of water<br />
and food will ensure the survival<br />
of the tadpoles. Once developed<br />
into frogs, the animals should be<br />
released into the environment<br />
where they were found.<br />
There are numerous Internet web<br />
sites that explore the life cycle<br />
of a frog and provide detailed<br />
information on it.<br />
Before the lesson<br />
Note: This lesson can be approached in two ways.<br />
(i) By collecting frogs eggs or tadpoles and observing their life cycle in class.<br />
(ii) By using only the worksheet to identify the life cycle of a frog.<br />
Materials needed<br />
• Frogs’ eggs or tadpoles, an aquarium or container for storing eggs/tadpoles,<br />
shallow water, rocks, water weed or pond weed, fish food (live from the pond<br />
or little pieces of hard-boiled eggs), a variety of resources on the life cycle of<br />
a frog.<br />
Preparation<br />
• Ensure your container is prepared using water from the same environment the<br />
eggs/tadpoles were collected from. Keep the terrarium away from heaters and<br />
chalk dust.<br />
• Collect posters, books or charts to show the life cycle of a frog.<br />
The lesson<br />
Stimulus<br />
• The stimulus for this lesson could involve a field trip to collect frogs’ eggs or<br />
tadpoles. Alternatively, the eggs/tadpoles could be collected prior to the lesson<br />
and introduced to the prepared enclosure at this time. Use collected resources<br />
on the frog life cycle to discuss with pupils.<br />
What to do<br />
• Using the worksheet, show the pupils the change that is expected over the<br />
coming weeks as the tadpoles develop into frogs.<br />
• Frog observations should occur weekly. The pupils record development and<br />
compare changes from the previous week.<br />
• At each observation, pupils should identify the stage of development.<br />
After the lesson<br />
Answers<br />
• Teacher check<br />
Additional activities<br />
• Identify frogs native to the local environment.<br />
• Use books and the Internet to identify unique and interesting frogs. Research<br />
the countries they live in.<br />
• Explore how frogs are seen as a key objective to the stability and health of an<br />
environment/ecosystem.<br />
Viewing Sample<br />
Display ideas<br />
• Take photographs of the pupils collecting the frogs and tadpoles, and introducing<br />
them to their new environment. Display with appropriate captions.<br />
• Identify frogs from around the world. Display drawings and research about<br />
each frog around a world map. Use string to show the country where they can<br />
be found.<br />
106 <strong>PR</strong>IMARY SCIENCE ~ Prim-Ed Publishing ~ www.prim-ed.com
Caring for my locality ~ Activity 4<br />
Observing frogs<br />
The female frog lays eggs which are<br />
fertilised by the male frog.<br />
The tadpole hatches from<br />
the egg, breathing<br />
through gills.<br />
The tadpole has now<br />
developed into an adult frog and<br />
can move easily on land and water.<br />
The tadpole continues to grow and<br />
starts to look like a frog with a tail.<br />
Frog observations<br />
Viewing Sample<br />
The tadpole develops legs and lungs.<br />
www.prim-ed.com ~ <strong>PR</strong>IMARY SCIENCE ~ Prim-Ed Publishing 107
Different habitats<br />
Caring for my locality ~ Activity 5<br />
Objectives<br />
• observe similarities and<br />
differences among plants and<br />
animals in different local habitats<br />
• begin to recognise that people,<br />
animals and plants depend on<br />
one another<br />
Working scientifically<br />
• Questioning<br />
• Observing<br />
• Predicting<br />
• Recording and communicating<br />
Designing and making<br />
• Exploring<br />
Background information<br />
The sun is the source of all energy<br />
and plants store this energy in their<br />
leaves. This energy is transferred<br />
to animals and to people when the<br />
plants are consumed. The nutrients<br />
of dead plants also join the soil as<br />
they decay on the ground. The soil<br />
becomes rich and grows plants with<br />
nutrients for people and animals to,<br />
once again, consume.<br />
Before the lesson<br />
Materials needed<br />
• Magnifying glasses, hand lens, nets, sketch pads, clipboards, pencils, erasers,<br />
hats, gloves, first aid kit (just in case), digital camera (if available), tweezers.<br />
Preparation<br />
• Before the lesson, find two locations in or near the school grounds or in the<br />
local area that are distinctly different in the plants and animals that inhabit<br />
them. Locations that are rich with plants, birds, animals and insects would be<br />
ideal. Organise for adults helpers to accompany the class. If leaving the school<br />
grounds, send permission slips to parents.<br />
• Organise clipboards for each pupil.<br />
The lesson<br />
Stimulus<br />
• Discuss the local environment. What different types of habitats are there? For<br />
example, a pond, lake, woodland, beach, field, etc. List them.<br />
What to do<br />
• Organise the class into groups with adult helpers for each. Pupils will need a<br />
clipboard, the worksheet, extra blank paper, a sketching pencil and eraser. If<br />
going outside, ensure pupils have the correct protective equipment such as hats<br />
and sun cream.<br />
• Each group should also have magnifying glasses, hand lens, tweezers etc. to<br />
observe plants and animals/insects.<br />
• Visit the two chosen locations. At each stop, ask the class what type of habitat<br />
it is. How do they know? Ask the pupils to predict what types of plants and<br />
animals would live there. Why?<br />
• Pupils spread out in their groups and study the plants and animals/insects/birds<br />
in the environment. They choose one plant and one animal/bird/insect to sketch<br />
and describe. Pupils may wish to sketch first on the blank paper. The drawings<br />
can then be transferred to the worksheet back in the classroom.<br />
• Once the visits are complete, discuss each habitat with the class. Ask how the<br />
plants are different or similar.<br />
Viewing Sample<br />
After the lesson<br />
Answers<br />
1. Answers will vary<br />
2. Teacher check<br />
Additional activities<br />
• Pupils choose one plant or one animal/insect/bird to find out more about. Find<br />
books in the library about the plants and animals and print out basic information<br />
from the Internet.<br />
• Pupils can create an information poster about their chosen animal or plant.<br />
Sketches, digital photographs and pictures can be added to their posters. All<br />
must be labelled.<br />
• Pupils can complete brief oral presentations to the class presenting the<br />
information they discovered about their plant or animal.<br />
Display ideas<br />
• Display the information posters discussed above.<br />
108 <strong>PR</strong>IMARY SCIENCE ~ Prim-Ed Publishing ~ www.prim-ed.com
Caring for my locality ~ Activity 5<br />
Different habitats<br />
Complete the table. Sketch, name and describe the plants and<br />
animals.<br />
Type of habitat:<br />
Plant<br />
Animal/bird/insect<br />
Type of habitat:<br />
Plant<br />
Animal/bird/insect<br />
Viewing Sample<br />
Could we survive if there were no plants?<br />
Why?<br />
www.prim-ed.com ~ <strong>PR</strong>IMARY SCIENCE ~ Prim-Ed Publishing 109
Investigating soil<br />
Caring for my locality ~ Activity 6<br />
Objective<br />
• develop an awareness that air,<br />
water, soil, living and non-living<br />
things are essential to the<br />
environment<br />
Working scientifically<br />
• Questioning<br />
• Observing<br />
• Predicting<br />
• Investigating and experimenting<br />
• Analysing (sorting and<br />
classifying)<br />
• Recording and communicating<br />
Designing and making<br />
• Exploring<br />
Background information<br />
Soils are made from rocks. There<br />
are many different types of rocks;<br />
consequently, there are many<br />
different types of soils. Soils consist<br />
of worn-down rock that is mixed<br />
with water, air, humus (dead organic<br />
matter) and living organisms like<br />
worms.<br />
Soil is very important to us as most<br />
of our food comes from soil. The<br />
animals we eat live on plants grown<br />
in soil.<br />
Before the lesson<br />
Materials needed<br />
• Magnifying glasses (enough for one per pair), two sheets of white paper per<br />
group, sieves with different types of holes (poke holes into margarine or icecream<br />
containers), different types of soils to examine. For this investigation,<br />
soil is needed that has different-sized particles, pebbles, plant materials and,<br />
if possible, dead or living organic matter. Moist and dry soil will show further<br />
comparisons.<br />
Preparation<br />
• Prepare an area inside or outside the classroom. Organise the soil into lots of<br />
two for each table.<br />
The lesson<br />
Stimulus<br />
• Ask the pupils to list what is in their garden. Make a list on the board. Did<br />
they remember the soil? Did they call it dirt? What is soil? Make another list.<br />
Explain they are going to study soil and see what it is made of.<br />
What to do<br />
• The two soil samples are tipped onto two sheets of white paper in the centre<br />
of the table.<br />
• Pupils use their magnifying glasses to examine each soil sample. They list and<br />
draw the different types of things found in each sample.<br />
• Choosing a soil sample each, the pupils complete Questions 1–3 of the<br />
copymaster, describing their sample.<br />
• The pupils fold the top sheet of paper and tip the soil into the sieve. They shake<br />
the sieve back over the piece of paper to separate the soil into its different-sized<br />
particles (very small pieces). Pupils make recordings about the particles.<br />
After the lesson<br />
Answers<br />
• Answers will vary.<br />
Additional activities<br />
• Collect soils from around the school. Create a large map of the school. Place<br />
the soil in ‘press-seal’ bags and staple them to the map. Add labels that describe<br />
the soils. Consider why the soils are different around the school.<br />
• Compare the three main soil types: sand, clay and loam.<br />
Viewing Sample<br />
Display ideas<br />
• Display the map with soil attached in press-seal bags. Create a ‘soil’ table. Have<br />
different types of soils in glass jars. The pupils have to try to describe each type<br />
of soil.<br />
110 <strong>PR</strong>IMARY SCIENCE ~ Prim-Ed Publishing ~ www.prim-ed.com
Caring for my locality ~ Activity 6<br />
Investigating soil<br />
How many different things did you find in your soils?<br />
(a) Soil one<br />
(b) Soil two<br />
What did you find in your soil? Write and draw the objects.<br />
Look closely at your soil.<br />
Rub a small amount of soil<br />
between your fingers. How<br />
does it feel?<br />
Roll the soil between the<br />
palms of your hands. What<br />
does it do?<br />
How does your soil smell?<br />
Viewing Sample<br />
Describe the colour of your<br />
soil.<br />
Draw the different-sized particles in your soil from largest to smallest.<br />
www.prim-ed.com ~ <strong>PR</strong>IMARY SCIENCE ~ Prim-Ed Publishing 111
Saving water<br />
Caring for my locality ~ Activity 7<br />
Objectives<br />
• realise that there is both an<br />
individual and a community<br />
responsibility for taking care of<br />
the environment<br />
• identify, discuss and implement<br />
simple strategies for improving<br />
and caring for the environment<br />
Working scientifically<br />
• Questioning<br />
• Observing<br />
• Predicting<br />
• Investigating and experimenting<br />
• Recording and communicating<br />
Background information<br />
Our lifestyle depends upon a clean,<br />
plentiful supply of water.<br />
Water is a precious and limited<br />
resource. The demand for this water is<br />
greatest during the summer months.<br />
‘Water-saving’ is a very efficient way<br />
to reduce our use of water. This<br />
stretches our supplies further and<br />
protects our supply sources. Using<br />
less water also reduces pressure<br />
on our sewage treatment facilities<br />
and requires less energy for water<br />
heating. The water we use comes<br />
from surface water (reservoirs, lakes<br />
etc.) or ground water (aquifers).<br />
Water is used to transport food and<br />
oxygen in and out of our cells. Water<br />
is also used to remove waste from<br />
the cells of our body. The importance<br />
of water to life is demonstrated by<br />
the fact that humans can do without<br />
food for several weeks, but cannot<br />
survive without water for more than<br />
a few days.<br />
The chemical process known as<br />
photosynthesis, by which plants<br />
create food, requires water. Water<br />
can be a destructive force as well,<br />
causing erosion. There are many<br />
useful Internet sites with water-saving<br />
ideas.<br />
Before the lesson<br />
Materials needed<br />
• Stimulus pictures of places with dry climates, magazines to cut out pictures,<br />
large sheet of art paper per pupil, water aids (tap, shower head, tap washers,<br />
washing up dish).<br />
Preparation<br />
• Have all the material ready; set up the water aids to demonstrate.<br />
• Check with the canteen/kitchen if you are visiting.<br />
• Contact the local water authority to see if they can help with printed or video<br />
resources or visits. (Optional)<br />
The lesson<br />
Stimulus<br />
• A visit to a kitchen (school canteen or nearby home) would allow the pupils<br />
to see firsthand the water-saving ideas which are being discussed. (The more<br />
practical demonstrations the pupils can see, the more effective this lesson<br />
will be.)<br />
What to do<br />
• Show pictures of dry places. Discuss and allow pupils to answer Question 1.<br />
• Discuss ideas for water conservation.<br />
• Discuss and demonstrate the ideas promoted on the worksheet.<br />
• List suggestions on the extra ideas and direct pupils to complete those of their<br />
choice.<br />
• Allow pupils to plan their posters.<br />
• Pupils can create their posters on a separate sheet of paper, using a variety of<br />
media and aids.<br />
After the lesson<br />
Answers<br />
• Teacher check<br />
Additional activities<br />
• Learn about the water cycle.<br />
• Keep goldfish in a bowl and discuss the quality of water needed to sustain<br />
life.<br />
• Pupils can prepare talks using their poster and other aids. With the poster as<br />
a central part of the design, pupils could also collect pictures of those items<br />
which are heavy water users and those which are water-saving, and create a<br />
collage.<br />
• Collect the water dripping from a tap for an hour and measure the amount.<br />
(Make sure you use the water afterwards.)<br />
Viewing Sample<br />
Display ideas<br />
• The posters would make a good display in the library or administration area.<br />
112 <strong>PR</strong>IMARY SCIENCE ~ Prim-Ed Publishing ~ www.prim-ed.com
Caring for my locality ~ Activity 7<br />
Saving water<br />
If water was no longer available from our taps, what might<br />
happen? List two things that could happen.<br />
(a)<br />
(b)<br />
Look at these water-saving ideas. Add some of your own.<br />
Fix leaking taps.<br />
Use full<br />
loads<br />
in the<br />
washing<br />
machine.<br />
Turn off the tap when<br />
you brush your teeth.<br />
Take<br />
shorter<br />
showers.<br />
Install a<br />
rainwater<br />
tank.<br />
Rinse dishes in a<br />
bowl or sink (not<br />
under running tap).<br />
Design a poster with lots of water-saving ideas. Use your own<br />
drawings or cut out pictures from magazines. Plan your poster<br />
below.<br />
Viewing Sample<br />
www.prim-ed.com ~ <strong>PR</strong>IMARY SCIENCE ~ Prim-Ed Publishing 113
All about recycling<br />
Caring for my locality ~ Activity 8<br />
Objectives<br />
• realise that there is both an<br />
individual and a community<br />
responsibility for taking care of<br />
the environment<br />
• identify and help to implement<br />
simple strategies for protecting,<br />
conserving and enhancing the<br />
environment<br />
Working scientifically<br />
• Questioning<br />
• Observing<br />
• Recording and communicating<br />
Background information<br />
The sorts of materials now being<br />
recycled include: steel tins,<br />
glass, newspapers/magazines/<br />
advertising brochures, aluminium,<br />
liquid paperboard (milk and juice<br />
cartons), PET (soft drink bottles<br />
etc.), polypropylene (ice-cream<br />
containers) and mixed plastics.<br />
Some councils have a system where<br />
you have different bins, boxes or<br />
bags for different types of waste,<br />
for example, paper, glass, tins,<br />
garden waste, clothing, shoes and<br />
other general household rubbish.<br />
Before the lesson<br />
Materials needed<br />
• Various samples of recyclable material, ready to demonstrate with; e.g. paper<br />
with staples in it, bottles and tins with lids, a mixture of kitchen scraps, a bucket<br />
with water for rinsing.<br />
Preparation<br />
• Set up the demonstration material at the front of the room.<br />
The lesson<br />
Stimulus<br />
• Show the unrecycled rubbish to the pupils. Discuss the amount of rubbish thrown<br />
out worldwide and examine why we must reuse most of our ‘rubbish’.<br />
What to do<br />
• Demonstrate how to prepare each item for recycling. Explain that the items<br />
have to be prepared to make recycling easier and cheaper.<br />
• Have pupils complete the top cloze section of the worksheet. Spend some<br />
time explaining about the foodstuffs and how the animal products have to be<br />
separated to prevent vermin and disease.<br />
• The pupils can complete the worksheet with drawings and labels.<br />
After the lesson<br />
• Discussion ideas: What about other rubbish items not mentioned here?<br />
Answers<br />
1. (a) new (b) shredded (c) cans<br />
(d) Empty (e) worms<br />
2. Teacher check<br />
Additional activities<br />
• Make a class display of the recyclable materials.<br />
• Discuss other rubbish items not mentioned. How can they be recycled?<br />
• Have pupils present an oral report on recycling to another class, using the<br />
worksheet as stimulus.<br />
Viewing Sample<br />
Display ideas<br />
• Pupils create a collage of cut-outs, grouping into recyclable and not<br />
recyclable.<br />
114 <strong>PR</strong>IMARY SCIENCE ~ Prim-Ed Publishing ~ www.prim-ed.com
Caring for my locality ~ Activity 8<br />
All about recycling<br />
To recycle means to use again or make into something different.<br />
Use these words to complete this passage about recycling.<br />
new shredded Empty worms cans<br />
(a) Old bottles can be melted down and remade into<br />
bottles.<br />
(b) Used paper can be<br />
paper.<br />
and made into new<br />
(c) Tin cans can be melted and made into new .<br />
(d)<br />
plastic bottles can be cleaned and made<br />
into new plastic bottles.<br />
(e) Kitchen scraps can be fed to<br />
or hens.<br />
Materials have to be prepared for recycling. Draw pictures to show<br />
the process.<br />
(a) Glass: rinse out, clean and remove lid.<br />
Viewing Sample<br />
(b) Paper: remove any metal bits (staples), stack newspapers<br />
together and tie in a bundle.<br />
www.prim-ed.com ~ <strong>PR</strong>IMARY SCIENCE ~ Prim-Ed Publishing 115
Rubbish in the classroom<br />
Caring for my locality ~ Activity 9<br />
Objectives<br />
• realise that there is both an<br />
individual and a community<br />
responsibility for taking care of<br />
the environment<br />
• become aware of ways in which<br />
the environment can be polluted<br />
or harmed<br />
Working scientifically<br />
• Questioning<br />
• Observing<br />
• Analysing (sorting and<br />
classifying)<br />
• Recording and communicating<br />
Designing and making<br />
• Exploring<br />
• Making<br />
Background information<br />
Rubbish is believed to be one of the<br />
major fire hazards in schools, as the<br />
contents of rubbish bins have often<br />
been used to start fires.<br />
Pupils should not handle the rubbish<br />
directly; they should wear gloves.<br />
It is a good idea to put plastic<br />
bags in the bins on the day of the<br />
investigation.<br />
Food packaging is necessary to<br />
protect food from germs, dirt and<br />
breakage as well as to make it look<br />
attractive and easy to use.<br />
Before the lesson<br />
Materials needed<br />
• Full classroom rubbish bins (some could be brought in from other classes to<br />
make it a sizable amount), large sheet of plastic or a tarpaulin to empty the<br />
bins on, rubber gloves for the handlers.<br />
Preparation<br />
• Have the plastic sheet or tarpaulin spread out and the bin(s) waiting to be<br />
emptied.<br />
The lesson<br />
Stimulus<br />
• Discuss the activities of the day and what has been thrown out. See if anyone<br />
can remember throwing anything out. Relate the activities to what is likely to<br />
be in the bins.<br />
What to do<br />
• Appoint some pupils to help with the distribution of the rubbish from the bins.<br />
(These pupils should have rubber gloves on.)<br />
• Tip the rubbish onto the sheet.<br />
• At first glance, discuss what is the most common rubbish seen.<br />
• Spread the rubbish and let the pupils discuss the different things they can<br />
see.<br />
• On the whiteboard, list the items found. Discuss how the amounts could be<br />
measured (e.g. weigh, count etc.).<br />
• Pupils begin the worksheet, choosing the three most common items (drawing<br />
items and filling in the chart).<br />
• When the exercise is complete, pupils can answer the questions about<br />
amounts.<br />
• Discuss recycling and what is needed to begin a programme in the class.<br />
• Pupils can complete the worksheet with their own ideas.<br />
After the lesson<br />
Answers<br />
• Teacher check<br />
Viewing Sample<br />
Additional activities<br />
• Unfold an empty cardboard box or milk carton and make a cardboard template<br />
of it. Use the template to design and make an attractive container for a new<br />
type of flavoured milk.<br />
• Make jam sandwiches and put them in different kinds of packages; e.g. foil,<br />
cling film, a plastic bag, a cardboard box, waxed paper, tissue and cellophane.<br />
Place the sandwiches on a shelf for three days, then test for freshness. Make<br />
a list, ranking freshest to stalest.<br />
• Estimate how much rubbish there is daily and then weigh it to check<br />
estimates.<br />
Display ideas<br />
• Cleaned items for recycling could be hung as class mobiles with labels<br />
attached.<br />
116 <strong>PR</strong>IMARY SCIENCE ~ Prim-Ed Publishing ~ www.prim-ed.com
Caring for my locality ~ Activity 9<br />
Rubbish in the classroom<br />
You are doing a survey of the rubbish in the class<br />
rubbish bin near the end of the day.<br />
(a) Draw three pieces of rubbish. Write what each is<br />
made from and tick whether it can be recycled<br />
or not.<br />
(b) What sort of rubbish was<br />
there most of?<br />
Viewing Sample<br />
(c) What sort of rubbish was<br />
there least of?<br />
Draw and label two of your recycling ideas on how we can reduce<br />
the amount of rubbish we throw out at school.<br />
www.prim-ed.com ~ <strong>PR</strong>IMARY SCIENCE ~ Prim-Ed Publishing 117