PR-0552UK Primary Science - Book 2

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Heat Objective • become aware of different sources of heat energy Working scientifically • Questioning • Observing • Predicting • Investigating and experimenting • Analysing (sorting and classifying) • Recording and communicating Background information Humans have learnt to use heat in many ways. We cook our food using heat. Heat is used in industry to make goods and materials that we need and we heat water to wash in. Heat is produced in four ways: • the sun • friction • electricity • burning Some methods of producing heat are natural and others have been developed by humans. Before the lesson Materials needed • Pictures or objects that produce heat (optional). Preparation • Display the pictures of the appliances that produce heat. Find places in the classroom and school grounds where heat is produced. The lesson Stimulus • Ask the pupils to stand up and rub their hands together. After about 15 to 30 seconds, tell the class to stop. How do their hands feel? In what situations would you do this? What to do • Discuss the following questions with the class. – Why do people need heat? – On an average day, when do we need heat? – What sources of heat do we rely on (especially in the colder months)? • Ask the class if they have ever touched the television, DVD player, stereo or computer after they have been on for a lengthy period of time. What do you feel? Some pupils may suggest heat. Where does the heat come from? Explain to the class that the electricity (energy) is being put into the appliances to make them work also produces heat. Explain that some machines produce heat when they are being used. • Ask the pupils to jog on the spot for a brief period. How do they feel? Explain to the class that humans are ‘heat producers’. • Some methods of producing heat are natural and others have been created by humans. Pupils complete Questions 1 and 2 on the worksheet. • Ask the pupils to consider their own houses. Where are the appliances that produce heat? Pupils draw their house plan in Question 3, labelling where the appliances that produce heat are located. • Discuss with the class the dangers of objects that produce heat. At this age, pupils should be asking adults for assistance if they wish to turn on the heater or use the microwave or convection oven. Viewing Sample After the lesson Heat ~ Activity 1 Answers 1. Answers will vary. 2. Natural – humans, sun, fire. Human-made – hairdryer, electric heater, oven, microwave, light bulbs. 3. Teacher check. 4. Pupils should mention that it is dangerous to go near objects that produce heat as they may be burnt or scalded. Additional activities • Walk around the school grounds looking for objects that produce heat. • Make warning posters about the dangers of heat. Make the audience of the posters pupils who have not yet started school. Discuss how to create posters for this age group. Display ideas • Display the warning posters above. 56 <strong>PR</strong>IMARY SCIENCE ~ Prim-Ed Publishing ~ www.prim-ed.com
Heat ~ Activity 1 Describe how you felt after jogging on the spot. Heat There are many ways to produce heat. • Colour the box RED if the item produces heat naturally. • Colour the box YELLOW if the item has been made by humans to produce heat. oven fire humans electric heater sun light bulbs microwave hairdryer Draw a plan of your house. Mark on the plan where the appliances that produce heat are located. Viewing Sample Why should we be careful around objects that produce heat? www.prim-ed.com ~ <strong>PR</strong>IMARY SCIENCE ~ Prim-Ed Publishing 57
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OUTCOME LINKED PRIMARY Book 2 Mysel
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Teacher information................
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Teacher information The pupil pages
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Differentiating activities Meeting
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Essential science resources Below i
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Assessment proforma Name Class Term
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Assessment proforma - Designing and
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About me We are all different Chang
Page 17 and 18: Myself ~ Activity 1 About me (a) Dr
Page 19 and 20: Myself ~ Activity 2 We are all diff
Page 21 and 22: Myself - Activity 3 Changes As we g
Page 23 and 24: Myself ~ Activity 4 A need or a wan
Page 25 and 26: What are insects? Parts of an insec
Page 27 and 28: Plants and animals ~ Activity 1 Wha
Page 29 and 30: Plants and animals ~ Activity 2 Par
Page 31 and 32: Plants and animals ~ Activity 3 Des
Page 33 and 34: Plants and animals ~ Activity 4 Dra
Page 35 and 36: Plants and animals ~ Activity 5 Obs
Page 37 and 38: Plants and animals ~ Activity 6 Dif
Page 39 and 40: Plants and animals ~ Activity 7 Noc
Page 41 and 42: Plants and animals ~ Activity 8 Foo
Page 43 and 44: Plants and animals ~ Activity 9 Wha
Page 45 and 46: Plants and animals - Activity 10 Li
Page 47 and 48: Plants and animals - Activity 11 Li
Page 49 and 50: Making shadows Measuring shadows Sh
Page 51 and 52: Light ~ Activity 1 Draw a picture t
Page 53 and 54: Light ~ Activity 2 Measuring shadow
Page 55 and 56: Light ~ Activity 3 Shadow clock Fol
Page 57 and 58: Light ~ Activity 4 The torch experi
Page 59 and 60: Light ~ Activity 5 Sun facts Read t
Page 61 and 62: Sound Making sounds banging blowing
Page 63 and 64: Sound ~ Activity 1 Sound Sound Circ
Page 65 and 66: Sound ~ Activity 2 Use different ma
Page 67: Heat Measuring temperature applianc
Page 71 and 72: Heat ~ Activity 2 Measuring tempera
Page 73 and 74: Magnetic attraction Magnetic proble
Page 75 and 76: Magnetism and electricity ~ Activit
Page 83 and 84: Push or pull? Down the ramp! Float
Page 85 and 86: Forces ~ Activity 1 Push or pull? A
Page 87 and 88: Forces ~ Activity 2 Down the ramp!
Page 89 and 90: Forces - Activity 3 Float or sink?
Page 91 and 92: Materials in the classroom Sorting
Page 93 and 94: Properties and characteristics of m
Page 101 and 102: Changing by heating Maintaining tem
Page 103 and 104: Materials and change ~ Activity 1 C
Page 105 and 106: Materials and change ~ Activity 2 M
Page 107 and 108: Materials and change ~ Activity 3 M
Page 109 and 110: Materials and change ~ Activity 4 W
Page 111 and 112: Natural or built? Minibeast hunt Lo
Page 113 and 114: Caring for my locality ~ Activity 1
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Caring for my locality ~ Activity 4
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PR-0552UK Primary Science - Book 2

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