20022 AC Science Foundation Chemical sciences

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Australian Curriculum Science (Foundation) 

Published by R.I.C. Publications ® 2011 

Copyright© R.I.C. Publications ® 2011 

Revised 2017 

RIC-20022 

Titles in this series: 

Australian Curriculum Science (Foundation) 

Australian Curriculum Science (Year 1) 







All material identified by O is material subject to copyright 

under the Copyright Act 1968 (Cth) and is owned by the Australian 

Curriculum, Assessment and Reporting Authority 2017. 

For all Australian Curriculum material except elaborations: This is 

an extract from the Australian Curriculum. 

Elaborations: This may be a modified extract from the Australian 

Curriculum and may include the work of other authors. 

Disclaimer: ACARA neither endorses nor verifies the accuracy of the 

information provided and accepts no responsibility for incomplete or 

inaccurate information. 

In particular, ACARA does not endorse or verify that 

• The content descriptions are solely for a particular year and 

subject; 

• All the content descriptions for that year and subject have been 

used;and 

• The author's material aligns with the Australian Curriculum content 

descriptions for the relevant year and subject. 

You can find the unaltered and most up to date version of this 

material at http://www.australiancurriculum.edu.au/ 

This material is reproduced with the permission of ACARA. 

Ce. I Australian 

fei' CURRICULUM 

Copyright Notice 

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Internet websites 

In some instances, websites or specific URLs may be recommended. While these are checked and rechecked at the time of 

publication, the publisher has no control over any subsequent changes which may be madetowebpages. ltis stronglyrecommended 

that the class teacher checks all UR Ls before allowing students to access them. 

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OF THE YEAR 

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Foreword 

Australian Curriculum Science - Foundation to Year 7 is a series of books written specifically to support the national curriculum. Science 

l i teracy texts introduce concepts and are supported by practical hands-on activities, predominantly experiments. 

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

underpin all topics. 

Titles in this series are: 

Australian Curriculum Science - Foundation 

Australian Curriculum Science - Year 1 







Contents 

Teachers notes ................................................................. iv - vi What are these clothes good for? ..................................... 42-44 

Scope and Sequence ............................................................... vii Red Riding Hood's cape ......................................................... 45 

Report format ........................................................................ viii Earth and space sciences .............................................. 46-65 

Experiment format .................................................................. ix What is weather? .............................................................. 46-48 

Biological sciences ......................................................... 2-29 What can the wind do? ........................................................... .49 

What are my needs? ............................................................ 2-4 When does the weather change? ...................................... 50-52 

Who needs what? ...................................................................... 5 Eyes on the weather ................................................................ 5 3 

Can animals be different? .................................................... 6-8 How does the weather affect us? ....................................... 54-56 

Creative circle creatures .......................................................... 9 What can we do in this weather? ............................................. 57 

What do animals need? ................................................... 10--12 What do plants and animals do in different seasons? ........ 58-60 

My model pet home .............................................................. 13 Long-necked turtle's seasons .................................................. 61 

Do all animals have the same needs? .............................. 14-16 What is the story of Wuriunpranilli? .................................. 62-64 

What food will snails eat? ...................................................... 17 Wur i unpranilli colouring ........................................................ 65 

What is a plant? .............................................................. 18-20 Physical sciences ........................................................... 66-81 

Plants around me .................................................................. 21 How does it move? ............................................................ 66-68 

What do plants need? ..................................................... 22-24 Objects and how they move ..................................................... 69 

Make a grass-head! ................................................................ 25 

Can balls move differently? ............................................... 70--72 

What is it? ........................................................................ 26-28 Bouncing balls ....................................................................... 73 

Sensational snack! .................................................................. 29 How can people move? ..................................................... 74-76 

Chemical sciences ........................................................ 30-45 Different people .................................................................... 77 

How can objects be sorted? ............................................ 30--32 How do animals move? ..................................................... 78-80 

Sorting objects ..................................................................... .33 Make a moving animal ........................................................... 81 

What can it do? ............................................................... 34-36 

Objects and materials table ................................................... 37 

What is this building made from? .................................... 38-40 

Gingerbread house ................................................................ 41 

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AUSTRALIAN 

CURRICULUM SCIENCE (Foundation)

Teachers notes 

Each book is divided into four sections corresponding to the four substrands of the Science Understanding strand of the curriculum. Shaded tabs 

down the side of each book provide a quick and easy means to locate biological sciences, chemical sciences, Earth and space sciences or physical 

sciences substrands. 

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

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

The six overarching ideas (Patterns, order and organisation; Form and function; Stability and change; Scale and measurement; Matter and energy; 

and Systems) underpin each science literacy text page and are included as much as possible throughout the comprehension pages. 

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

The four-page format of each unit consists of: 

• a teachers page 

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

• student page 2, which includes comprehension questions about the literacy text 

• student page 3, which involves a hands-on activity such as an experiment. 

FOUR-PAGE FORMAT 

Teachers page 

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

• A shaded tab gives the 

Science Understanding 

substrand. 

• The title of the four-page 

un i t is given. 

• The content focus (the 

particular aspect of the un i t 

covered in that set of four 

pages) is given. 

• The inquiry skills covered 

w i thin the four pages is set out. 

• The lessons provides 

information relating to 

implementing the lessons on 

the following student pages. 

--- 

• 

which includes additional 

information for teacher and 

student use and useful websites 

relating to the topic of the 

section, expands on the un i t. 

Do all animals have the same needs? 

"""""""' 

Contn.t focw: Animllli in dif!nmt lli!mlioos !me 

Inqmy skiUs: QuestiomD!! nd pnmdioi; 

Pl:mniD!anclnnhiaiog 

ProcewD.gaoddmmd 

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Comtm.lliatillg 

• Dlscussbow alslndillcrcntsltuallonscan ba-.e11fcrentnccds. 

Readhgel withthe students aodask them to!El)IOIIIIOOleof 

thcdilfcrenl and shcllCn,mdspact-rtqW'CIUIS,aoiJllal 

canh=.As them todescribe theneedsofDfpel5dieymay 

aodcompare osenccds.Thestlldentscolout:iecdslndilfcrent 

colours-. foodnecdsinbrownmcllheshelterlllBlsingreen- 

BackgrOUnd information, ---+--- :.., = =:.. = .··"""'"""""""'"'""=""""'' 

•Theaimoflheool7isfurlhetimfflt5to predict, 

Ihm observe 111d reoonl "'11.di foods snails ea t. hper Is a good 

itemto test bmiuRthesllldentmiglttnotguesscorrectlythatfilllil.s 

will e.ilpaper. Thesoahan bekep t inatt,rrarlum,aquarium,or 

largepla sticC011.taint't.Thetop!UOuldbeserurelycoverfdwilha 

breathable001lerla(IIWlasmalerialorrqionslocking) 

Itmightbeadvisiliiollkeapiclureofthefoo


FOUR-PAGE FORMAT (continued) 

Student page 1 

The second page in the four-page format is a science literacy text which introduces the topic. This page provides the following infonnation: 

• A shaded tab down the side gives the Science 

Understanding substrand. 

---+,•Do all animals have the same needs? - I 

• The title of the unit is given. This is in the fonn of 

a question to incorporate science inquiry skills and 

overarching ideas. 

• The science literacy text is provided. 

• Relevant diagrams or artwork enhance the text, 

or are used to assist student understanding of the 

concepts. 


inaeeta, bird• and 

mice to eat 

P\1 

 

water to drink to eat 

Goldfish need: 

ruins and insects 

a coop or shed 

for sheller 

fish food to eat 

....,, 

The second student page consists of a series of questions or activities relating to the literacy text. They aim to gauge student understanding of the 

concepts presented in the text. Many of these questions relate to overarching ideas relevant to that age level as stated in the Australian Curriculum 

Science. 

Do all animals have the same needs? - 2 .. o---+--- 

1. Do fish and kongoroos need the some food? ( yes I no ) 

2. a need for each an ima l. 

: 

--f¼---- 

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

• A shaded tab gives the Science Understanding substrand. 



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3. rz1 a need these two animals share. 

al 

lf. and sort thea-n -im-a -ls -. ------ 

other animals 

(meat) to eat 

water to live in 

lots of space 

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

the previous page . 

• ,21_.,._ :;t _i fitJ 1 ••({]ll_i 

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www.ricpublications.com.au 

- 

AUSTRALIAN CURRICULUM SCIENCE (Foundation)


FOUR-PAGE FORMAT (continued) 


The third student page provides a hands-on activ i ty. It may be an experiment, art or craft activity, research activity or similar. 

• A shaded tab gives the Science Understanding ---' 

subst r and. 

• The title is given. This will be different from the 

previous two pages, but will be a related to the 

concept focus of the unit. 

• An adapted procedure for an experiment, craft 

activity or a research activity is given. 

Science as a Human Endeavour units 

-----+- 

What food will snails eat? f;\ ;fiij ')flt 

1 

,11;,E,,..,J:±t" . 

Materials: 

• snails • large containers (with a cover) • five food items 

(e.g. choose five from lettuce. apple, sliced meat, paper. 

leaves, flour, sticky tape) .: 

Steps: Will the Did the 

 

Foods in the box snails eat snails eat 

 

l. or "J '>' it?(guess)it? 

ra 

the foods you put 

in the box. 

2. Put a V for the 

foods you think 

the snails will 

eat and an tc for 

those you think 

they won't. 

3. Put the snails 

in the box. After 

a few hours, 

to see 

which foods the 

snails ate. 

4. Finish the chart 

with a V if the 

snails ate the 

food or a X if 

they didn't. 

5.about wh 

experiment. 

Those four-page units which are related specifically to Science as a Human Endeavour subst r ands are indicated by the icon shown. 



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AUSTRALIAN CURRICULUM SCIENCE (Foundation) 

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Earth and space 

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Chemical sciences Biological sciences 

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Living things have basic 

Report format 

------------- 

Title 

Classification 

What is it? 

Description 



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Conclusion 

What I think about it 


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Exeriment format 

------------ ----------------- 

Title 

Goal 

Materials 

Steps 

Results 



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Conclusion 


AUSTRALIAN 


Content focus: Sorting objects by 

characteristics 

Science as a Human 

Endeavour substrand: Nature and development 

of science 

Inquiry skills: Planning and conducting 

Processing and analysing 

data and information 

Communicating 

Background information 

How can objects be sorted? 

• • 

.::., 

• Young students may use the word 'things' to describe objects. 

• Young students will need to predominantly use their senses of sight 

and touch to sort and group different materials. Play games such as 

selecting an object from a 'feely bag'. The students must feel (without 

seeing) and state what the object is. They check by looking after 

guessing. 

• Develop vocabulary relating to the sense of touch, such as 'smooth', 

'rough', 'bumpy', 'hard', 'soft' etc. Develop vocabulary relating to 

the sense of sight, including 'large/big', 'small/little', colour words, 

shape words such as 'triangle', 'circle', 'round', 'rectangle', 'square', 

'oval', 'straight', 'crooked', 'light', 'heavy' etc. 

• Visit (an interactive 

activity about sorting animals) 

Preparation 

• Read books such as We're different; We're the same (A Sesame 

Street picture book written by Bobbi Kates and illustrated by Joe 

Mathieu). 

• Play a number of games relating to 'same' and 'different'. Ask the 

students to stand if they have the same eyes, socks, shoes, top, 

trousers, shorts, dress or length or colour hair etc. Find two students 

or a group of students with something different. Encourage the 

students to use the words 'same' and 'different'. 

• The students may find, feel and draw pictures of soft and hard objects 

in the room before completing the activity on Page 32. 

The lessons 

• Pages 30 to 33 should be used together. 

• When choosing objects for the students to circle, tick, cross or 

colour on Page 31, describe the object by attributes, colour and use. 

For example, 'I am thinking of an object in the picture which is small 

and hard. It is something you can read. What object is it? Circle it'. 

Capable students may be asked to choose an object and describe it 

for the others to identify. Extend this activity by asking the students 

to draw pictures of objects they have in their room at home. An 

adult may scribe a label for each and, if possible, ask the students to 

describe each object by its attributes. Directed questions such as, 'Is 

it big? Is it small? What colour is it? How does it feel?' should be used. 

• Read the words 'soft' and 'hard' to the students so they know what 

groups the cut-out pictures will be sorted into. Assist if necessary. 


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• Ensure no more than 10 objects are used for each type of material on 

Page 33. Before sorting the objects, ask the students which ones they 

think there will be more of or less of. Will they fit in the muffin cups? 

After the sorting activity, ask questions such as 'Was it easy or hard 

to sort the materials?', 'Did you enjoy the activity? Why or why not?', 

'What other objects could be sorted using the muffin tins?' 

Materials: 

12-cup muffin tin; dried peas, lentils, beans, pumpkin or sunj!nwer 

seeds; dry macaroni; clean hands; mixing bowl or flat baking tray 

Steps: 

1. Mix some of each dried material into bowl or tray. 

2. Sort materials into muffin cups. 

Answers 

Page32 

• soft objects: teddy bear, pillow, pyjamas; hard objects: book, toy car, 

crayon, puzzle piece, bed 

Page33 

Teacher check 

Additional activities 

• Sort large geometric shapes by colour, size and thickness. 

• Rub over rough surfaces using a crayon and sheet of paper to make 

pictures of their textures. 

• Compare playdough that has been allowed to go hard to one kept in 

a container with an airtight lid. 

• Cut out pictures from coloured magazines which are all the same 

colour. Glue them onto a large sheet of paper. 

• Use a variety of materials with different textures, colours, shapes and 

sizes to create a collage picture of a particular object. 

• Have the students sort leftover pieces of broken wax crayons into 

muffin containers and heat in a oven heated to about 120 °C for 

about 20 minutes. Show they students how the hard crayons became 

soft and melted partway through baking. They will melt into easy-tohandle 

large pieces. Cool well before allowing the students to use 

them. NOTE: The students should pull all the paper wrapping from 

the crayons before baking. 



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• Encourage the students to keep the collage trolley and recycled 

materials boxes tidy by sorting them. 

• Ask the students to compare two objects by hefting (lifting by hand) 

to find out which is heavy and which is light. 


How can objects be sorted? - I 

There are objects all around us. 

We can see them. 

We can feel them. 

Some look and feel the same. 

Some look and feel different. 



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AUSTRALIAN 


How can objects be sorted? - 2 

I. out the pictures of the objects. 

2. the pictures in the correct box. 

soft 

hard 



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---------------+---------------+---------------+--------------- 


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Sorting objects 

Sort dry materials into groups. 

Results: 

I. rZJ and a1our each material. 

2. the number of each. 

r 

D D D 

D D D 



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What can it do? 

Content focus: 


Endeavour substrand: 

Inquiry skills: 

Background infonnation 

Materials have different 

properties which make them useful for 

creating objects 

 

Nature and development • · 

of science 

Questioning and predicting 

Planning and conducting 

Processing and analysing data and 

information 

Communicating 

• Materials are made from matter. This can be anything from wood, 

cement, water, air, metal, cotton, glass to plastic. 

• Refer to (a variety of sources relating to 

the topic) 

Preparation 

• Books may be a helpful aid in introducing the topic or consolidating 

concepts after completing this set of pages. Some examples include: 

Acom books science series by Charlotte Guillain (Smooth or rough! 

Stiff or bendy!Shiny or dull/Heavy or light/Hard or soft), little 

Science stars: What things are made of by Helen Orme, Materials: 

Plastic/Glass/Metal/Rubber/Wood by Cassie Mayer. 

• Collect examples of mater i als from the text on Page 35 to show to 

the students. 

The lessons 

• Show, and allow the students to feel and lift, examples of the materials 

in the text on Page 35. Discuss what they feel like and where the 

students may have seen objects made from them. Some students 

may suggest that some of the objects are soft and bendy, strong and 

smooth etc. 

• Read and discuss Page 35 with the students. Ask for other suggestions 

for types of materials and objects made from them. 

• On Page 36, the students are matching objects to materials they 

would most likely be made from. After they have completed the 

page, ask questions about other materials the same objects could 

be made from. 'Would bricks make a good pillow? Why or why 

not?' (Responses might include: because they would be too hard/ 

they would hurt your head when you lie on them etc.) 'What other 

materials would be good for making a house?' (Responses may 

include: wood or steel because they are strong) If time allows, the 

students could bend pipe-cleaners into flower shapes to be placed 

later into a small pot or empty vase. 

• On Page 37, the students must find (or draw) pictures of objects 

made from strong, soft, see-through (transparent), shiny or smooth 

material or materials which can float. Discuss what type of objects 

are strong, shiny, smooth, soft, see-through (transparent) or can 

float. Emphasise that these must be objects and not animals. 


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Answers 

Page36 

• house-bricks, pillow-feathers, sweater-wool, bridge-steel, 

craft flowers-pipe cleaners NOTE: Some students may suggest that 

a house can be made from steel and a bridge from bricks. Accept 

these answers, but state that according to the picture, the answers 

are as above. 

Page37 

• Suggested pictures for the students to look for: strong-house, 

cricket bat, rope etc; soft-pyjamas, hair, ice-cream etc; seethrough-windows, 

cling w r ap plastic, glass, clear plastic etc; 

shiny-mirror, saucepan, tinsel, Christmas decorations, lights, CD 

etc; float-boat, raft, cork, pool 'noodle', life jacket, 'tloaties', light 

objects such as a sheet of paper, big plastic ball etc; smooth-rock 

washed smooth by water, vase, bottle, apple etc. 


• Ask the students to build strong structures such as bridges, houses, 

roads etc. using rigid materials like wooden blocks. Students should 

tell how they made their structure and why they used particular 

shapes and sizes of blocks. 

• Allow free use of a variety of building materials, including Lego"' 

blocks, connectable plastic sticks, playdough or clay, cardboard 

strips etc. 

• Use printing techniques such as the side of a cardboard strip to 

create the appearance of wood or bricks on a craft house shape. 

• Look at, feel and list different types of materials used in the classroom 

or at home. These could include glass, wood, plastic, brick, granite, 

laminex "' , aluminium etc. Use large charts and add cut-out pictures 

of objects made from these materials. 

• Compile a feeling chart for the students. Label sections 'soft', 'hard', 

'rough', 'smooth' etc. and attach light objects for each label for the 

students to feel. 

• Collect different types of natural objects, such as bark, pine cones, 

leaves, flowers or rocks, from the playground. In the classroom, sort 

these into groups. 



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What can it do? - I 

Materials are different. 

Some materials can bend. 

Some materials can stretch. 

Some materials are strong. 

,.·.··.:•·. 1 .·•·••:1•• . :• . ...... . . . .. ·:·········••.·:.1· ··.:· 

Some materials are soft. 

. l 

· 



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Different materials can do different things. 

This makes them good for making different objects. 


AUSTRALIAN 


ohat can it do? - 2 

 

a line to match the object to the best material. 

• • 

. . ' . . .•. •.. , •. · . . , •. , .. :· . . •;· . . ·:) ······.·:,· .. ·• ·. · 

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• • 



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• • 

• • 


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jects and materials table - 

[S,Jout andpictures of 

objects made from each type of material. 

strong 

soft 

1 _ 

 

c::J 

see through 

float 

shiny 



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smooth 


AUSTRALIAN 


What is this building made from? 

Content focus: Types of shelters and buildings and 

materials they are made from 


Endeavour substrand: Nature and development 

of science 

Inquiry skills: Planning and conducting 


information 

Communicating 


• Young students need to become aware that mater i als have a purpose. 

They are used to make objects. The type of objects they are used for 

depends on the type of material and how it acts or what it can do. 

• The website has all 

the verses for London Bridge is falling down, including those 

which have different materials for building it back up again. Songs 

about building and construction can be found at . Visit to view a video of the story of This is the house that jack 

built. 

Preparation 

• Ensure the students have access to red, brown, green, yellow, blue 

and other coloured pencils or crayons to complete Page 39. 

• Find a copy of The three little pigs to read to the students before 

completing Page 40. 

The lessons 

• Read the story This is the house that Jack built. (Or watch the 

clip mentioned above). Talk about what Jack built the house from. 

Read and talk about Page 39 with the students. Discuss the different 

shelters and buildings. Ask the students to name each-castle, hut, 

igloo, house, tent, tall buildinwapartment block. Ask the students to 

colour the building made from wood red, the one made from brick 

brown, the one made from canvas green, the one made from grass 

yellow, the one with lots of glass blue and to circle the one made from 

ice. The page may be cut up and glued onto individual pages and a 

sentence scribed about each. Keep the work when completed as a 

reminder for the following lesson or enlarge a copy to A3 size as a 

reminder for the lesson on Page 40. 

• Review the enlarged version of Page 39 and state what each house is 

made from. On Page 40, look at the word pictures of bricks, glass, 

wood, grass, canvas and ice then as a group discuss and circle the 

word 'strong', 'light' or both for each material. Read the sentence 

about the three little pigs and the words at the bottom of the page. 

The students cut out the words and glue each under the correct 

house. 

• Read the story of the gingerbread man to the students. Talk about 

what a real gingerbread house is made from and what it looks like. 

Ask 'Would gingerbread be a good material to build a real house 

from? Why/Why not?' Ask what would happen if the gingerbread was 

left out in the rain like a real house. Photocopy onto cardboard. Ask 

the students to cut and glue different materials to the gingerbread 

house. 

• When the students have finished gluing on materials such as 

matchsticks to their gingerbread house, ask them to say whether 

they like their house, whether they think it looks good, what other 

materials they could have used etc. They might like to compare their 

finished products. 

Answers 

Pages39-41 

Teacher check 


• Provide some large plastic tubs. Label with the words 'plastic', 'wood' 

and 'metal'. Ask the students to place small objects made from each 

material in the tubs as well as drawings or cut-out pictures of objects 

made from each in the same tubs. 

• The students sort familiar objects into two different groups, such as 

'see-through' (transparent) and 'not see-through' (opaque), 'thick' 

and 'thin', 'strong' and 'weak', 'bendy/stretchy' (flexible) and 'not 

bendy/stretchy (rigid) or 'rough' and 'smooth'. Select an object from 

each group and ask 'Would this object be good to make a - from? 

Why/Why not?' 

• Provide large examples of waterproof material, such as rubber and 

non-waterproof fabric, such as woollen material. Use a miniature 

watering can to test which one are suitable for making a raincoat. 

Ask the students to say why/why not. 

• Hold a material hunt in the room searching for objects made from 

plastic, metal, wood, clay/pottery or cardboard. Describe and 

discuss the objects. 



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• Play 'What am I?' games. The students listen to clues about an object 

in the classroom, including what it is made from and guess what it is. 

• In the dress-up corner, place a plastic hard hat and tool set and wood 

for the students to 'build' shelters and buildings. 

• List the names of, and draw pictures of the shelters of, different 

animals. For example, stable-horse, kennel-dog etc. Talk about 

what materials they could be made from and why. 

• As a class activity, with adult assistance, mix, cook and build a 

gingerbread house. The students may assist by adding sweets to 

decorate the house. Discuss which sweets would be suitable or 

resemble real building materials. Eat when completed. 


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What is this building made from? - I 

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t/ the one that looks most like your house. 

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AUSTRALIAN 


What is this building made from? - 2 

I. the correct word. 

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strong light 

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2. [S,J and the words to match each building. 



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Gingerbread house 

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AUSTRALIAN 


What are these clothes good for? 

Content focus: Different types of clothing for different 

purposes 

Inquiry skills: Questioning and predicting 

Planning and conducting 


information 

Communicating 


• There are four main factors which influence the wearing of particular 

types of clothing-fashion, feel, fit and function. 

• Comfort is perhaps the primary purpose of clothing. In hot climates, 

people wear clothing to protect them from hot sun and winds, and 

keep them cool. In cold cli m ates, clothing provides insulation from 

cold winds and low temperatures. 

• The seasons affect the type of clothing worn-thinner, lighter, loose 

(and less) clothing is worn in warmer seasons; while heavier, thicker, 

and many layers of clothing are worn in colder seasons. 

• Clothing also provides protection from hazards such as weather, 

injury, chemicals, insects etc. 

• Stories such as Puss in boots, The emperor's new clothes, Little 

Red Riding Hood and Cinderella (from rags to a beautiful ball 

gown) would be useful resources to support this set of pages about 

clothing. Versions of these stories may be found at 

• Find songs about clothing at . The website 

has songs called 'Whatever the weather' and 'What else do I need', 

which support this set of pages. 

Preparation 

• Collect shopping catalogues which show students's clothing. 

• If possible, collect and display examples of the clothing when 

completing Page 44. 

• Collect and cut up small pieces of material such as waterproof plastic, 

cotton material, fleecy material etc. for the activity on Page 45. 

The lessons 

• View the catalogues and discuss the suitability of different clothing for 

different purposes. For example, 'Would you wear the pyjamas in this 

picture to see a movie?' etc. Sing songs such as 'This is the way we 

put on our raincoat ... On a rainy day'. Make up verses which relate 

to the pictures on Page 43. Read the sentences with the students, and 

ask them to cut out the pieces and then staple them together to make 

a simple take-home book 

• Question I on Page 44 asks the students to match clothing worn 

when undertaking specific activities. Discuss other activities such as 

boating, which requires a life jacket, or playing on the beach, which 

will require protective clothing such as a rash guard shirt or suit. 

Identify articles of clothing which are for protection or safety, such 

as the helmet needed to ride a bike. 

• Enlarge the worksheet on Page 45 to A3 size to enable the students 

to glue on larger pieces of a variety of materials. These may all 

be red to make the cape look more effective. Discuss the types of 

material cut up and what each may be good for and why. Before the 

students glue on the selected material, have them evaluate whether 

the material would make a good cape and why. Help the students 

relate the materials to clothing they have at home made from similar 

materials and what they do when they are wearing the clothing. Have 

the students think up questions to ask Little Red Riding Hood about 

her clothes. 

Answers 

Pages43-45 

Teacher check 


• Collect a variety of clothing such as a warm coat, T-shirt, pair of 

sandals and a bathing suit. Ask the students to select the one that 

does not belong and why. Repeat with other categories, including 

winter clothes, protective clothing, waterproof clothing or different 

types of shoes such as boots, party shoes, running shoes, sandals, 

dress-up high heeled shoes etc. 

• Look at internet images of, or examine real clothing, such as a sari, 

kimono, trad i tional Chinese suits, grass hula skirts, Greek costumes 

etc. Display dolls in traditional costumes and let the students feel 

the materials, or make large cardboard or paper dolls with tab 

clothing for the students to dress. Large dolls in the play corner 

may be wrapped in pieces of different material to represent various 

types of clothing. 

• Dress-up clothing relating to the stories mentioned in the background 

information would be useful in the play corner. Other types of 

clothing such as raincoats and hats, sun hats, knee pads, helmets, 

hard hats, ball gowns and sparkly shoes etc. may also be included. 



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m 



What are these clothes good for? - I 

--------------------------------------------------------------, 

 

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Raincoats keep us dry. 

--------------------------------------------------------------- 

Sun hats keep us cool. 

--------------------------------------------------------------- 

Jumpers keep us warm. 



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--------------------------------------------------------------- 

Some clothes keep us safe. 


AUSTRALIAN 


What are these clothes good for? - 2 

I . Match the clothes to the activity. 

L 

• • 

• • 

2. the clothes needed for the activity. 



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m 



Little Red Riding Hood 

out and different materials onto the cape. 



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AUSTRALIAN

20022 AC Science Foundation Chemical sciences

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