RIC-3531 Primary Science - Book D (Digital)

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Suggestions for Teaching Science Skills Science allows students to make new discoveries about the world around themand themselves. To do this, certain skills need to be developed. Skills that are introduced fromthe early years include: • observing • communicating • measuring • predicting • inferring • following a procedure More demanding skills, such as controlling variables, interpreting data, designing experiments and formulating hypotheses become part of the activities in the middle/upper years. These skills are introduced in Primary Science books Dto G. Each of the skills mentioned is described in more detail on page x, with a skills assessment proforma on page xi. Safety In the Primary Science series, safety precautions for certain activities are given on the teachers page. Some activities also have a ‘safety note’ written on the blackline master for the students. It is imperative that the teacher is aware prior to an activity if careful supervision of the students is needed during a lesson. It may be possible to organise another adult to be in classroomfor that activity. Ensure that all groups understand the instructions, are organised and focused on the task. Close adult supervision is required whenever a ‘hands-on’ approach is being used. At the very least, all students should be clearly visible to the teacher at the same time. The one exception to this is outdoor smallgroup work. Here, older students may work on a clearly defined task within a specified time frame. When taking a class outside of the classroom, prepare by: • organising students into their groups in the classroom; • checking that the students have the right equipment before they leave the classroom. (Note: For early learners, the teacher should be in charge of the equipment until it is needed. This will prevent students becoming preoccupied with the materials and the materials becoming lost before they are needed.) It can also be beneficial to allow students a controlled ‘play’ session with new equipment to overcome the novelty factor and allow them to concentrate on the task required; • visit the site before hand to ensure that examples of what is being observed are actually there. When students are able to work together in groups, they are encouraged to communicate and express their ideas. It is important that teachers stay aware of groups working independently to ensure that all students are handling the materials and that the members are working together as a team. By allocating roles for each group member, it is more likely that the dynamics will be equitable. The roles of the students can be swapped regularly to give each member the opportunity to participate in all tasks. Allow time at the end of group tasks for the students to evaluate their teamskills and to make targets to work towards the next time they work as a group. Some activities may work better if the groups are organised by ability levels, others will be enriched frommixed ability groupings. To enable all students to work together at some stage during the year, randomly select groups for some activities. Demonstration and Experiments It is important that, during a teacher demonstration, all students are seated so they can clearly see what is taking place. Select students to describe what is happening or to come to the front of the classroomand participate in the demonstration. Students love to help pour, mix and touch the materials. By giving clear, step-by-step instructions, students conducting an experiment will feel confident to investigate and explore. Depending on the age level, individual students and small groups need the opportunity to do independent discovery. Always allocate time to bring the class together at the end of a lesson. This will allow students to discuss their findings and also give the teacher the opportunity to see which methods are successful in the science classroomand which need working on. Organising and Storing Equipment Before each science activity, read the materials and preparation given on the teacher page. Collect the materials and place themin trays that can be carried easily to tables. By sorting the materials so each tray has exactly what each group requires, students will not need to queue for materials and they can place themdirectly back into the tray at the end of the lesson. All science equipment should have a ‘home’ and be returned to that home after each lesson. For early years’ classrooms, silhouettes of the materials cut fromblack card and attached to the front of cupboards and drawers, will help pre-readers to find them. At the beginning of each science lesson, allocate student ‘jobs’ for collecting and returning equipment. Allocate students to check that the materials have been returned and kept neat and tidy. ©R.I.C. Publications Low Resolution Images Display Copy iv ISBN 978-1-925660-54-8 PRIMARY SCIENCE ~ R.I.C. Publications ® ~ www.ricpublications.com.au
Meeting the Needs of Students Differentiating Activities The activities in the Primary Science series have been designed so that they can be followed precisely or adapted by teachers. This flexibility allows teachers the opportunity to differentiate lessons and blackline masters to meet the needs of students with varying abilities and special needs. The activities and blackline masters in Primary Science can be differentiated by incorporating the following suggestions into teacher planning and programming. To meet the special needs of students who have English as an second language, plan a time on a day before the science unit begins to introduce keywords and concepts. Having other adult support would be ideal as the group can work in a quiet area away fromthe classroom. Keywords can be enlarged and discussed. By explaining each word and showing objects or pictures, the students will be able to make connections between the word and the object. For ESL students, being immersed in the language before a topic begins gives theman advantage, especially during the teacher discussion part of the lesson, when most teachers tend to speak quite quickly. Before the unit, allow time for the students to look at nonfiction or fiction books about the topic. These will give students the opportunity to learn by reading books with clear and simple language. Students with reading problems will be able to immerse themselves before the unit begins. If other adult help is available, group students with low literacy levels together. The assisting teacher or parent will be able to read instructions, labels and the questions on the blacklines to the students and guide themthrough experiments. If other adults are not available, mixed ability groups will allow ESL students and students with low literacy levels to observe and be guided by other students. Teachers can produce activity sheets so students can become familiar with the terminology and content of a science unit before it is started with the whole class. Include activities such as missing letters, matching pictures to words and finding definitions. Diagrams fromthe unit can also be simplified on these worksheets. Any time that can be spent with the students preparing themfor the topic ahead, will enable themto feel more familiar and confident with the materials, skills and concepts. Students who seemto race through the activities and blacklines and who understand the content very quickly, can be challenged by looking at the topic in greater depth (rather than being given more of the same). They can go beyond the facts and begin to analyse, create their own hypothesis and conduct research related to strands of the topics that interest them. By meeting the needs of individual students, allowing the students to learn collaboratively and by having very clear instruction and expectations, science lessons should run smoothly. If a student prevents others fromlearning or if he or she could potentially cause harmto another student, he or she should be removed fromthe classroom. Organise a buddy systemwith another colleague, where students are taken without explanation. Student-teacher conferences can occur after the lesson. Display Ideas for the Science Classroom By having a variety of means by which they can record and present their findings, more students will be given the opportunity to succeed. Displays and records can communicate and share ideas, provide the stimuli for creative work, show interrelationships, and develop the ability to interpret information in different forms or accurately record observations and fine details. Some methods by which students can display or record their science work are shown below. Type of Display/Record Examples Could Follow charts pictures, tables, graphs experiments creative writing poems, narratives sensory experiences models/machines recycled materials, wood, clay experiments sketches observations or interpretations excursions diagrams plants, animals environmental studies tables classification, tallies observations over time collections rocks, plants, animals comparing/classifying activities tally sheets events, counting objects experiments, counting dioramas environments, landforms, systems environmental studies graphs measurement, number, change change over time, measuring activities maps/plans streets, buildings, environmental sites excursions diaries observations, drawings change or progress/deterioration over time video or audio recordings sounds, spoken reports, descriptions excursions, environmental studies interviews role-playing, guests guest speaker presentation mobiles collected objects, words comparing/classifying activities posters/banners environmental issues environmental studies student books individual research any topic ©R.I.C. Publications Low Resolution Images Display Copy PRIMARY SCIENCE ~ R.I.C. Publications ® ~ www.ricpublications.com.au ISBN 978-1-925660-54-8 v
Page 1 and 2: ©R.I.C. Publications Low Resolutio
Page 3 and 4: Teachers Information...............
Page 5: Teacher Information After completin
Page 9 and 10: Essential Science Resources Below i
Page 11 and 12: Assessment Proforma Name Year Term
Page 13 and 14: Skills Assessment Proforma ©R.I.C.
Page 15 and 16: life cycles frogs life cycle of a f
Page 17 and 18: Life Cycles - Activity 1 Life Goes
Page 19 and 20: Life Cycles - Activity 2 Life Cycle
Page 21 and 22: Life Cycles - Activity 3 Plant Life
Page 23 and 24: Life Cycles - Activity 4 The Sea Tu
Page 25 and 26: animal adaptation plant adaptation
Page 27 and 28: Adaptations - Activity 1 Adaptation
Page 29 and 30: Adaptations - Activity 2 Plant Adap
Page 31 and 32: Adaptations - Activity 3 Animal Ada
Page 33 and 34: Adaptations - Activity 4 Adapting B
Page 35 and 36: ureau of meteorology weather meteor
Page 37 and 38: Weather - Activity 1 The Water Cycl
Page 39 and 40: Weather - Activity 2 1. a Design a
Page 41 and 42: Weather - Activity 3 1. Write about
Page 43 and 44: Weather - Activity 4 Wild Winds! 1.
Page 45 and 46: Our Environment The Local Environme
Page 47 and 48: Changes to the Local Environment -
Page 49 and 50: Changes to the Local Environment -
Page 51 and 52: Changes in the Local Environment -
Page 53 and 54: Changes in the Local Environment -
Page 55 and 56: changing state changing matter evap
Page 57 and 58:
Changing States - Activity 1 Solids
Page 59 and 60:
Changing States - Activity 2 Changi
Page 61 and 62:
Changing States - Activity 3 1. Wri
Page 63 and 64:
Changing States - Activity 4 1. Cry
Page 65 and 66:
idges history of bridges bridge des
Page 67 and 68:
Structures - Activity 1 The Tallest
Page 69 and 70:
Structures - Activity 2 Weak and St
Page 71 and 72:
Structures - Activity 3 Bridge Buil
Page 73 and 74:
Structures - Activity 4 Bridge Buil
Page 75 and 76:
Magnets magnets magnetise magnetic
Page 77 and 78:
Magnets - Activity 1 Magnetic Attra
Page 79 and 80:
Magnets - Activity 2 1. Test your m
Page 81 and 82:
Magnets - Activity 3 Magnetic Force
Page 83 and 84:
Magnets - Activity 4 Magnetic Probl
Page 85 and 86:
Flight flight aeroplanes helicopter
Page 87 and 88:
Flight - Activity 1 A ‘Loopy’ A
Page 89 and 90:
Flight - Activity 2 Gyrocopter When
Page 91 and 92:
Flight - Activity 3 Follow the step
Page 93 and 94:
Flight - Activity 4 Follow the step
Page 95:
Flight - Activity 3 (resource) A Wh
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RIC-3531 Primary Science - Book D (Digital)

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