Level Fhl

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 Level Five

Jennifer Lawson

Joni Bowman

Kevin Chambers

Randy Cielen

Nancy Josephson

Anita Kamal

#lPEGUIS
!i!!Jjjj' PUBLISHERS

Winnipeg • Manitoba • Canada

© 2000 Jennifer Lawson Series Editor: Leigh Hambly
Assistant Editor: Catherine Lennox
Peguis Publishers acknowledges the financial Book and Cover Design: Suzanne Gallant
support of the Government of Canada through Illustrations: Pam Dixon
the Book Publishing Industry Development Jess Dixon
Program (BPIDP) for our publishing activities.
Program Consultant: Sylvia Connor
Canada Program Reviewers: Karen Boyd
Barb Thomson

All rights reserved. With the exceptions of

student activity sheets and evaluation forms
individually marked for reproduction, no part
of this publication may be reproduced or
transmitted in any form or by any means -
graphic, electronic, or mechanical - without
the prior written permission of the publisher.

Canadian Cataloguing in Publication Data

Main entry under title:

Hands-on science : level five

Man. ed.
Includes bibliographical references.
fl!!!!11 PEGUIS
ISBN 13: 978-1-894110-56-3
f!!f!!!;' PUBLISHERS
100-318 McDermot Avenue
1. Science - Study and teaching (Elementary). Winnipeg, Manitoba, Canada R3A 0A2
2. I. Lawson, Jennifer E. (Jennifer Elizabeth),
1959- Email: books@portageandmainpress.com
Tel: 204-987-3500 • Fax: 204-947-0080
LB1585.5.C3 H347 2000 372.3'5044 COO-920179-3 Toll free: 1-800-667-9673

Mixed Sources
IJ Product grQ"plrom well managed
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Contents
Introduction 1 8 Comparing Mass 150
9 Freezing, Melting, Evaporation, and
Assessment 11 Condensation 155
Unit 1: Maintaining a 10 Physical Changes in Matter 159
Healthy Body 23 11 Chemical Changes in Matter 162
12 Chemical or Physical Changes
Books for Children 24
in Cooking 166
Web Sites 25
13 Safety With Household Chemicals 169
Introduction 26
14 Manufactured Products 174
1 The Human Body: An Introduction 28
15 Solving Practical Problems 178
2 The Digestive and Urinary Systems 30
References for Teachers 181
3 Designing and Constructing Models of
the Digestive System 37 Unit 3: Forces and Simple
4 The Respiratory and Circulatory Systems 42 Machines 183
5 Investigating the Respiratory and Books for Children 184
Circulatory Systems 51 Web Sites 185
6 The Skeletal and Muscular Systems 58 Introduction 186
7 The Nervous System 72
1 Machines 187
8 The Integumentary System 82 2 Levers 190
9 How Our Bodies Fight Illnesses
3 Wheels and Axles 198
and Injuries 88
4 Gears 201
10 Maintaining a Healthy Body Through
5 Gears and Direction of Movement 205
Good Nutrition 95
6 Designing and Constructing With Gears 209
11 Celebration of Learning 104
7 Single Pulleys 212
12 Making Connections 108
8 Compound Pulleys 216
References for Teachers 112
9 Comparing Pulleys 220
Unit 2: Properties of and 10 Designing and Constructing a Pulley
Changes in Substances 113 System 226
Books for Children 114 11 The Inclined Plane 231
Web Sites 115 12 The Screw 234
Introduction 116 13 The Wedge 237
1 Comparing Similar Substances 117 14 Reviewing Simple Machines 239
2 Characteristics of Matter 122 15 Constructing a Device Containing a
3 Properties of Matter: Buoyancy and System of Simple Machines 241
Solubility 124 References for Teachers 244
4 Interactions of Materials 128
Unit 4: Weather 245
5 Interactions of Substances That
Produce Gases 132
Books for Children 246
6 Solids, Liquids, and Gases 137 Web Sites 247
7 DeSigning and Constructing a Introduction 248
Measuring Device 144 How Weather Conditions Affect the
Lives of Humans and Other Animals 249
2 Weather and Climate 252
3 The Water Cycle 256
4 Formation of Clouds 260
5 Properties of Air 264
6 Air Masses 270
7 Constructing Weather Instruments 276
8 Meteorology 284
9 Short-Term and Long-Term Weather
Forecasts 288
10 Weather Lore 293
11 Severe Weather Conditions 295
12 Earth's Changing Climate 299
References for Teachers 304
Introduction
Program Introduction Foundation 2: Skills

Hands-On Science develops students'
scientific literacy through active inquiry,
problem solving, and decision making. With
each activity in the program, students are
encouraged to explore, investigate, and ask
questions as a means of heightening their
own curiosity about the world around them.
Students solve problems through firsthand
experiences, and by observing and examining
objects within their environment. In order
for students to develop scientific literacy,
hands-on experience is of utmost importance
- in fact, it is essential.
Students will develop the skills required for
scientific and technological inquiry, for solving
problems, for communicating scientific ideas
and results, for working collaboratively, and
for making informed decisions.
Foundation 3: Knowledge
Students will construct knowledge and
understandings of concepts in life science,
physical science, and earth and space
science, and apply these understandings
to interpret, integrate, and extend their
knowledge.

The Foundations of Foundation 4: Attitudes

Scientific Literacy
Hands-On Science focuses on the four
foundation statements for scientific literacy in
Canada, as established in the Pan-Canadian
Protocol. * These foundation statements are the
bases for the learning outcomes identified in
Hands-On Science.
Students will be encouraged to develop
attitudes that support responsible acquisition
and application of scientific and technological
knowledge to the mutual benefit of self,
society, and the environment.

Foundation 1: Science, Technology,

Society, and the Environment (STSE)

Students will develop an understanding of the

nature of science and technology, of the
relationships between science and technology,
and of the social and environmental contexts
of science and technology.

"Common Framework of Science Learning Outcomes K-12. Pan-Canadian Protocol for Collaboration on School CUrriculum (1997)
Hands-On Science Learning Outcomes
Unit 1: Maintaining a Healthy Body
D Use appropriate vocabulary related to their
investigations of human health.
D Interpret nutritional information found on food
labels.
D Describe the types of nutrients in foods and their
function in maintaining a healthy body.
D Evaluatea daily menu plan and suggest changes
to make It align more closely with Canada's Food
Guide to Healthy Eating.
D Evaluateprepared food products using the design
process.
D Identify the major components of the digestive
system, and describe its role in the human body.
D Identify the major components of the skeletal,
muscular,and nervous systems, and describe the
role of each system in the human body.
D Identify skin as the major component of the
integumentory system, and describe its role in
protecting and supporting the human body.
D Identify components of the human body's
defenses against infections, and describe their
role in defending the body against infection.
D Identify the major components of the respiratory
and circulatory systems, and describe the role of
each system in the human body.
D Describe how the human body gets rid of waste.
D Give examples of how systems of the human
body work together.
D Identify and describe factors necessary to
maintain a healthy body.
D Evaluateinformation related to body image and
health from media sources for science content
and bias.
D Explain how human health may be affected by
lifestyle choices and natural- and human-caused
environmental factors.
2 Hands-On Science
Unit 2: Properties of and
Changes in Substances
D Use appropriate vocabulary related to their
investigations of properties of, and changes in,
substances.
D Identify characteristics and properties that allow
substances to be distinguished from one another.
D Investigate to determine how charactenstics and
properties of substances may change when they
interact with one other.
D Recognize that matter is anything that has
mass/weight and takes up space.
D Identify properties of the three states of matter.
D Experiment to compare the mass/weight of a
substance in its liquid and solid states.
D Demonstrate that the mass/weight of a whole
object is equal to the sum of the mass/weight of
its parts.
D Demonstrate that changes of state are reversible
through the addition or removal of heat.
D Explore to identify reversible and nonreversible
changes that can be made to substances.
D Recognize that a physical change alters the
characteristics of a substance without producing
a new substance, and that a chemical change
produces a new substance with distinct
characteristics and properties.
D Observe examples of changes in substances,
classify them as physical or chemical changes,
and justify the designation.
D Identify potentially harmful chemical products
used at home, and describe practices to ensure
personal safety.
D Evaluate household chemical products using the
design process.
D Research and describe how raw materials are
transformed into useful products.
• Level 5
Unit 3: Forces and
Simple Machines
o Use appropriate vocabulary related to their
investigations of forces and simple machines.
o Describe, using diagrams, the forces acting on an
object and the effects of increasing or decreasing
them.
o Investigate a variety of levers used to accomplish
particular tasks in order to compare them
qualitatively with respect to fulcrum position,
applied force, and load.
o Identify objects in the school and at home that
use wheels and axles, and describe the forces
involved.
o Recognize that a gear is a wheel and axle used
to turn another wheel and axle.
o Identify common devices and systems that
incorporate pulleys and/or gears.
o Explore to determine how the direction and
amount of the applied force and the speed of
rotation vary within a two-gear system.
o Compare, quantitatively, the force required to lift a
load using a pulley system versus a single fixed
pulley, and recognize the relationship between the
force required and the distance over which the
force is applied.
o Identify and make modifications to their own
pulley and/or gear systems to improve how they
move loads.
o Identify and describe types of simple machines.
o Describe the advantage of using simple machines
to move or lift a given load.
o Investigate to identify advantages and
disadvantages of using different simple machines
to accomplish the same task.
o Compare devices that use variations of simple
machines to accomplish similar tasks.
o Use the design process to construct a prototype
containing a system of two or more different
simple machines that move in a controlled way to
perform a specific function.
Introduction
Unit 4: Weather
o Use appropriate vocabulary related to their
investigations of weather.
o Describe how weather conditions may affect the
activities of humans and other animals.
o Describe properties of air.
o Recognize that warm and cold air masses are
important components of weather, and describe
what happens when these air masses meet along
a front.
o Use the design process to construct a weather
instrument.
o Observe and measure local weather conditions
over a period of time, using student -constructed
or standard instruments, and record and analyze
these data.
o Identify and describe components of public
weather reports from a variety of sources.
o Describe the key features of a variety of weather
phenomena.
o Provide examples of severe weather forecasts,
and describe preparations for ensuring personal
safety during severe weather and related natural
disasters.
o Investigate various ways of predicting the weather,
and evaluate their usefulness.
o Contrast the accuracy of short- and long-term
weather forecasts, and discuss possible reasons
for the discrepancies.
o Describe examples of technological advances that
have enabled humans to deepen their scientific
understanding of weather and improve the
accuracy of weather predictions.
o Explain how the transfer of energy from the Sun
affects weather conditions.
o Explain how clouds form, and relate cloud
formation and precipitation to the water cycle.
o Identify and describe common cloud formations.
o Differentiate between weather and climate.
o Identify factors that influence weather and climate
in Manitoba and across Canada, and describe
their impacts.
o Recognize that climates around the world are ever
changing, and identify possible explanations.
3
Program Principles
1. Effective science programs involve
hands-on inquiry, problem solving, and
decision making.
2. The development of students' skills,
attitudes, knowledge, and understanding
of STSE issues forms the foundation of
the science program.
3. Children have a natural curiosity about
science and the world around them. This
curiosity must be maintained, fostered,
and enhanced through active learning.
4. Science activities must be meaningful,
worthwhile, and relate to real-life
experiences.
5. The teacher's role in science education is
to facilitate activities and encourage critical
thinking and reflection. Children learn best
by doing, rather than by just listening. The
teacher, therefore, should focus on
formulating and asking questions rather
than simply telling.
6. Science should be taught in correlation
with other school subjects. Themes and
topics of study should integrate ideas and
skills from several core areas whenever
possible.
7. The science program should encompass,
and draw on, a wide range of educational
resources, including literature, nonfiction
research material, audio-visual resources,
technology, as well as people and places
in the local community.
8. Assessment of student learning in
science should be designed to focus on
performance and understanding, and
should be conducted through meaningful
assessment techniques carried on
throughout the unit of study.
4 Hands-On Science • Level 5
Program Implementation
Program Resources
Hands-On Science is arranged in a format
that makes it easy for teachers to plan and
implement.
Units are the selected topics of study for the
grade level. The units relate directly to the
learning outcomes, which complement those
established in the Pan-Canadian Protocol and
the Manitoba Curriculum Framework of
Outcomes (2000) documents. The units are
organized into several activities. Each unit also
includes books for children, a list of annotated
web sites, and references for teachers.
The introduction to each unit summarizes the
general goals for the unit. The introduction
provides background information for teachers,
and a complete list of materials that will
be required for the unit. Materials include
classroom materials, equipment, visuals,
and reading materials.
Each unit is organized into topics, based
on the learning outcomes. The topics are
arranged in the following format:
Science Background Information for
Teachers: Some topics provide teachers with
the basic scientific knowledge they will need
to present the activities. This information is
offered in a clear, concise format, and focuses
specifically on the topic of study.
Materials: A complete list of materials required
to conduct the main activity is given. The
quantity of materials required will depend on
how you conduct activities. If students are
working individually, you will need enough
materials for each student. If students are
working in groups, the materials required will
be significantly reduced. Many of the identified
items are for the teacher to use for display
purposes, or for making charts for recording
students' ideas. In some cases, visual
materials - large pictures, sample charts, and
diagrams - have been included with the
activity to assist the teacher in presenting
ideas and questions, and to encourage
discussion. You may wish to reproduce these
visuals, mount them on sturdy paper, and
laminate them so they can be used for years
to come.
Activity: This section details a step-by-step
procedure, including higher-level questioning
techniques, and suggestions, for encouraging
exploration and investigation.
Activity Sheet: The reproducible activity
sheets are designed to correlate with the
learning outcomes of the activity. Often, the
activity sheets are to be used during the
activity to record results of investigations. At
other times, the sheets are to be used as a
follow-up to the activities. Students may work
independently on the sheets, in small groups,
or you may choose to read through the sheets
together and complete them in a large group
setting. Activity sheets can also be made into
overheads or large experience charts. Since it
is important for students to learn to construct
their own charts and recording formats, you
may want to use the activity sheets as
examples of ways to record and communicate
ideas about an activity. Students can then
create their own sheets rather than use the
ones provided.
Note: Activity sheets are meant to be used only
in conjunction with, or as a follow-up to, the
hands-on activities. The activity sheets are not
intended to be the science lesson itself or the sole
assessment for the lesson.
Extension: Included are optional activities
to extend, enrich, and reinforce the learning
outcomes.
Introduction
Activity Centre: Included are independent
student activities that focus on the learning
outcomes.
Assessment Suggestions: Often, suggestions
are made for assessing student learning. These
assessment strategies focus specifically on the
learning outcomes of a particular activity topic
(assessment is dealt with in detail on page 11).
Keep in mind that the suggestions made within
the activities are merely ideas to consider -
you may use your own assessment techniques,
or refer to the other assessment strategies on
pages 12-21.
Classroom Environment
The classroom setting is an important
aspect of any learning process. An active
environment, one that gently hums with the
purposeful conversations and activities of
students, indicates that meaningful learning
is taking place. When studying a specific
topic, you should display related objects and
materials, student work, pictures and posters,
graphs and charts made during activities, and
summary charts of important concepts taught
and learned. An active environment reinforces
concepts and skills that have been stressed
during science activities.
Time Lines
No two groups of students will cover topics
and material at the same rate. Planning the
duration of units is the responsibility of the
teacher. In some cases, the activities will not
be completed during one block of time and
will have to be carried over. In other cases,
students may be especially interested in
one topic and may want to expand upon it.
The individual needs of the class should be
considered; there are no strict time lines
involved in Hands-On Science. It is important,
5
however, to spend time on every unit in the
program so that students focus on all of the
curriculum outcomes established for their
grade level.
Classroom Management
Although hands-on activities are emphasized
throughout this program, the manner in which
these experiences are handled is up to you.
In some cases, you may have all students
manipulating materials individually; in others,
you may choose to use small group settings.
Small groups encourage the development of
social skills, enable all students to be active
in the learning process, and mean less cost
in terms of materials and equipment.
Occasionally, especially when safety concerns
are an issue, you may decide to demonstrate
an activity, while still encouraging as much
student interaction as possible. Again,
classroom management is up to you, since it is
the teacher who ultimately determines how the
students in his or her care function best in the
learning environment.
Science Skills: Guidelines
for Teachers
While involved in the activities of Hands-On
Science, students will use a variety of skills
as they answer questions, solve problems,
and make decisions. These skills are not
unique to science, but they are integral to
students' acquisition of scientific literacy.
The skills include initiating and planning,
performing and recording, analyzing and
interpreting, as well as communicating and
the ability to work in teams. Although the wide
variety of skills are not all presented here, the
following guidelines provide a framework to
use to encourage students' skill development
in specific areas.
6 Hands-On Science
Observing
Students learn to perceive characteristics
and changes through the use of all five
senses. Students are encouraged to use sight,
smell, touch, hearing, and taste (when safe) to
gain information about objects and events.
Observations may be qualitative (by properties
such as texture or colour), or quantitative
(such as size or number), or both. Observing
includes:
• gaining information through the senses
• identifying similarities and differences,
and making comparisons
• sequencing events or objects
Exploring
Students need ample opportunities to
manipulate materials and equipment in order
to discover and learn new ideas and concepts.
During exploration, students need to be
encouraged to use all of their senses and
observation skills. Oral discussion is also an
integral component of exploration; it allows
students to communicate their discoveries.
Classifying
This skill is used to group or sort objects and
events. Classification is based on observable
properties. For example, changes in matter can
be classified as physical or chemical. In the
same way, flying devices can be classified as
lighter-than-air craft and heavier-than-air craft.
One of the strategies used for sorting involves
the use of Venn diagrams (either a double Venn
or a triple Venn). Venn diagrams can involve
distinct groups, or can intersect to show
similar characteristics.
• Level 5
Venn Diagram With Distinctive Groups:
fASfA
I Dr\1R t PRODUC
Intersecting VennDiagram:
Measuring
This is a process of discovering the dimensions
or quantity of objects or events and usually
involves the use of standards of length, area,
mass, volume, capacity, temperature, time, and
speed. Measuring skills also include. the ability
to choose appropriate measuring devices, and
using proper terms for direction and position.
An essential skill of measurement is estimating.
Regularly, students should be encouraged to
estimate before they measure. Estimation
allows students opportunities to take risks,
use background knowledge, and learn from
the process.
The metric system is the foundation of
measuring activities. Teachers should be
familiar with, and regularly use, these basic
measurement units.
Length: Length is measured in metres,
portions of a metre, or multiples of a metre.
The most commonly used units are:
Introduction
• millimetre (mm): about the thickness of a
paper match
• centimetre (cm): about the width of your
index fingernail
• metre (rn): about the length of a man's
stride
• kilometre (km): 1000 metres
r~
Mass: Mass, or weight, is measured in grams,
portions of a gram, or multiples of a gram.
The most commonly used units are:
• gram (g): about the weight of a paper clip
• kilogram (kg): a cordless telephone weighs
about 2 kilograms
• tonne (r): about the weight of a compact car
Note: When measuring to determine the heaviness
of an object, the term mass is more scientifically
accurate than the term weight. As a result,
teachers should use the term mass and encourage
students to do so as well.
Capacity: Capacity refers to the amount of
fluid a container holds, and is measured in
litres, portions of a litre, and multiples of a
litre. The most commonly used units are:
• millilitre (ml): a soup spoon holds about
15 millilitres
• litre (I): milk comes in litre containers, or
portions and multiples of a litre
Volume: Volume refers to the amount of space
taken up by an object and is measured in
cubic units, generally cubic centimetres (ern')
and cubic metres (rn).
Note: Volume and capacity are often used
interchangeably. However,a teacher should use
the terms correctly in context, referring to liquid
measure as capacity and space taken up as
volume. Students should also be encouraged to
use these terms correctly.
Area: Area is measured in square centimetres,
or portions and multiples thereof. By becoming
familiar with the units of length, the teacher
7
can understand area measurements by Growth of Plants
thinking of that unit in a two-dimensional
form, such as square centimetres (ern') and
square metres (rn'). 11)
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Temperature: Temperature is measured in
degrees Celsius (QC).21 QCis normal room
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Communicating
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In science, one communicates by means of J:
diagrams, graphs, charts, maps, models,
symbols, as well as with written and spoken A B C o E
languages. Communicating includes: Plants
• reading and interpreting data from tables
and charts • A double bar graph can also be used to
• making tables and charts communicate scientific results. This type of
• reading and interpreting data from graphs graph is commonly used when comparing
similar attributes in different objects. For
• making graphs
example, an investigation in flight may have
• making labelled diagrams
students constructing a model airplane with
• making models
and without flaps, from different types of
• using oral and written language
paper. The resulting double bar graph may
When presenting students with charts and look as follows:
graphs, or when students make their own as
Testing Paper Airplanes
part of a specific activity, there are guidelines
10
that should be followed.
9
• A bar graph is a common form 11) 8
of scientific communication. Bar graphs CU
should always be titled so that the
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7

information communicated is easily :E 6

understood. These titles should be

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capitalized in the same manner as one t: 4
would title a story. Both axes of the graph ....CtJ
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should also be titled and capitalized in C5 2
the same way. In most cases, graduated
markings are noted on one axis and the
objects or events being compared are noted Art Paper ManilaTag Bristol
Board
on the other. On a bar graph, the bars must
be separate, as each bar represents a Type of Paper
distinct piece of data.
• without flaps D with flaps

8 Hands-On Science • Level 5

• A broken line graph is used to communicate Animal Tracks
data when measuring an object or event Location
Animal Diagram
over a period of time. For example, a broken of Tracks

line graph may be used to present daily ~

outdoor high temperatures over a period of ;:d~JJ/;- 8Hkf17.rf ~.
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one week.

35
Daily High Temperatures
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Measuring Length
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~ Object
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Sun Mon Tues Wed Thurs Fri Sat
MaV B MaV 9 MaV 10 MaV 11 May 12 MaV 13 May 14

Date

• Charts also require appropriate titles, and

both columns and rows need specific
headings. Again, all of these titles and Communicating also involves using the
headings require capitalization as in titles language and terminology of science. Students
of a story. Charts can be made in the form of should be encouraged to use the appropriate
checklists or can include room for additional vocabulary related to their investigations; for
written information, data, and diagrams. example, organ, properties, matter, gear system,
humidity species, circuit, aerodynamic,
constellation. The language of science also
Flying Devices
includes terms like predict, infer, estimate,
Air Space measure, design, construct, experiment, and
Device
Craft Craft hypothesize. Teachers should use this
vocabulary regularly throughout all activities
Space Shuttle
/ and encourage their students to do the same.
Students should also be encouraged to use the
vocabulary and terminology in written form.
Helicopter
/ Consider developing whole-class or individual
glossaries whereby students can record the
Jet Airplane
/ terms learned and define them in their own
words.

Introduction 9
Predicting
A prediction refers to the question: What do you
think will happen? For example, when a balloon
is blown up, ask students to predict what they
think will happen when the balloon is placed in
a basin of ice cold water. It is important to
provide opportunities for students to make
predictions and for them to feel safe doing so.
Inferring
When students are asked to make an inference,
it generally means that they are being asked
to explain why something occurs. For example,
after placing an inflated balloon in a basin
of ice cold water, ask students to infer why the
balloon appeared to shrink. Again, it is
important to encourage students to take risks
when making such inferences. Before explaining
scientific phenomena to students, they should
be given opportunities to infer for themselves.
Investigating and Experimenting
When investigations and experiments are done
in the classroom, planning and recording the
process and the results are essential. There are
standard guidelines for writing up experiments.
• purpose: what we want to find out
• hypothesis: what we think will happen
• materials: what we used
Do you or your students have a science question you want answered? Email your question
to Randy Cielen, one of the authors of Hands-On Science and a member of the Science
Teachers' Association of Manitoba and the National Science Teachers' Association. The
address is: booksopequis.com
10
• method: what we did
• results: what we observed
• conclusion: what we found out
• application: how we can use what we
learned
Researching
Many opportunities should be provided for
students to research topics studied in class.
Research skills involve finding, organizing, and
presenting information. For best results,
teachers should always provide a structure
for the research, indicating questions to be
answered, as well as a format for conducting
the research. Suggestions for research
guidelines are presented regularly throughout
Hands-On Science.
Using the Design Process
Throughout Hands-On Science, students are
given opportunities to use the design process
to design and construct objects. There are
specific steps in the design process:
1. Identify a need.
2. Create a plan.
3. Develop a product.
4. Communicate the results.
The design process also involves research
and experimentation.
Hands-OnScience • Level 5
Assessment
The Hands-On Science activity being assessed. Students are then
Assessment Plan given a check mark point for each criterion
accomplished, to determine a rubric score
Hands-On Science provides a variety of
for the assessment from a total of five marks.
assessment tools that enable teachers to
These rubric scores can then be transferred
build a comprehensive and authentic daily
to the rubric class record on page 16.
assessment plan for students.
Cooperative Skills
Embedded Assessment
In order to assess a student's ability to work
Assess students as they work, by using the
effectively in a group, teachers must observe
questions provided with each activity. These
the interaction within these groups. A
questions promote higher-level thinking skills,
cooperative skills teacher assessment sheet
active inquiry, problem solving, and decision
is included on page 17 for teachers to use
making. Anecdotal records and observations
while conducting such observations.
are examples of embedded assessment:
Student Self-Assessment
• anecdotal records: Recording observations
during science activities is critical in having It is important to encourage students to reflect
an authentic view of a student's progress. on their own learning in science. For this
The anecdotal record sheet presented on purpose, teachers will find included a student
page 12 provides the teacher with a format self-assessment sheet on page 18, as well as
for recording individual or group a cooperative skills self-assessment sheet on
observations. page 19. Of course, students will also reflect
on their own learning during class discussions
• individual student observations: During
and especially through writing in their science
those activities when a teacher wishes
journals.
to focus more on specific students,
individual student observations sheets Science Portfolios
may be used (page 13). This black
Select, with student input, work to include in
line master provides more space for
a science portfolio. This can include activity
comments and is especially useful during
sheets, research projects, photographs of
conferencing, interviews, or individual
projects, as well as other written material. Use
student presentations.
the portfolio to reflect the student's growth in
Performance Assessment scientific literacy over the school year. Black line
masters are included to organize the portfolio
Performance assessment is a planned,
(science portfolio table of contents on page 20
systematic observation and is based on students
and the science portfolio entry record on
actually doing a specific science activity.
page 21).
• rubrics: To assess students' performance
Note: In each unit of Hands-On Science,
on a specific task, rubrics are used in
suggestions for assessment are provided for
Hands-On Science to standardize and
several lessons. Keep in mind that these are
streamline scoring. A sample rubric and merely suggestions. Teachers are encouraged to
a black line master for teacher use are use both the assessment strategies presented
included on pages 14 and 15. For any here in a wide variety of ways and their own
specific activity, the teacher selects five valuable experience as educators.
criteria that relate directly to the
expectations of students for the specific

11
 Date:

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Teacher Assessment
Date:
Task:

Cooperative Skills
Contributes Respects Negotiates Remains Completes
ideas and and accepts roles and focussed and individual
Group questions contributions responsibilities encourages commitment
Member of others of each group others to stay to the group
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21
Unit 1
Maintaining a
Healthy Body
Books for Children
Asimov, Isaac. Breakthroughs in Science. Ontario Science Centre. Scienceworks: 65
Boston: Houghton Mifflin, 1960. Experiments That Introduce the Fun and
Wonder of Science. Reading, MA:
Canadian Living's Best Kids in the Kitchen.
Addison-Wesley, 1986.
Toronto: Madison Press, 1998.
Parker, Steve. Skeleton. Eyewitness Series.
Cobb, Vicki. Science Experiments You Can
New York: Knopf, 1988.
Eat. New York: HarperCollins, 1994.
___ . How the Body Works. Reader's
Cole, Joanna. The Magic Schoolbus: Inside the
Digest Book. London: Dorling Kindersley,
Human Body New York: Scholastic, 1989.
1994.
Editors of Owl Magazine. Kitchen Fun.
Seuss, Dr. Oh, The Thinks You Can Think!
Boston: Little, Brown & Co., 1998.
New York: Beginner Books, 1975.
Fascinating Facts: Human Body Encyclopedia
Stein, Sara. The Science Book. New York:
Britannica Publications, 1992.
Workman, 1979.
Gelman, Rita Golden. Body Battles. New York:
Taylor, Kim. Structure. Flying Start Science
Scholastic, 1992.
Series. New York: John Wiley & Sons,
Haslam, Andrew. Body. Make-it-Work Series. 1992.
Chicago: World Book/Two-Can, 1998.
The Human Body. Eyewitness Visual
Ingram, Jay, and Sylvia Funston. A Kid's Guide Dictionary. London: Dorling Kindersley,
to the Brain. Toronto: Greey de Pencier 1991.
Books, 1994.
VanCleave, Janice. Biology for Every Kid: 101
Levine, Shar, and Allison Grafton. Einstein's Experiments That Really Work, New York:
Science Parties: Easy Parties for Curious John Wiley & Sons, 1990,
Kids. New York: John Wiley & Sons, 1994.

24 Hands-On Science • Level 5

Web Sites
• www.hc-sc.gc.ca
Health Canada Online: Click on
"Education" to find modules on topics such
as nutrition, self-image (Media Literacy and
Young Women), active living, and much
more. Under "Food and Nutrition" you will
find Canada's Food Guide to Healthy
Eating.
• www.canadian-health-network.ca
Health Canada: A national network of
health information providers. Covers
numerous health topics from environmental
health to relationships. Includes frequently
asked questions about health.
• www.scoreone.com/kids _kitchenl
index.htm
Kids Kitchen: Hundreds of recipes with
"slurp" appeal by real kids. Add your own
recipe and it may be chosen Creation of
the Month. Ages 5 and up.
• www.cpma.ca/english/m_mmonline.html
Mighty Munchers: Kid stuff from the
Canadian Produce Marketing Association.
Hosted by friendly fruits and veggies,
with lots of jokes, puzzles, and games.
(Order newsletters for your class at
613-226-4187.) Ages 6-12.
• www.library.advanced.org/15813
La Casa de Com ida: Make a battery from a
lemon. Learn how we digest food. Discover
the secret history of chocolate. This "House
of Food," with its how-and-why approach,
is a great resource for school projects. One
section is devoted to body image and
eating disorders. Ages 11 and up.
Unit 1 • Maintaining a Healthy Body
• www.kidshealth.org/
For teachers, parents, and students from
the Nemours Foundation, a nonprofit
organization devoted to children's health.
Students can enter "For Kids" and find
articles on "Dealing with Feelings," "Staying
Healthy," "My Body," "Growing Up," and
much more. With fun features and
interactive activities.
• www.innerbody.com
An excellent interactive site that includes
animation, images, and descriptions of the
skeletal, digestive, muscle, and
cardiovascular systems.
• www.lung.ca
Canadian Lung Association: All about
respiratory health - includes pages on
"Learning About Lungs"; specifically for
children and teachers.
• www.tctrail.ca/trail.htm
Explore the Trans Canada Trail:
Approximately 16 000 kilometres, it is the
longest trail of its kind in the world. The
Trans Canada Trail preserves and protects
the environment and promotes physical
fitness and well being. Includes a history,
maps, Trail trivia, and library.
25
Introduction
The focus of this unit is the human body, Materials Required for the Unit
its various systems, and the care of each
Classroom: chart paper, markers, water,
system. Students will investigate these
Plasticine, tape, scissors, masking tape, paper
systems, explore ways to maintain them
(for making labels), overhead pens, paper
through proper nutrition and exercise, and
fasteners, 30-cm rulers, single-hole punchers,
relate this knowledge to technological and
construction paper, pencils without eraser
lifestyle considerations such as medical
tops, paper clips (plastic coated), student
advances and media influences. Throughout
journals, pencil crayons, mural paper, art
the unit, students will be building models,
paper, clipboards
conducting research, role-playing, and
conducting interviews. Books, Pictures, and Illustrations:
word-splash list, diagram of digestive system
Collect references for personal and student
(included), diagram of urinary system
use in advance (see References for Teachers
(included), reference materials about the
and Books for Children). The lessons rely on
human body, diagram of sample model of
these resources. A good dictionary of
digestive system (included), reference materials
biological terms is especially useful.
on the digestive system, diagram of circulatory
Contact local health-care organizations and system (included), diagram of respiratory
government departments (see Health Care system (included), reference materials on the
Information) well in advance so the materials respiratory and circulatory systems, chart for
will be available when needed. The supply of recording results of lung capacity investigation
materials on the human body is endless - do (included), diagram of skeletal system
not forget to check at your local clinic, nursing (included), diagram of muscular system
station, and drugstore. (included), diagram of the brain (included),
diagram of the nervous system (included),
Science Vocabulary On, The Thinks You Can Think (a book by
Dr. Seuss), graph paper (included), illustration
Due to the extensive nature of the vocabulary in
showing "perils of pop" (included), chart to
this unit, terms are suggested within the context
calculate skin area (included), sample of action
of each lesson and in the overhead diagrams of
hero activity sheet (included), reference
the body systems. Students are able to make
materials about how the body fights illnesses
more sense of unfamiliar words through hands-
and injuries, Canada Food Guide (several
on experience. If you attach a "pancreas" to a
copies), overhead of nutritional panels from
model of the digestive system, for example,
cereal boxes, illustrated grocery store flyers,
students have more incentive for finding out
food magazines, reference materials on
about the organ than they would if you just gave
nutritional elements, cookbooks for children,
them the word pancreas. In the same way,
KWL activity sheet
having students construct the lever action of
muscles and bones in the arm is far more Note: The diagrams of the human body systems
for use as overheads are designed so that they
motivating than having them merely learn the
can be overlayed. This allows students to see how
names of muscles and bones in the arm.
systems in the body relate to one another.

26 Hands-On Science • Level 5

Household: cereal boxes (empty), food
preparation utensils
Equipment: overhead projector, calculators,
stopwatches, microscopes
Other: water jugs, food colouring, plastic
tubing or "crazy" drinking straws, funnel, clear
plastic pop bottles (various sizes), string, film
canisters (empty), juice boxes (empty), plastic
bags, old inner tubes, paper rolls, large boxes,
cardboard, elastic bands, paper scraps,
balloons, vocabulary cards (included), rope,
pails, red balls, blue balls, pylons, large
Unit 1 • Maintaining a Healthy Body
transparent container or aquarium, 2S0-ml
measuring cup, model of human skeleton,
broom handle, empty tin cans, safety pins,
slides of cover slips, slides of onion skins,
whole onions with skins, knife, commercially
prepared slides of human skin cells, razor
blade or X-Acto knife, paper plates, paper
cups, napkins, aprons or old shirts, food items
(selected by students)
27
1 The Human Body: An Introduction
Materials
• chart paper
• markers
Activity
Explain to students that they are going to learn
about the human body and how to care for it.
Have students brainstorm all they know about
the human body, using a word-splash strategy.
As students suggest words associated with the
human body, record the words randomly on
chart paper.
Now divide the class into working groups.
Provide each group with an activity sheet
(depicting a KWL chart). Have the students
brainstorm and record what they know about
the human body in the first column. In the
second column, have them record what they
would like to know about the human body (this
should be done in the form of questions).
Note: As students learn more about the human
body throughout the unit, they can complete the
third column of the activity sheet.
Activity Sheet
Directions to students:

Complete the first two columns of the KWL

chart. In the first column, record what you
know about the human body. In the second
column, record questions to show what
you would like to know about the human
body(1.1.1).

Following this activity, display the word-splash

in the classroom. Use it throughout the unit,
and add new words to the chart as they are
introduced in subsequent lessons.

Note: This word-splash is used in the unit's

concluding lesson. It can help you assess what
your students know about the human body.
Theword-splash can also help students map
out where this unit is taking them and will serve
as a reference for them when new topics are
investigated.

28 Hands-OnScience • Level 5
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1.1.1 - 29
2 The Digestive and Urinary Systems
Science Background
Information for Teachers
The digestive system is also known as the
alimentary canal, or gut. It starts at the mouth
and ends at the anus, so the excretory system
for solid wastes is considered part of the
digestive system. Specific organs do specific
jobs as food is moved through this system by
involuntary muscles. This action is called
peristalsis. Enzymes secreted by specific
glands help break down food into usable
nutrients that are passed through the
semi-permeable membrane of the intestines.
These nutrients are carried to other parts of
the body by the blood. The urinary system is
interconnected with the digestive system, so
both systems are presented in the lesson.
The main parts of the digestive and urinary
systems are:
Mouth: beginning of the digestive system
Teeth: break down food into smaller pieces
Salivary glands: secrete saliva into the mouth
in response to the presence of food and
provide lubrication for swallowing
Esophagus: located between the mouth and
stomach, it passes food along by peristalsis
Stomach: an enlargement of the first part of
the gut. It has muscular walls that churn food
and a lining that secretes digestive enzymes
(pepsin, hydrochloric acid), or gastric juices.
Liver: gland that opens into the gut and aids in
digestion by secreting bile and storing blood
sugar
Pancreas: gland near the duodenum. It
secretes digestive enzymes and the hormone
insulin (which go into the blood stream).
Intestines: the site of practically all absorption
of products of digestion and of conversion of
30
undigested residues to feces. Coiled, it is
much longer than we are tall (about 8 metres in
a man). The small intestine contains mucus
and enzyme-secreting glands. The ducts of the
liver and pancreas are also found here. Feces
are prepared and stored in the large intestine.
Duodenum: first part of small intestine. It leads
out of the stomach at the pyloric-sphincter,
and receives digestive enzymes and bile
through pancreatic ducts.
Bowel: another name for the lower part of the
intestines
Rectum: terminal part of the intestines just
before the anus
Anus: exterior end of alimentary canal through
which undigested remains of food pass
Peritoneal cavity: cavity that contains the
organs of the digestive system
Mesentery: the layer of tissue that attaches
the small intestine to the peritoneal cavity
Kidney: excretory organ for water-based
products (urine) consisting of nephrons
connected to the blood system
Bladder: sac for storing urine
Ureter: duct leading from the kidney to the
bladder
Urethra: duct from bladder to exterior
Gall bladder: located near the liver. It stores
bile between meals and secretes bile into the
alimentary tract when it is needed to help
digest fat.
Appendix: small nonfunctional jog at junction
of the small and large intestines
Note: Prior to this lesson. make a simple model of
the digestive system (see page 31).
Hands-On Science • Level 5
2
Materials
• word-splash chart from previous lesson
• chart paper
• markers
• diagram of the digestive system (included)
(Make an overhead transparency of this
sheet.) (1.2.1)
• diagram of the urinary system (included)
(Make an overhead transparency of this
sheet.) (1.2.2)
• overhead projector
• jug of water
• food colouring
• reference materials about the human body
• model of the digestive system (see below)
Materials needed for digestive system model:
• flexible clear plastic tubing or a "crazy"
drinking straw
• funnel (to fit the tubing)
• Plasticine
• clear plastic pop bottle
• tape
• scissors
1. Cut a small hole on the bottom of the pop
bottle large enough for the tubing or straw
to fit through.
2. Insert the tubing into the hole and allow it
to bend and twist around inside the bottle
(you may have to partially cut off the
bottom of the bottle to position the tubing,
then tape it closed again).
3. With Plasticine, secure the end of the
tubing to the mouth of the pop bottle. Tape
the other end of the tubing securely to the
bottom of the pop bottle.
4. Insert a funnel into the tubing, or tape it in
place around the tubing.
Unit 1 • Maintaining a Healthy Body
ft,ASTlc: lIJ8/1J6- or< STRAW
Activity: Part One
Review the word-splash chart. Focus on
those words that relate to digestion. Ask the
students:
• What do humans need in order to live?
• What do we need food for? (energy)
• What happens to the food that we eat?
Introduce the term digest and define it as the
process of turning food into energy for the
human body. Ask:
• What parts of your body are used to digest
food?
• What happens to the materials not used by
your body to digest food?
During the discussion, make a vocabulary list
of body parts and terms that relate to the
digestive system on chart paper. Ask:
• Why is it important to know about the
digestive system?
Display the simple model of the digestive
system, and have students examine the model.
Ask:
• How is this model like part of the human
body?
• What does the funnel represent? (mouth)
• What role do the teeth play in digestion?
• What does the tube represent? (esophagus,
stomach, intestines)
• What does the bottom opening of the tube
represent? (rectum/anus)
Record these terms on the chart paper.
31
2
Add food colouring to the jug of water and
pour the coloured water into the "mouth" of
the model of the digestive system. Relate this
process to the digestive system of humans.
Display the overhead of the digestive system.
Review the parts of this system and the
process of digestion. Focus especially on the
mouth, teeth, esophagus, stomach, intestines,
rectum, and anus.
Following this discussion, ask:
• How does the body rid itself of liquid
waste?
Display the overhead of the urinary system.
Review the parts of this system and the
process of ridding the body of liquid waste.
Divide the class into working groups. Provide
each group with an activity sheet and reference
materials on the human body. Have the students
use the resources to complete the activity sheet.
32
Activity Sheet
Directions to students:
Draw diagrams and explain how each body
part plays a role in the digestive and urinary
systems (1.2.3).
Extension
Investigate organ transplant surgeries that
allow people a second chance at life through
organ donations such as kidneys and liver.
Contact your provincial organ donation
program for information and guest speakers.
Assessment Suggestions
• Observe students as they work together in
a group to conduct their research. Use the
cooperative skills teacher assessment
sheet on page 17 to record results.
• Have students complete the cooperative
skills self-assessment sheet on page 19
to reflect on their ability to work together.
Hands-On Science • Level 5
 The Digestive System

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Intestines

1.2.3 - 35
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 Designing and Constructing
3 Models of the Digestive System
Materials
• overhead transparencies of digestive and
urinary systems (from lesson 2)
• model of digestive system (from lesson 2)
• diagram of a sample model of the digestive
system (included) (Make an overhead
transparency of this sheet.) (1.3.1)
• overhead projector
• chart paper
• markers
• reference materials on the digestive system
• materials identified by students for
constructing models (e.g., tubing or thick
string, different sizes of empty plastic pop
bottles, empty film canisters, clean empty
juice boxes, plastic bags, old inner tubes,
paper rolls, large boxes, pieces of
cardboard, elastic bands, paper scraps,
balloons, scissors, masking tape)
Activity
Display the overheads of the digestive system
and urinary system. Encourage students to
describe, in their own words, how the human
body digests food and rids itself of waste.
Now display the model of the digestive system
used in lesson 2. Ask:
• What parts of the digestive system are
shown in this model?
• What parts are missing?
Explain to the students that they will be making
their own detailed models of this system. Title
a sheet of chart paper Model of the Digestive
System. Divide the sheet into two columns:
Body Part and Material. As a class, come to a
consensus on all the parts students must
include in their models, and those parts that
are optional. Record these in the first column
of the chart.
Unit 1 • Maintaininga Healthy Body
Note: Be sure to include the mouth, teeth,
esophagus, stomach, intestines, rectum, and anus,
Other body parts, such as the pancreas and liver,
may be optional.
Now discuss what materials students could
use to represent each part of the systems.
For example:
Mouth: paper cup
Teeth: thumbtacks in paper cup
Esophagus: tubing
Stomach: plastic shopping bag
Intestines: larger tubing or paper towel tube
Rectum: small sandwich bag
Anus: elastic band
Record students' ideas in the second column
of the chart. Display the overhead of the
sample model of the digestive system to
encourage students' ideas and to give
examples of ways students can put their
models together.
Divide the class into working groups. Provide
each group with reference materials and an
activity sheet. Have students use the sheets
as a guide for designing and constructing their
models of the digestive system.
Following construction of the models, have the
groups present their final products.
Models can be stapled on bulletin boards,
mounted on a life-size cardboard or paper
silhouette of the body, or placed inside a
cardboard box to show how these systems are
contained within the peritoneal cavity.
Activity Sheet
Directions to students:
Design and construct your model of the
digestive system, using the sheets as a
guide (1.3.2).
37
3
Extensions Assessment Suggestion
• Research illnesses of the digestive system As a class, determine criteria for evaluating the
(e.g., heartburn, ulcers, diverticulitis). Have models of the digestive system. These may
students focus on why these illnesses include:
occur and how they can be remedied • completeness
through healthy eating, lifestyle, and
• clear labels
medical intervention.
• description of the function of each body
• Have students find out what happens to part (orally or in writing using the activity
human waste products (solid and liquid) sheet)
after they leave the body. Visit a local • innovation, creativity
waste disposal/water treatment plant to • clear oral presentation
learn more about this process. Resource
List these criteria on the rubric on page 15
materials and guest speakers may also be
and record results.
available through your local municipality's
Water and Waste Department.

38 Hands-On Science • Level 5

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 Date: Name: ----------_

Designing and Constructing a

Model of the Digestive System

1. List the body parts that will be included in your model. Explain
the function of each part.

2. Draw a labelled diagram of your model. Include the body part

and the material you will use to represent that body part.

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 3. List all materials you will need to construct your model:

4. Construct your model.

5. Use the model to explain how food is digested in the human

body and how the body rids itself of waste.

6. Describe what is good about your model.

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1.3.2-41
4 The Respiratory and Circulatory Systems
Science Background
Information for Teachers
The primary function of the respiratory system
is to supply the blood with oxygen. The blood
then delivers oxygen to all parts of the body.
Respiration is the metabolic process in which
oxygen releases the energy in food (glucose)
and oxidizes it to carbon dioxide.
Circulation is the process of moving blood to
and from the heart through the blood vessels
of the body.
The interplay between respiration and
circulation makes them easy to deal with
together. Blood is the main "player" in the
functioning of both systems. Remember that
waste products are part of these systems also
- carbon dioxide is expelled in respiration, and
dead blood cells are absorbed by the spleen in
circulation.
Blood is the transporter of nutrients and
wastes for the digestive, muscular, skeletal,
urinary, excretory, and circulatory systems.
The routes blood takes from the heart connect
all parts of the body, and, thus, all systems.
The adult human body contains about 4-5
litres of blood.
The main parts of the circulatory and
respiratory systems are:
Heart: the fist-sized mass of muscle, tendons,
valves, and veins in which blood enters is
oxygenated by the lungs, and then is circulated
throughout the body
Pericardium: the tough bag that encases the
heart and anchors it within the rib cage to the
breastbone
Blood vessels: carry blood throughout the
body. The two main types of blood vessels are
arteries and veins. Arteries carry oxygenated
blood from the lungs to the tissues throughout
42
the body. Veins pick up deoxygenated blood,
now carrying carbon dioxide, and transport it
back to the heart and onto the lungs.
Capillaries: the small connecting "roads"
between arteries and veins that convey blood
throughout almost all body tissues. The
capillary walls allow smaller molecules of water
and salt in and out of the tissues. (Look in the
corner of an eye to see capillaries.)
Blood: made up of red blood cells, white blood
cells, and platelets. Red cells contain
hemoglobin, which transports oxygen from the
lungs to all body tissues. White cells are
essential in fighting bacteria and are part of the
immune system. Platelets help wounds or cuts
clot (stop bleeding).
Spleen: found near the stomach. Its main
function is defending the bloodstream against
invading organisms and removing red blood
cells at the end of their life.
Trachea: the "windpipe," a single tube leading
from the throat to the lungs, where it branches
in two
Lungs: the two organs for breathing air.
The lungs are not identical - the right lung has
three lobes, the smaller left lung has two lobes.
Each lung contains alveoli, tiny air sacs
surrounded by blood vessels. It is through
surfaces of the alveoli that the respiratory
exchange of oxygen and carbon dioxide (a
waste product) takes place. There are about
350 million air sacs in a healthy lung.
An adult uses about 16 kilograms of air every
day. Every human has a different breathing rate
and a different lung capacity - what is natural
for one person may not be natural for another
person. However, large lung capacity is one
indicator of a healthy body. If the lungs are
exposed to pollution (e.g., cigarette smoke)
Hands-On Science • Level 5
4
over time, they lose their ability to absorb Record the students' ideas on a piece of chart
oxygen from the air and expel carbon dioxide. paper titled The Circulatory System.

Repeat this process with the respiratory

Materials
system: review what students already know
• diagram of the circulatory system (included) and record their ideas on a piece of chart
(Make an overhead transparency of this paper titled The Respiratory System.
sheet.) (1.4.1)
Divide the class into working groups. Provide
Note: This diagram labels veins on one side and each group with a vocabulary card and an
arteries on the other side of the body. In reality,
activity sheet. Explain that each group has a
veins and arteries are found throughout the body.
word related to the respiratory and/or the
The diagram is presented in this way merely for
labelling purposes and to clearly identify veins and circulatory system. It is the responsibility of
arteries. each group to record what its members
already know about this term and to find five
• diagram of the respiratory system
new or interesting facts about this term. Take
(included) (Make an overhead transparency
time to model for the students by using one
of this sheet.) (1.4.2)
of the organs from the digestive or urinary
• overhead projector
system. For example:
• vocabulary cards (included) (These may be
copied, cut out, and mounted onto stiff • I know the liver is important for digesting fat.
cardboard.) (1.4.3) • I know the liver helps to remove harmful
• chart paper poisons and drugs from the body.
• I know the liver stores blood sugar.
• rope
• 4 pails • I learned the liver stores vitamins A, D, E,
• red balls K, and 812.
• blue balls • I learned the liver keeps the body at a
constant temperature by warming the
• 4 pylons
• paper (for making labels) blood as it is passing through it.

• markers Provide the groups with the supply of

• reference materials on the respiratory and reference materials and plenty of time to
circulatory systems access information.

Activity: Part One Following this research, have each group

report back to the class, explaining what it
Display the overhead of the circulatory system.
has learned about the term.
Review what the students already know about
this system. Ask:
Activity: Part Two
• What is the circulatory system? In a large space such as the gym or
• What does the word circulate mean? playground, set up a model of the circulatory
• What circulates in our bodies? and respiratory systems. You will need:
• What is the main body part or organ in the
circulatory system? • rope
• 4 pails
• How does blood circulate from the heart
throughout the body? • red balls

Unit 1 • Maintaining a Healthy Body 43

4
• blue balls
• 4 pylons
• paper (for making labels)
• markers
1. Position a piece of rope into a heart shape.
Label this heart.
2. Use another piece of rope to represent the
lungs. Label this lungs.
3. Place two large pails inside the "lungs." Fill
one pail with red balls and leave the other
pail empty.
4. Use another rope to represent the body
tissues and organs. Label this body tissues
and organs. Place two pails inside this
rope. Fill one pail with blue balls and leave
the other pail empty.
5. Place two pylons half way between the
"lungs" and the "body tissues and organs."
Label one pylon veins and the other pylon
arteries.
6. Place two pylons between the "lungs" and
the "heart." Label one pylon pulmonary
vein and the other pylon pulmonary artery.
44
To begin the activity, have students pick up a
red ball (to represent oxygenated blood cells)
from the lungs station, move to the heart via
the pulmonary vein, then down to the body
tissues and organs via the arteries. As they
move, have them bounce the balls to represent
the blood pumping and flowing through the
. body. This part of the circuit shows the
movement of oxygenated blood from the
lungs, along the pulmonary vein to the heart,
then along arteries to tissues and organs. At
the body tissues and organs station, have
students exchange red balls for blue balls to
represent the body's use of the oxygen in the
blood. They then move back toward the heart
along veins, and onto the lungs along the
pulmonary artery. At this point, they then
exchange blue balls for red balls, which
represent the lungs oxygenating the blood.
They then repeat the cycle.
Have students discuss the process as they
conduct this activity. Encourage them to focus
on the path that blood takes, as well as on the
oxygenation of blood and the use of this
oxygenated blood.
Activity Sheet
Directions to students:
Use the sheet to record information you find
on the term you are researching (1.4.4).
Activity Centre
Provide materials such as tubing, bags, boxes,
elastic bands, pop bottles, and so on. Challenge
students to make models of the circulatory
system, respiratory system, or parts of these
systems. Provide students with reference
materials to assist them with this task
(e.g., Body by Andrew Haslam).
Hands-On Science • Level 5
4
Extensions • Have students turn the facts they have
gathered about body system parts into
• Make additional challenge vocabulary
stories. You may want to use the Reader's
cards with terms for students to research.
Oigest article, "I Am Joe's Heart" as a
These may include terms such as alveoli,
model.
oxygenate, atrium, ventricle, capillaries, and
nutrients. • Use a Word Cycle as a review. Have
students use the vocabulary cards to
• Divide the class into two or three groups
create the word cycle (see example below):
(the number of groups will depend on class
size and/or the number of vocabulary
words you have chosen for review). Give
each group a set of vocabulary cards and
have students string all the cards into a
continuous description of the system(s).
Model this process for students, using the
digestive system as an example:

Teacher: Food enters the body through the

mouth.
Student: The food is chewed by the teeth.
Student: Saliva moistens the food.
Teacher: The food moves down the
esophagus.
Student: The stomach is the first place
food rests and where the digestion process
begins ...

Unit 1 • Maintaining a Healthy Body 45

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1.4.3 - 49
 Date: Name: -----------

The Respiratory and Circulatory Systems

Let's find out about the ----------------
Things we know already:
1.
2.
3.
4.
5.
Interesting facts we found out:
1.
2.
3.
4.
5.
Diagram:

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Resources we used: -----------------

50 - 1.4.4
 Investigating the Respiratory
5 and Circulatory Systems
Materials
• chart for recording results of lung capacity
investigation (included) (Make an overhead
transparency of this sheet.) (1.5.1)
• overhead projector
• permanent and nonpermanent overhead
pens
• large transparent container or unused
aquarium
• masking tape
• water
• 250-ml measuring cup
• balloons (2 for each student)
• calculators
• stopwatches
Activity: Part One
Note: This is a teacher-directed activity. It
correlates well with the concept of averaging in
mathematics.
Have the students breathe deeply in and out.
Ask:
• What happens in the lungs as you breathe
in? (oxygen enters the body)
• What happens as you breathe out?
(carbon dioxide leaves the body)
• What do you think the term lung capacity
means?
Elicit ideas from students, then explain that
lung capacity refers to the amount of air that
the lungs can hold. Ask:
• Do you think all humans have the same
lung capacity?
Tell students they will be measuring and
recording lung capacity by blowing air into a
balloon and measuring the volume of air in the
balloon. Provide each student with a balloon.
Have the students stretch the balloons, then
blow them up and release them several times
to stretch the rubber. Now have the students
take a deep breath, blow into the balloons
once only, and tie them shut.
Unit 1 • Maintaining a Healthy Body
Display the clear container. Ask:
• If you fill this container with water and
place your balloon into it, what will happen
to the water?
• How can this be used to measure lung
capacity?
Solicit ideas from students on how to calibrate
the container to keep track of the amount of
water displaced by the balloons. Place a strip
of tape up the side of the container. Use the
measuring cup to fill the container and mark,
with the permanent pen, each 250 ml added.
Fill the container at least half full, ensuring that
it is full enough to allow the balloons to be fully
submerged, but not too full that the water wi"
overflow.
Have students sit and count the number of
breaths they take in a one-minute period.
Record the results on the overhead chart. Ask:
• What is the average number of breaths
drawn by our class in a one-minute period?
(calculate this as a class, using calculators)
Now focus the students' attention on the water
level in the container. Ask:
• What is the water level marking now?
• What will happen to this water level when
your balloon is submerged in the water?
• How much do you think the water level
will rise when your balloon is submerged
in the water?
One at a time, have students place their
balloons into the calibrated container of water.
Each time, observe how much water is
displaced by the balloon. Calculate the lung
capacity by subtracting the original water level
from the level when the balloon is submerged.
Record these results on the overhead chart.
51
5
Note: This activity will provide a reading of lung
capacity. It will not be entirely accurate, however,
because the air inside the balloon will be under
some pressure from the water. This will press the
air molecules closer together and slightly reduce
the volume of air in the balloon.
Following this investigation, challenge students
to use the data gathered to calculate the
average lung capacity for the class (allow use
of calculators).
Activity: Part 1\No
Discuss factors that might affect lung capacity.
Ask the students:
• 00 you think you have the same lung
capacity as an adult?
• What things might affect lung capacity?
(exercise, size, health, smoking)
• How do you think exercise might affect
your lung capacity?
Have students touch their toes thirty times,
then count how many times they breathe in
one minute. Record this data on the chart.
Ask:
• What do you think your lung capacity will
be after doing more toe touches?
Give each student another balloon. Before they
blow the balloons up, have them stretch the
balloons so that the rubber is more flexible.
Have each student do another thirty toe
touches, then take in a deep breath and blow
up another balloon. Record how much water is
displaced by each balloon and compare this
with the first trials. Again, calculate the class
average. Ask:
• How did exercise affect your lung
capacity?
52
Note: Exercise reduces lung capacity because a
person is breathing harder and using more
muscles. As the muscles are worked, they become
tired and the person is unable to fill the lungs to the
same degree. Long-term exercise (cardiovascular
activity) strengthens muscles involved in breathing.
It is, therefore, possible to increase lung capacity
through long-term cardiovascular exercise.
Following this discussion, have students
complete activity sheet A.
Activity: Part Three
Focus on the effects of exercise on the heart.
Ask the students:
• What do you think happens to your heart
when you exercise?
• Could you feel your heart beating after
doing the toe touches?
• Was it beating faster or slower?
• Why do you think your heart was beating
faster?
Show students how to take their pulse: Place
your fingers on the underside of your wrist.
Count the number of beats you feel in ten
seconds. Make sure you give students time
to find and practice reading their pulse.
Divide the class into working groups. Provide
each group with activity sheet B and a
stopwatch. Have them use the sheet as a
guide to investigate their heart rates.
Following this activity, have students discuss
the results, focusing on how their heart rate
changed after exercise. Explain that when you
exercise, your body's muscles need more
oxygen and, therefore, more blood to carry
this oxygen. The heartbeat speeds up to pump
more blood to the muscles.
Hands-OnScience • Level 5
5
Activity Sheet A
Directions to students:
Draw a labelled diagram of your lung capacity
investigation. Answer the questions (1.5.2).
Activity Sheet B
Directions to students:
Use the chart to record your investigation with
heart rates. Answer the questions (1.5.3).
Extensions
• Lung capacity can be measured by blowing
through a tube to displace water, as in the
diagram below. You will need:
• large pickle jar with lid
• water
• large basin
• 3 or 4 stones
• measuring cup
• masking tape
• permanent markers
• rubber tubing
• straws (one for each student)
Fill a large pickle jar with water. Calibrate it
with each 250-ml of water added. Fill the
jar completely with water. Place three or .
four flat stones into the basin. Use the lid
of the jar to invert the full jar into the basin,
which should be about 3/4 filled with water.
Remove the lid and rest the inverted jar on
the stones. This allows a space under
which to insert the rubber tubing.
Unit 1 • Maintaining a Healthy Body
Give each student a straw. Have one
student place a straw inside the tubing and
hold it securely to form a seal between the
straw and the tubing. Now have the
student take a deep breath and blow into
the straw. Measure the amount of water
displaced and record this on the chart.
Continue this process for all students.
Note: The jar does not have to be refilled after
each student blows through the straw. As long as
you note the calibrated marking before each
student conducts the investigation, you can
determine water displacement.
• Challenge students to find out, through
research, why they yawn when they are tired.
Note: When tired, the body slows down and
muscles do not work as hard to expand the lungs
and intake oxygen. As a result, the brain triggers
the body to take in more oxygen by yawning.
• Research the importance of exercise to
healthy lungs and heart. Consider inviting
your physical education teacher or other
fitness expert to present to the class.
• CAN WALK: Encourage daily individual and
group cardiovascular fitness by implementing
a walk-across-Canada initiative or a Trans
Canada Trail walk. Using maps of Canada or
the web site for the Trans Canada Trail,
calculate the distance from one coast to the
other. Set this distance as a class goal.
Measure distances in the community and
around the school (e.g., 1 km to and from
school, 0.5 km to the park; 3 laps around the
school = 1 km). Set up a large chart in the
classroom for students to record the'
distances they walk each day. Keep a
running total and work toward the goal of
walking the distance across Canada. Make
predictions on how long the journey will take.
Encourage students in other rooms to
participate in this activity.
53
5
• Research the effects of smoking on the
lungs and heart.
• Have students look at magazine
advertisements for cigarette companies.
Focus discussion on how these
advertisements glamourize smoking.
Challenge students to design
advertisements for the Canadian Lung
Association that will discourage people
from smoking.
• Have students research the causes of heart
attacks and strokes, as well as ways that
healthy living can reduce the possibilities of
these occurring. Contact your local Heart
and Stroke organization for information,
videos, and guest speakers. Students may
also want to investigate medical
technologies that can help people who
have been affected by heart attacks and
strokes (e.g., bypass surgery).
54
• Investigate organ transplant surgeries of
the heart and lungs. Information and guest
speakers are available through the
provincial organ donation program.
• Research common respiratory illnesses
such as colds, bronchitis, pneumonia, or
pollen and dust allergies. Have students
identify causes, preventative measures,
and remedies. Contact local public health
offices or medical clinics for information
and guest speakers.
Assessment Suggestion
Conference with students individually. Have
them use the diagrams of the respiratory
system and circulatory system to explain how
these systems work in the human body. Use
the individual student observations sheet on
page 13 to record results.
Hands-On Science • Level 5
 Measuring Lung Capacity

Lung Rate of Lung

Resting Rate Capacity:
Capacity: Breathing After
Student of Breathing Water
Water Exercise
(Breaths/Minute)
Displaced (ml) (Breaths/Minute) Displaced (ml)

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 Date: Name: ------------

Lung Capacity
Draw a labelled diagram showing how you measure lung
capacity.

1. What was your lung capacity? _

2. What was the class average for lung capacity?

3. How did exercise affect your lung capacity? _

4. What other things might affect a person's lung capacity?

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56 - 1.5.2
 Investigating Heart Rate
Number of Number of
Heart Rate Heart Rate
Beats in Beats in
Student per Minute per Minute
10 Seconds 10 Seconds
(Resting) (After Exercise)
(Resting) (After Exercise)

1. What effect did exercise have on your heart rate? _

2. Why do you think this happened? _

3. Calculate the average resting heart rate for your group. Show
your work.

1.5.3-57
6 The Skeletal and Muscular Systems
Science Background
Information for Teachers
Bones are made up of protein (organic) and
minerals (inorganic). They provide a structure
for the body's soft tissues and protect organs
like the brain (skull) and heart/lungs (rib cage).
Bones grow and are physiologically changing
constantly, exchanging minerals with the blood
stream and housing white blood cells that aid
in fighting certain diseases.
Babies have more bones than adults; bones
fuse as growth occurs (such as the carpal
bones in the wrist). Not everyone has the same
number of bones - some humans (about 1 in
20) have an extra set of ribs, for example.
Bones provide both support and a framework
for muscles to make the body move. The main
joints that show bone and muscle working
together are:
Ball-and-socket: a spherical head (ball) fits
into a bowl-shaped cavity (socket). Examples:
shoulder, hip
Hinge: move in only one direction (plane).
Examples: knee, elbow, fingers
Saddle: two saddle-shaped bones fit together
snugly. Example: thumb
Washer: gliding or sliding joint is a special
feature of the spinal column (backbone). The
vertebrae are connected by flexible cartilage
that allows them to bend. Washer joints are
also found in the wrists and ankles.
The main kinds of muscles found in the
vertebrate body are:
Voluntary: a bundle of fibres that contract to
move bones by pulling only
Smooth: (automatic or involuntary) sheets of
fibres (rather than bundles) found in hollow
organs such as blood vessels and the gut.
These are controlled by the autonomic nervous
system and are not connected to bone.
58
Cardiac: the heart, a combination of skeletal
and smooth muscles that never tires and,
therefore, needs the great amount of regular
blood supply that flows through it. It consists
of involuntary muscles controlled by the
autonomic nervous system.
Other useful terms:
Antagonistic: term applied to pairs of muscles
producing opposite movements so that as one
contracts (pulls), the other must relax
Callus: the substance that grows to fill in a
gap in a broken bone
Cancellous tissue: spongy bone with spaces
for blood vessels
Osseous tissue: hard compact bone with no
spaces. Bones are made up of both osseous
and cancellous tissue; the amount of each
depends on the bone type and its function.
Marrow: a soft substance that fills the cavities
of most bones
Cartilage: skeletal tissue that is softer and
more bend able than bone, but is still strong.
Example: the nose framework
Ligament: stretchy bands that hold bones
together in and around joints
Tendon: cord or band of connective tissue
attaching muscle (usually) to a bone
Periosteum: the covering of a bone
Materials
• human skeleton model (small models are
available from science suppliers. If a model
is not available in your school, consider
borrowing one from a local middle or senior
school or through a museum outreach
program.)
Hands-On Science • Level 5
6
• diagram of skeletal system (included)
(Make an overheads transparency of this
sheet.) (1.6.1)
• overheads of the circulatory and respiratory
systems from lesson 4
• diagram of muscular system (included)
(Make an overhead transparency of this
sheet.) (1.6.2)
• overhead projector
Have students discuss what they know about
bones in the body. Record their ideas on the
chart.
Display the skeleton model for discussion.
Focus on how the skeleton is able to move. Ask:
• How is this model made to move?
(fasteners, string or wires, depending on
the model)

• chart paper • How do you move?

• markers • What part of the body helps bones move?
• elastic bands Display the overhead of the muscular system.
• stiff cardboard Ask:
• paper fasteners
• What do you use your muscles for?
• 30-cm rulers
• How do muscles help bones to move?
• single-hole punchers
• scissors Using the model as an example, introduce
• broom handle students to the four types of joints: ball-and-
• thick string or rope socket, hinge, washer, and saddle. Explain
• clean, empty tin can with sharp edges that muscles attached to these joints allow
taped them to move.

Divide the class into pairs of students. Provide

Activity: Part One
Display the overhead of the skeletal system.
Title a sheet of chart paper The Skeletal
System. Ask the students:
• What is the skeletal system?
• What is this system made up of?
• What are bones?
• How do bones help you? (protection and
support)
• What would happen to your body if you
had no bones inside of you?
• Where are some of the organs you have
studied so far in relation to the bones?
• How does the skeleton protect your heart
and lungs?
One at a time, overlay the overheads of the
circulatory and respiratory systems on top of
the skeletal system. Discuss how the skeletal
system protects internal organs.
each pair with the activity sheet, cardboard,
30-cm ruler, a hole punch, paper fastener,
elastic bands, and scissors. Have the students
investigate how muscles and bones work
together in a joint. Have them use the activity
sheet as a guide.
Following this activity, discuss the role of
muscles and bones in body movement.
Activity: Part Two
Using their models of the hinge joint, have
students discuss and demonstrate how
muscles work in pairs. Now investigate how
muscles work together to help move the body.
Tie a long piece of thick string to a broom
handle. Explain that the broom handle
represents a bone in the body. Ask a pair of
students to keep the stick upright by each
tightly holding one end of the string and

Unit 1 • Maintaining a Healthy Body 59

6
pulling on it. Explain that the string and hinge. Use scissors to cut the paper cup
students represent muscles on each side of down so that the ball fits and rotates on
the bone. Challenge the two students to this "socket."
manoeuvre the handle into a tin can on
the floor.
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joints: Cut several circular pieces of thin
sponge and punch a hole in the centre of
each. Tie a large knot at one end of a piece
of string. This string represents the spinal
cord. Thread a spool onto the string,
followed by a sponge circle. Repeat this
several times. The spools represent
vertebrae and the sponge represents
cartilage.

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muscles surrounding a bone. Ask:

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Allow all students an opportunity to attempt

the broomstick challenge. Place the equipment
at an activity centre for students to try again
at a later time.

Activity Sheet
Directions to students:

Construct a hinge joint, using the sheet as a

To add to the model and show how body
guide. Answer the questions (1.6.3).
systems work together, tie the top of the
string to an old light bulb that represents
Extensions
the brain.
• With a ball and a paper cup, have students
make simple models of a ball-and-socket

60 Hands-On Science • Level 5

6
• Investigate what bones are made of by
immersing a clean chicken bone into a jar
of vinegar (acid). Change the vinegar every
few days for 4-5 weeks. At the end of this
time, the bone will be soft and pliable -
only the protein is left. Minerals, such as
calcium, have dissolved. Try this
investigation with bones from pork and beef
and draw comparisons.
Note: This is a dramatic demonstration of the
importance of calcium.
• Research the causes of osteoporosis and
how good nutrition and exercise can help
reduce this degeneration of the bones.
• Research how the technology of artificial
limbs has allowed people to function better.
Contact the War Amps for resource
materials and videos.
Activity Centre
• Have students repeat the broomstick
investigation, using pencils, thin string, and
bottle caps. As in the class activity, have
the students tie the string around the
pencil, then hold the ends of the string
while attempting to move the upright pencil
so the point drops into the bottle cap. Have
the students measure how long it takes
them to accomplish this task.
Encourage pairs of students to do several
trials and record times. Set up a large data
chart at the centre.
Unit 1 • Maintaining a Healthy Body
Moving With Muscles
Student Times/Trials
Pair 1 2 3 4 5
Invite students to discuss their investigations.
Ask:
• Do you see improvement after several
trials? What factors might affect this?
• Do you think muscles also improve with
practice (exercise)?
• What are some examples of muscles
performing better with exercise?
As an extension to this activity, have
students graph class results.
• Students can continue their study of
osteology by comparing and contrasting
different vertebrate skeletons. Consider
collecting models of skeletal systems of
different animals from a science supply
company, middle/senior school, or museum
outreach program. As an alternative, use
diagrams. Included here are diagrams of a:
• human (1.6.4)
• vole (1.6.5)
• frog (1.6.6)
• turtle (1.6.7)
• bat (1.6.8)
Students may use the activity centre sheet
(1.6.9) to record their observations.
61
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 Date: Name: ------------

Joint Effort

Make a model of a hinge joint (knee, elbow). Construct your model,

using the diagram and instructions as a guide.

1. Cut 2 pieces of cardboard, 15 cm by 5 cm each.

2. On one end of each piece of cardboard, mark the centre point.

3. At this point, push a paper fastener through one piece of

cardboard and aHach it to the second piece of cardboard at
this same point.

4. Punch holes in both pieces of cardboard about halfway along

each side.

5. Cut the elastic bands to make two 12 cm strips.

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64 - 1.6.3
 Answer these questions:

1. Which parts of your model represent the bones? _

2. Which parts represent muscles? _

3. What happens to the muscles when the joint is bent? _

4. What happens to the muscles when the joint is straightened?

5. Where do you think the commands to make your muscles

move come from? -----------------

6. (a) What do you think it would be like not to be able to move

the muscles in your legs and arms? _

(b) What might cause this to happen? _

~ 7. How do you think people who cannot move some part of their
I body (legs, arms, or both) manage to do their daily activities?
B (Think of some ways that technology has helped them.) __
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1.6.3 - 65
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 Date: Name: ------------

Compare and Contrast Bones

How are the bones of the --------- and

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How are the bones of the --------- and

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1.6.9 - 71
7 The Nervous System
Science Background
Information for Teachers
Every part of the body is connected by a
network of nerves called the nervous system.
Most larger (string-thick) nerves have names,
often taken from a nearby bone. The brain and
spinal cord make up the central nervous
system and the outer parts make up the
peripheral nervous system.
Nerve impulses are actually moving waves of
electrochemical energy that pass along nerve
cell membranes. Neurotransmitters pass the
signals across the synapses between two
nerve cells.
The brain coordinates it all, and is a fascinating
organ in itself to study. We are learning so much
about how the brain functions - the brain craves
"feel good" emotions, novelty, and movement.
Becoming familiar with the brain is another way
of becoming familiar with your students.
Note: Eric Jensen's TeachIng With the Brain In
Mind and Carla Hannaford's Smart Moves are
recommended professional reading resources.
The main parts of the brain are the cerebrum,
the cerebellum, and the brain stem. The brain
has many functions: controlling voluntary and
involuntary activities, and thinking, memory,
emotion, and language.
The thinking part of the brain is made up of the
two halves of the cerebellum, which are
connected by bundles of fibres. The brain's
wrinkled surface is made up of the cortex,
where most (but not all) thinking takes place.
The feeling part of the brain is made up of the
limbic system, which is also where memory is
located. (Hence the idea that cognitive and
affective learning really cannot be separated.)
The automatic or reptilian part of the brain
takes care of all the functions we never "think"
about - like respiration and digestion.
72
Some other useful terms are:
Axon: a long arrangement of nerve tissues that
carries impulses away from the cell body to
other nerve cells and dendrites
Dendrite: branching projections of a nerve cell
Ganglion (pl. ganglia): small solid mass of
nerve tissue, which occurs in central,
peripheral, and automatic nervous systems
Reflex action: involuntary, very fast response
to a stimulus. Examples: a blink, a knee jerk
Myelin sheath: encloses larger nerve fibres
of vertebrates, made of extensions of
Schwann cells
Schwann cell: cells that enclose every nerve
fibre of the peripheral nervous system (in
vertebrates)
Synapse: where adjacent nerve cells contact
each other; the place where the
electrochemical impulse crosses
Materials
• diagram of the brain (included) (Make an
overhead transparency of this sheet.) (1.7.1)
• diagram of the nervous system (included)
(Make an overhead transparency of this
sheet.) (1.7.2)
• overhead projector
• chart paper
• markers
• construction paper
• safety pins
• stopwatch
• 30-cm rulers
• paper
• scissors
• graph paper (included) (1.7.4)
• KWL chart
• Ot: The Thinks You Can Think, a book
by Dr. Seuss
Hands-On Science • Level 5
7
• model of a nerve bundle (Make this model
prior to starting the lesson: Wrap several
pencils without eraser tops inside a piece
of paper. Each pencil represents a nerve.
The leads of the pencils represent axons,
which carry impulses. The wooden part of
the pencil represents the sheath of each
nerve. The paper represents the outer
sheath of the nerve bundle.)
Activity: Part One: Introducing
the Nervous System
Draw a KWL chart on chart paper.
What We Know What We Want What We
About the Brain to Know About Learned
the Brain About the Brain
As a class, brainstorm what the brain is like
and how it functions. Record students' ideas
in the first column of the chart. In the second
column of the chart, record questions about
the brain that students would like answered.
Display the overhead of the brain (1.7.1).
Discuss its shape and parts. Ask:
• How do you think the brain sends
messages to the rest of the body?
• To send these messages, what is the brain
connected to?
Unit 1 • Maintaining a Healthy Body
Display the overhead of the nervous system
(1.7.2). Focus on the brain and spinal cord,
which make up the central nervous system.
Explain that the brain and spinal cord work
together with nerves throughout the body to
control all organs and systems.
Activity: Part Two:
Getting the Message Across
This group activity models how a message
(impulse) from the brain travels to other parts
of the body.
Introduce the impulse action of the brain. Have
the students write out their full names on a
piece of paper. Ask:
• What part of your body told you how to
write your name?
• What role does the brain play in this?
• What other body parts or systems were
involved when you wrote your name?
Explain that messages from the brain travel to
other parts of the body along nerves. Display
the model of the nerve bundle. Identify the
axons as the paths that send messages.
Have the students stand in a line holding
hands. The first student in the line is the
"brain." Record the term brain on a piece of
construction paper and attach it to the student
with a safety pin. The last student in the line is
the "hand." Record the term hand on a piece
of construction paper and attach it to the last
student with a safety pin. Have another
student act as the timer, using a stopwatch.
When the brain says, "go," the timer starts
the clock. The "brain" begins the sequence by
squeezing the hand of the adjacent student.
This student then squeezes the next hand, and
so on along the line until the "hand" feels a
squeeze and says, "stop." At this point the
timer stops the watch.
73

7
Discuss this activity, relating it to the way the
brain sends messages or impulses through
nerves. The message is sent when the brain
says, "go." The body reacts when the hand
says, "stop."
Activity: Part Three:
Reaction Time
Discuss the concept of reaction time. Ask:
• How does your body react when you see a
fast-moving object, such as a soccer ball,
coming toward your head? (You duck or
protect yourself with your arms.)
• Why do you react this way? (The eyes send
a message to the brain. The brain then
sends a message back to the body telling
you to duck or protect yourself.)
Explain to the class that this is called a
reaction. Divide the class into pairs. Provide
each pair with a 30-cm ruler, 2 activity sheets,
and graph paper. Have the students investigate
reaction time using the sheet as a guide.
Students should complete their own sheet.
Activity: Part Four:
How the Brain Works
Explore more about what the brain can do.
Start by reading Oh, The Thinks You Can Think
by Dr. Seuss to the students.
Refocus students to the KWL chart from the
first activity in this lesson. Ask:
• Did anyone have questions about the brain
they think they can answer now?
Record responses in the third column of the
chart.
Activity Sheet
Directions to students:
Use the sheets to investigate reaction time (1.7.3).
74
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Extensions
• Have students research different parts of
the brain and functions that these different
parts of the brain perform.
• Ask students: Do you think you can fool
the brain? Record a list of colours on a blank
overhead sheet: red in red pen, blue in blue
pen, black in black pen, and so on. Have
pairs of students read the words to each
other.
Write a second list of colours on the
overhead: red in black pen, orange in blue
pen, blue in red pen, and so on. Have pairs
of students read the words to each other.
Ask:
• What do you notice about reading
these two lists?
• Why do you think this happens?
Note: It is more difficult to read the second list
because the brain has "learned" the colours and
uses them as a cue to reading the words.
• Conduct activities to show how movement
can help us learn. Give the students these
examples:
• Pat your head and rub your belly at the
same time.
• Stand up. March in place, putting a
hand to the opposite knee or shoulder.
These exercises are called crossovers
and get the two parts of the brain where
thinking occurs "talking to each other."
These activities cause the brain's paths to
cross over and make more connections.
The activities can be done at any time to
help activate your brain.
• Emphasize the importance of water to the
brain and body. The body needs water to
keep all cells hydrated, to help the kidneys
flush out toxins, and to keep the brain
functioning optimally - it is the first organ
Hands-On Science • Level 5
7
to show the effects of dehydration! This
impairs thinking and learning.
Propose that the students begin to keep
track of how much water they consume
daily. Have the students design a simple
recording chart for this activity.
Letters
• Have one student read out the letters
on each line, one line at a time. Have
other students repeat them in the order
given. Which is easier - remembering
the numbers or the letters?

Have students write a letter to family • a cds

members about the "perils of pop" and • prcace
encourage them to track water intake instead. • mhnywxl
Establish a set time every day for students • tebricyo
to record water intake. Include yourself and Words
other adults in this routine, not only as
• Try the same with lists of words.
models but also as participants in seeking
healthier lifestyles. • play bush pillow
• man watch office bell
• Hit the Sack: Have students keep track of
• snow house cup child dog smoke
how much sleep they (and teacher) get
Sentences
nightly. Studies have found that our
thinking ability is reduced when we do not • Try sentences - make these up or copy
get 7-8 hours of sleep a night. Thinking them out of a book. Start with short
ability increases again when we make up sentences and work up to long ones.
with a good night's sleep. Read out a short sentence and have
someone repeat it. Work up to the long
• Explore the idea of memory by using one sentence. How does everyone do?
or two of the following exercises, or by
grouping students and distributing one Rhymes and Songs
exercise to each group. • Have students determine how long it
takes for them to learn a rhyme or
Numbers
poem. For example:
• Numbers are hard for most of us to
remember. Have one student read out If the groundhog
the numbers on each line, one line at a sees his shadow
time. Have other students repeat them on February two,
in the order given. six more weeks
.536413 of winter's cold
.3789648 is due .
• 53712152
The Porpoise
.353664896
I kind of like the playful porpoise
A healthy mind in a healthy corpus.
He and his cousin, the playful dolphin,
Why they like swimming like I like
golphin.
- Ogden Nash

Unit 1 • Maintaining a Healthy Body 75

7
Games
• Display a plate holding a variety of
objects (paper clip, ball, pen, Post-it
Note pad, toy, sticker, leaf, for example)
for one minute. How many objects can
the students remember? (They can
write them down.) Do they improve
with practice? What happens when
more objects are added?

76 Hands-On Science • Level 5

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 Date: Name: --------------

Reaction Time

Investigate how quickly you react in a "hand-eye" test.

Your partner is going to hold the ruler at the 30 em mark. Place your
hand just below the ruler. Now your partner is going to drop the
ruler without giving you any warning. Your job is to grab the ruler
between your index finger and thumb.

1. Predict at which mark on the ruler you will grab the ruler.
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 Questions:
1. After several trials, what did you observe? _

2. What do you think is happening in your brain? _

3. What body systems are you using here? _

4. Give another example of an activity that involves reaction time.

Does practice improve reaction time in this activity? Explain.

5. Graph your results using the graph paper provided.

80 - 1.7.3

Have students focus on the role of heat in
cooking. Ask:
• What are some of the different sources
of heat energy in the kitchen?
• What role does heat play in preparing
meals?
• Does heat always speed up physical or
chemical changes?
Activity: Part Two
Display the cookie recipe on the overhead.
Review the ingredients, equipment, and
procedures for making the cookies.
Divide the class into working groups.
Provide each group with the cookie
ingredients, utensils, and the activity sheet.
Have the students use the activity sheet as
a guide for this investigation.
When the cookies have baked for the required
amount of time, remove them from the oven
and allow them to cool. Before eating, focus
the students' attention on the finished product.
Ask:
• In what ways have the original ingredients
been changed (both chemically and
physically)?
• Are these changes in the ingredients
reversible or nonreversible?
• What role did heat play in this activity?
Activity Sheet
Directions to students:
Use the sheet as a guide to making your
cookies. Record your observations throughout
the process (2.12.1).
Unit 2 • Properties of and Changes in Substances
12
Extensions
• Hold a food fair in your classroom. Have
students work with their parents/guardians
to prepare family favourites or cultural
dishes at home. Invite students to present
their dishes to the class, as well as provide
a general overview of the chemical and
physical changes that went on during the
making of the dish.
• Repeat the cookie-baking activity, only this
time keep an accurate measure of each
ingredient's mass. Add up the masses to
arrive at a total before placing the dough
into the oven. Measure the mass of the
baked cookies and compare the before and
after masses.
• Investigate how cooling is used to make
various foods (e.g., Popsicles, .Jell-O, Rice
Krispie cake, snow cones, ice cream).
Assessment Suggestion
Observe students as they make cookies.
Focus specifically on their ability to follow
directions and measure accurately. Use the
anecdotal record sheet on page 12 to record
results.
167
 Date: Name: ------------------------

Making Cookies
1. Examine each ingredient used in the cookie recipe. Below,
describe the characteristics of these ingredients.

Ingredient Characteristics

2. Follow the recipe to make cookie dough.

3. Describe the characteristics of the cookie dough. _

~ 4. With adult supervision, bake the cookies. What did you observe
; as the cookies were baking? _
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168 - 2.12.1
13 Safety With Household Chemicals
Science Background
Information for Teachers
Locate your school's WHMIS (Workplace
Hazardous Material Information System) binder.
It is loaded with information about proper
storage of materials, cleanup, and how to work
safely with chemicals. Some chemical
reactions are very dangerous. They can cause
serious injury and, in some cases, death.
Many products in the home fit into this
category. These products have special
symbols and labels on them to warn about the
dangers involved with them. Contact your local
S1. John's Ambulance for first-aid information.
Materials
• safety cards (included) (2.13.1)
• several clean, empty household containers
that depict the international safety symbols
Activity
Display all of the containers on a table for
students to examine. Have them read the
labels, identify the substances (for example,
household cleaners), and discuss how the
substances are used. Ask:
• Do you have any of these containers at
home?
• What are they used for?
• Where are they kept in your house?
• Do you think they are safe or dangerous
substances?
Show the students the first of the safety cards:
poison (skull and crossbones). Have students
find a container with that symbol on it. Ask:
• Have you seen this symbol before?
• What do you think it means?
• What kinds of products would have this
symbol on them?
• Why do you think symbols are used on
these products?
Unit 2 • Properties of and Changes in Substances
• What should you do if someone
accidentally drinks something that has
this label on the container?
Show the students the second safety card:
corrosive (hand). Have the students identify a
container with this symbol on it. Ask:
• Have you seen this symbol before?
• What do you think it means?
• What kinds of products would have this
symbol on them?
• What should you do if this substance
comes in contact with your skin?
• What types of clothing should adults wear
to protect themselves when working with
this type of substance?
Show the students the third safety card:
explosive (bomb). Have the students match
this symbol with one of the containers. Ask:
• Have you seen this symbol before?
• What do you think it means?
• What kinds of products would have this
symbol on them?
• What types of things should you keep
away from products that have this symbol
on them?
Show the students the fourth safety card: fire
hazard (flames). Have the students identify a
container with this symbol on it. Ask:
• Have you seen this symbol before?
• What do you think it means?
• What kinds of products would have this
symbol on them?
• What types of things should you keep away
from products that have this symbol on
them?
Now focus on how to dispose of these types
of products. Ask:
• Would there be a problem if a container of
bleach was poured into the ground on the
playground? .....
169
13
• Would there be a problem if a container of Activity Sheet A
car oil or laundry detergent was poured into
Directions to students:
the ground on the playground?
• What do you think would be safe ways of Look carefully at the safety symbols on your
disposing of these substances? chart. Explain what each of the symbols means
and give an example of a substance that would
These questions can help lead to a discussion
have this symbol on its container (2.13.2).
of related environmental issues such as landfill
sites, protection of natural resources, and Activity Sheet B
pollution.
Directions to students:
Have the students work individually to
Explain what safety considerations you would
complete activity sheet A.
use when using this household chemical
After students have completed activity sheet A, (2.13.3).
divide the class into working groups. Provide
each group with an empty container that Assessment Suggestion
depicts one of the international safety symbols.
Conference with students individually. Have
Have them complete activity sheet B in their
them identify the safety cards and describe
groups.
how to safely use the different chemicals in the
home. Use the individual student observations
sheet on page 13 to record results.

170 Hands-On Science • Level 5

 Safety Cards

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2.13.1 -171
Date: Name: ----------

Safety With Household Chemicals

Safety Symbol Meaning Example

172 - 2.13.2
 Date: Name: -----------

Safety With Household Chemicals

Product name: -------------------

Size (e.g., 500 ml): _

Basic information (such as manufacturer and where it is made):

The product is used for: _

Chemicals in the product: ~ ~

Cautions/Warnings/Symbols: ~

First-aid treatments recommended: -----------

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14 Manufactured Products
Science Background After some discussion, point to another object
Information for Teachers in the classroom such as a pen or pencil.
Repeat the previously asked questions to
A raw material is any substance that has not
guide understanding that objects are made up
been modified by a manufacturing process.
of materials and that these different materials
Copper is found as a raw material in the
undergo manufacturing processes. Challenge
Earth's crust as native copper (rarely), or as an
one or more of the students to identify
ore such as chalcapyrite, a compound of
classroom objects and explain what different
copper, iron, and sulphur. When copper is
materials make up the objects. Discuss how
made into one-cent pennies, the copper is no
the objects might be made, and any possible
longer a raw material. Smelting (the
environmental issues related to the
manufacturing process) has transformed the
manufacturing process.
mineral, both chemically and physically.
Brainstorm a list of manufactured products and
Many of the products we use every day are the
record these on chart paper (you may want to
result of complex physical and chemical
suggest such things as paint, milk, cheese,
changes to raw materials brought about
yogurt, burlap, cotton fabric, silk fabric,
through manufacturing. Milk from a cow is
aluminum, coins, automobile tires, glassware,
processed in a dairy where pasteurization and
lumber, and so on). Have students select a
skimming take place. Yogurt is a good example
listed product or one of their choice, then
of a product that has undergone physical and
research the materials and processes involved
chemical changes.
in the making of that product.

Materials Explain to students that they will present their

research findings to the rest of the class. They
• chair
may choose to present their findings in one of
• markers
the following formats:
• reference materials on product
manufacturing • flow chart
• access to the Internet • pamphlet
• art paper • oral report
• chart paper or Bristol board • backboard display
• poster
Activity
Provide students with reference materials,
Display the chair for students to examine. Ask: access to computers, and plenty of class time
• What are the different types of materials to collect, organize, and present their research.
that make up the chair? (e.g., metal, plastic,
rubber, wood)
Activity Sheet
• What are those different materials made from? Directions to students:
• Did the making of this product cause Use the sheets as a guide for conducting your
environmental concerns? (e.g., trees were research on a manufactured product (2.14.1).
cut down, loss of habitat, manufacturing
process created pollution)

174 Hands-On Science • Level 5

14
Extension Assessment Suggestion
Have students write to manufacturers of the As a class, identify criteria for evaluating the
products they are researching for information research projects. These may include:
on the products' testing stage, sales figures,
• complete information
market share, main competition, and ways that
• accurate information
the companies are is dealing with
• organized information
environmental concerns.
• clear presentation format
Activity Centre • clear oral speaking

Have the students make tally charts of how List these criteria on the rubric on page 15 and
many items in the classroom contain plastic, record results.
glass, metal, and paper. They can then
represent their findings in the form of a pie
chart or stem and leaf plot.

Unit 2 • Properties of and Changes in Substances 175

 Date: Name: ------------

Manufacturing Products
The product I have chosen to research is:

Complete the first and second columns of the KWLchart before

you begin your research. Use the information you have gathered
through research to complete the third column of the chart.

Things I Know Things I Want to Know Things I Learned

About This Product About This Product About This Product

176 - 2.14.1
 This is how I plan to present my information. (Include a labelled
diagra~ ofyourplan.):~~~~~~~~~~~~~~~~_

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2.14.1-177
15 Solving Practical Problems
Science Background
Information for Teachers
Heat is a form of energy. Heat is the total
amount of kinetic (moving energy) in the
molecules of a substance. Heat is also
sometimes known as total thermal energy. A
large ice sculpture has more thermal energy
than the flame of a burning match: there are far
more molecules in an ice sculpture than there
are in a burning match.
Heat can be transferred from one object to
another in three ways:
1. Heat can radiate outward from an object
through space or the atmosphere, as in the
heat felt from the Sun or from a bonfire.
2. Heat can be conducted along the
molecules of a substance. If you have ever
grabbed the handle of a metal spoon
resting in a pot of hot soup, then you
know that heat can be conducted through
materials.
3. Heat can move through fluids by way of
convection currents. Hot fluids rise because
they are less dense than the cool fluids
farther away from the source of heat. The
denser cooler fluids move in to replace the
rising warm fluids. The cooler fluids then
become warmed by the heat source, rise,
and are replaced by cooler fluids. A lava
lamp is a good example of how heat can
circulate in a fluid by way of convection
currents.
Materials
• thermos
• travel mug
• thermometers
• materials identified by students for
designing and constructing their models
178
Activity
Display the travel mug and thermos for
students to examine. Ask:
• What are these objects?
• What are they used for?
After some discussion, point out that each
item is designed to be used primarily for either
holding a liquid or food, and to keep its
contents from losing or gaining heat. Ask:
• How are these objects designed so that
heat is not lost or gained quickly?
• What materials are used in each object?
Challenge the students to design and
construct their own container to keep hot
water from losing its heat energy. Divide the
class into working groups. Provide each group
with an activity sheet. Provide plenty of time
for students to plan, design, and construct
their containers.
When students have completed their
containers, test them. Fill each with equal
amounts of hot water and test the temperature
of the water at agreed-upon intervals.
Activity Sheet
Directions to students:
Use the sheet as a guide for designing,
constructing, and testing your thermal
container. Make sure you answer the
questions (2.15.1)
Extension
Post this activity on the Internet and challenge
other schools to attempt the same task. Also
post students' results. How did other schools
do? Begin a correspondence with other
schools to exchange other challenges and
build a sense of international community.
Hands-On Science • Level 5
 Date: Name: -----------------------

The Engineering Challenge

You and your engineering team are to design, construct, and test
a container that will keep hot water from losing its heat for as long
as possible.

Your container cannot be a commercially manufactured coffee

mug, thermos flask, or lunch bag. You may use different parts of
commercially manufactured items, but the finished product must
be largely of your own design and manufacture.

Draw a labelled diagram of your design.

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2.15.1-179
 Construct your container and test it. Record your results on the
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Evaluating Your Design

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 References for Teachers
Ardley, Neil. The Science Book of Air New Darling, David, J. From Glasses to Gases: The
York: Harcourt Brace Jovanovich, 1991. Science of Matter New York: Dillon Press,
1992.
--. The Science Book of Water New York:
Harcourt Brace Jovanovich, 1991. Durant, Penny Raife. Make a Splash: Science
Activities With Liquids. New York: Franklin
Berger, Melvin. Solids, Liquids, and Gases.
Watts, 1991.
New York: Putnam, 1989.
Simpson, Christina. Let's Find Out!:
Bosak, Susan. Science Is.... Richmond Hill,
Discovering Science in the World Around
ON: Scholastic Canada, 1991.
You, Grade 5. Toronto: D. C. Heath Canada,
Broekel, Ray. Experiments With Air Chicago: 1993.
Children's Press, 1988.

--. Experiments With Water. Chicago:

Children's Press, 1988.

Unit 2 • Properties of and Changes in Substances 181

Unit 3
Forces and
Simple Machines
 Books for Children
Bailey, Joseph H. Small Inventions That Make a Kerrod, Robin. Let's Investigate Science:
Big Difference. Washington, DC: National Machines. New York: Benchmark Books,
Geographic Society, 1984. 1996.

Burnie, David. Everyd3y Machines: Amazing Lampton, Christopher. Bathtubs, Slides, Roller
Devices We Take for Granted. Atlanta: Coasters, Rails: Simple Machines That Are
Turner, 1995. Really Inclined Planes. Brookfield, CT:
Millbrook Press, 1991.
Caney, Steven. Invention Book. New York:
Workman Publishing, 1985. --. Marbles, Rollerskates, Doorknobs:
Simple Machines That Are Really Wheels.
Coulter, George, and Shirley Coulter. Bicycles.
Brookfield, CT: Millbrook Press, 1991.
You Make It Work Series. Vero Beach, FL:
Rourke, 1996. Meyer, Jerome S. World Book of Great
Cross, Gary, et a!. Move It.' Markham, ON:
tnvetuions. New York: World Publishing,
1956.
Scholastic Canada, 2000.
Nostbakken, Janis, and Jack Humphrey. The
Dahasen, Alan. Bicycles. New York: Franklin
Canadian lnventioti Book. Toronto: Greey
Watts, 1978.
de Pencier Publishing, 1976.
Garrison, Webb. "Bicycle" in Why Didn't I Think
Ollerenshaw, Chris, and Pat Triggs. Gears.
of That? Englewood Cliffs, NJ: Prentice-
Milwaukee: Gareth Stevens, 1994.
Hall, 1977.
__ . Levers. Milwaukee: Gareth Stevens,
Gifford, Clive. Machines. London: Usborne
1994.
Publishing, 1993.
Oxlade, Chris. Learn About Machines. London:
Glover, David. Levers. Crystal Lake, IL: Rigby
Lorenz Books, 1998.
Interactive Library, 1997.
Royston, Angela. Diggers and Dump Trucks.
--. Pulleys and Gears. Crystal Lake, IL:
Eye Openers Series. Toronto: Douglas &
Rigby Interactive Library, 1997.
Mcintyre, 1991.
--. Ramps and Wedges. Crystal Lake, IL:
--. Trains. Eye Openers Series. Toronto:
Rigby Interactive Library, 1997.
Douglas & Mcintyre, 1992.
--. Screws. Crystal Lake, IL: Rigby
--. Ships and Boats. Eye Openers Series.
Interactive Library, 1997.
Toronto: Douglas & Mcintyre, 1992.
--. Springs. Crystal Lake, IL: Rigby
--. Trucks. Eye Openers Series. Oxford:
Interactive Library, 1997.
Heinemann, 1997.
--. Wheels and Cranks. Crystal Lake, IL:
--. Planes. Eye Openers Series. Toronto:
Rig by Interactive Library, 1997.
Douglas & Mcintyre, 1992.
Gray, Kathy Creaghan. The Bridge From A-Z:
Whittle, Fran, and Sarah Lawrence. Simple
Linking PEl & NB, Canada. Cornwall, PEl:
Machines. Austin, TX: Raintree Steck-
Quality Action Consulting, 1996.
Vaughn, 1998.
Hoban, Tara. Construction Zone. New York:
Greenwillow, 1977.

184 Hand ..-On ~~i,.n~p • I P\/P' ~

Web Sites
• www.ed.uri.edu:80/SMART96/
ELEMSC/SMARTmachines/machine.html
"Work is Simple with Simple Machines":
Classroom activities for learning about and
designing simple machines. With
overviews, outcomes, standards and
benchmarks, links, and further resources.
• www.cpo.com/
The Cambridge Physics Outlet Online: Click
on "science" and find background
information on activities for ropes and
pulleys, as well as for gears and levers. The
activities provide lesson plans, with helpful
diagrams and ideas for teaching these
concepts.
• www.stemnet.nf.ca/CITE/dacta.htm
This site offers enrichment activities about
simple machines, using Lego. There are
eight activities, each including student
sheets, teacher's guide that contains an
introduction, concepts, investigation, and
possible student responses. Great ideas for
students who want to know more.
• www.necc.mass.edu/MRVIS.MR3 13
Istart.htm
Motion, energy, and simple machines are
the focus of this site. The contents include
information on Newton, simple machines,
experiments, and diagrams.
Unit 3 • Forces and Simple Machines
• www.howstuffworks.com/
Type "pulleys" or "gears" in the search box
to find a number of articles describing the
details of these simple machines. A great
resource with diagrams, pictures, and a
wealth of information.
• www.mos.orglleonardo
A rich resource for teachers and students
developed by The Museum of Science,
Boston. Explore this site to learn about
Leonardo Oa Vinci's work as a scientist,
inventor, and artist. "Inventor's Workshop"
highlights Oa Vinci's machines and
elements of simple machining.
• www.learner.org/exhibits/parkphysics/
Amusement Park Physics: What are the
forces behind the fun? Using a roller
coaster, bumper cars, free fall, and other
rides, this site shows how the laws of
physics affect amusement park ride
designs.
185
Introduction
In this unit, students will develop an
understanding of forces by designing and
building mechanical devices and structures.
They will identify the forces acting on and
within structures, and give simple quantitative
descriptions of the forces.
Students will also discover how using simple
machines - such as levers, wheels and axles,
pulleys, gears, inclined planes, screws, and
wedges - enables them to do specific tasks
with less effort.
Background Information
A machine is any device that makes objects
move or stops objects from moving. Machines
make work easier. To do work, a machine
changes the speed, amount, or direction of a
force. All machines, no matter how complex,
are made up of one or more simple machines.
There are six simple machines: the lever, the
wheel and axle, the pulley, the inclined plane,
the wedge, and the screw. Gears are wheel-
and-axle mechanisms with teeth that fit
together to change the direction of movement.
Science Vocabulary
Throughout this unit, teachers should use,
and encourage students to use, vocabulary
such as: first class lever, second class lever.
third class lever. fulcrum, effort force, load,
gear, wheel and axle, pulley, simple machine,
inclined plane, screw, and wedge.
186
Materials Required for the Unit
Classroom: paper, masking tape, chart paper,
overhead pens, mural paper, markers, pencils,
30-cm rulers, small hand-held pencil sharpeners,
unsharpened pencils or pencil crayons,
Plasticine, scissors, string, paints, paintbrushes,
books (for weights and building blocks),
magnifying glasses, glue, index cards
Books, Pictures, and Illustrations: picture of
seesaw (included), books about the legend of
Archimedes, The Bridge From A -Z (a book by
Kathy Creaghan Gray), version of the story
Rapunsel, diagram of drawbridge design
(included), magazines, hardware catalogues
Household: empty thread spools
Equipment: bicycle, spring scales, hand drills,
egg beaters, manual can openers
Other: common levers (e.g., crowbars,
scissors, hammers, pliers, wheelbarrows,
tweezers), pennies, several wheel-and-axle
mechanisms, commercially produced gear kits,
guitar, straight pins (or finishing nails), large
corks, materials identified by students for
making objects with working gears, access
to a flagpole with a manual pulley system,
plastic pails with handles, sand, rope, access
to strong horizontal bar, wagon, long boards,
screw hooks, single pulley, compound pulley,
various-sized boxes, toy cars and trucks,
access to a ramp, various-sized screws,
wedges (knives, axes, doorstops),
sledgehammer, examples of simple machines,
Hula-Hoops, Meccano/Lego sets, triangular
prisms, broom handles, paper cups, nails
Hands-On Science • Level 5
1 Machines
Materials
• index cards
• markers
• chart paper
• pictures of machines (from department
store catalogues and magazines)
• scissors
• glue
• mural paper
Activity
Provide each students with an index card and
marker. Have the students print the term
machine on the top of their index card, then
describe in their own words what a machine is.
Next have them record examples of machines
on the index card.
Have the students share their ideas with the
class. As they do this, record their ideas on
chart paper.
Explain that a machine is a device that makes
objects move or that stops objects from
moving. Ask the students:
• Are all of the examples listed on the chart
machines?
• What are other examples of machines?
• Can you see any machines in the
classroom?
• What machines do you use in the home
and in the community?
Add more examples of machines to the class
list. Now explain that, through force, all
machines move objects or stop objects from
moving. Record the term force on the chart
paper. Ask:
• What is a force?
Have students place their index cards on their
desks. Challenge them to move the card using
a force (e.g., pushing it, pulling it, blowing on
Unit 3 • Forces and Simple Machines
it, flicking it with a finger or marker). Explain
that force is a push or a pull on an object.
Record this idea on the chart paper. Ask:
• What caused your index card to move?
(air, muscles)
Explain that even the human body is a
machine. Through the use of muscular force,
the body can make itself and other objects
move. It can also make itself and other objects
stop from moving.
Divide the class into working groups. Provide
each group with catalogues, magazines, glue,
and scissors. Have students look through
the catalogues and magazines. During this
activity, circulate through the room and provide
students with guidance and feedback.
Encourage students to look for a variety of
machines. For example:
Vehicles: car, truck, tractor, motorcycle,
bicycle
Electrical devices: toaster, hair dryer, mix
master, clock, watch
Household devices: can opener, eggbeater
Tools: screwdriver, hammer, axe, drill, pliers
Sports equipment: tennis racket, hockey
stick, rollerblades, skateboard
Toys: yo-yo, spinning top, pull toy, Slinky
School equipment: photocopier, overhead
projector, scissors, pencil sharpener
Appliances: washer, dryer, dishwasher
Create a class collage: Glue the pictures onto
the sheet of mural paper and title the sheet
Machines.
Following this activity, explain to the students
that all machines, no matter how complicated
or simple, are actually made up of one or
more simple machines. Inform students that
187
1
throughout this unit they will be learning about
how simple machines make work easier to
move an object or to stop an object from
moving.
Activity Sheet
Directions to students:
Draw labelled diagrams of two machines.
Answer the questions at the bottom of the
page (3.1.1).
Extension
Investigate how forces and machines are used
in sports. Play games such as soccer,
baseball, and badminton. Discuss how sports
equipment and even the human body are
machines that can make objects move or that
can stop objects from moving.
Activity Centre
Display a variety of toys that involve machines
(e.g., spinning tops, pull toys, infant pop-up
toys, yo-yos, windup toys, remote control
cars). Give the students an opportunity to
manipulate the toys and discuss how forces
are used to move the toy or stop the toy from
moving.

1,A.R
 Date: Name: -------------

Machines
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What is a machine? -------------------

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3.1.1 - 189
2 Levers
Science Background
Information for Teachers
A lever is a rigid bar that rests on a fixed
pivotal point called the fulcrum. The lever helps
make work easier through the use of force and
distance. There are three types of levers -
first class, second class, and third class. The
location of the fulcrum with relation to the load
and the effort force determines the class of lever.
First class lever: The fulcrum is between the
effort and the load. Examples of a first class
lever are a seesaw, car jack, scissors, and pliers.
In devices such as scissors, two levers are
connected in the middle with a moving pivot,
which acts as the fulcrum. Squeezing the two
levers together (effort force) causes the load
(paper) at the opposite end to be cut.
Second class lever: The fulcrum is at one end
and the load is between the fulcrum and the
effort force. A wheelbarrow is an example of a
second class lever, asis a hammer (when used
to remove a nail).
190
A nutcracker is also a form of second class
lever. In this device, two levers are connected
at the end with a moving pivot, which acts as
the fulcrum. Squeezing the two levers together
(effort force) causes the load in the middle (nut)
to be cracked.
Note: A crowbar and spade can be a first class or
second class lever, depending on how each is
used (e.g., when the load is at one end and the
fulcrum is in the middle, it is a first class lever;
when the fulcrum is at one end and the load is in
the middle, it is a second class lever).
Third class lever: The fulcrum is at one end
and the effort force is between the fulcrum and
the load.
Third class levers consist of two levers working
together. Tongs, tweezers, and the human arm
are examples of third class levers. A moving
hockey stick, broom, and rake are also third
class levers. In these cases, your body
becomes the second lever, working with the
device to move a load.
Note: First class and second class levers are force
multipliers. This means that they reduce the force
needed to do work, usually lifting a load. Third
class levers are motion multipliers. This means
they make it easier to move a load.
Materials
• variety of common levers such as a
crowbar, scissors, hammers, pliers,
wheelbarrows, tweezers, and tongs
• small boxes (e.g. jewellery boxes)
• picture of a seesaw or teetertotter
(included) (3.2.1)
Hands-On Science • Level 5
2
• triangular prisms (geometric solids or
Toblerone chocolate bar boxes)
• nonpermanent overhead pen
• chart paper
• paper
• markers
• pencils
• 30-cm rulers
• pennies
• masking tape
Activity: Part One
Display a variety of levers. Tell the students
that all of these objects have something in
common. Allow them time to explore the
objects. As they explore, challenge them to
identify what the objects have in common.
Once the students have had time to examine
the levers, ask:
• What are the names of these objects?
• How are they each used?
• When do we use them?
• What is the same about how they each
work?
Explain to the students that the objects in this
collection make work easier for humans.
Review the examples and discuss how each
object makes work easier. Tell the students
that these items are called levers. Use the
levers to identify the three components of a
lever (load, fulcrum, and effort force).
Use the seesaw illustration (3.2.1) as an
example of a first class lever. The board is
supported by a stand called the fulcrum.
A person who sits at one end of the seesaw
is the load. The person who sits at the other
end applies an effort force.
Explain that the mass of both children acts as
a downward force. Ask:
Unit 3 • Forces and Simple Machines
• In this diagram, which is greater, the load
or the effort force?
• Why do you think the arrows are different
lengths?
Explain that the direction and length of the
arrows show the direction and strength of the
forces being applied to the seesaw.
Ask the students:
• Can an adult and a child play together on
a seesaw?
• Can the child lift the adult?
• What can be done to help the child lift the
adult?
Explain to the students that they are going to
conduct their own seesaw experiment. Divide
the class into working groups. Provide each
group with a ruler, a pencil, pennies, masking
tape, and an activity sheet. Have the groups
construct a model seesaw. (Place the ruler on
top of the pencil. The pencil acts as the
fulcrum, allowing the ends of the ruler to
move up and down.) Have the students tape
five pennies to one end of the ruler. The
pennies will act as the load to be lifted on
the seesaw.
UMI7
~~~~~~~~~.T
Give the students some time to manipulate
the materials, lifting the load by pushing
down on the other end of the ruler, and
moving the fulcrum. Ask:
191
2
• 00 you think that changing the position of (or teetertotter) is an example of a first class
the fulcrum affects the amount of effort lever. Challenge students to make a model
force required to lift the load? seesaw, using the materials provided.

Guide the students as they begin the

experiment. Have the groups place the
fulcrum at the 15-cm mark on the ruler. Ask:

• What is the distance from the fulcrum to ~~

the load?
~------
Have the students record this measurement
on the activity sheet. Ask: As a class, identify the components of the
model levers made by the students. Ask:
• How many pennies do you think you will
need to lift the load? • Which part is the fulcrum? (triangular
prism)
Have the students record their predictions,
• Which part is the actual lever? (ruler)
conduct the experiment, and record the
number of pennies needed to lift the load. • Which part is the load? (box)
• To lift the load, what is required? (effort
Continue the experiment, changing the force)
position of the fulcrum. With each change, • In what direction is the effort force made?
have the students predict and record the (downward push)
number of pennies that were needed to lift
• What are other examples of first class
the load. levers?
Once students have completed the
Have the students identify first class levers
investigation, ask:
from the collection displayed.
• If the fulcrum is moved closer to the load,
Now explain to students that the components
how does this affect the amount of effort
are in different positions in a second class
force required to lift the load?
lever. A wheelbarrow is an example of a
• If the fulcrum is moved farther away from
second class lever. Challenge the students to
the load, how does this affect the amount
construct a model wheelbarrow, using the
of effort force required to lift the load?
materials provided.
• What conclusions can you draw?
• Based on what you have learned, can a
child and an adult use a seesaw together?
How?

Activity: Part Two

Divide the class into working groups. Provide
Have the students demonstrate how their
each group with rulers, triangular prisms, and
model second class levers work. Ask:
small boxes. Review with the students the
three components of a lever (effort force, • How is this lever different from the first
load, and fulcrum). Explain that a seesaw class lever?

192 Hands-On Science • Level 5

2
• Where is the fulcrum?
• Where is the load?
• In what direction is the effort force made?
(upward pull)
• What are some other examples of second
class levers?
Have the students identify examples of second
class levers from the collection displayed.
Now introduce third class lever. Explain that
third class levers are for moving, not lifting
loads. Tweezers (or tongs) are an example of a
third class lever. Ask:
• With the materials you were given, can you
make a model of a third class lever?
• Why is this difficult?
• How could you make a model of the third
class lever?
Note: Making a third class lever will be challenging
for students. A third class lever consists of two
levers or rigid bars working together. The levers
are connected at the fulcrum and used together to
move a load. Students may discover that they can
make a simple model with two rulers, paper, and
tape. The paper can be folded up and taped
between the ends of the two rulers to spread them
apart and act as a fulcrum.
Activity Sheet A
Note: This activity sheet is to be completed during
the activity.
Directions to students:
Complete the chart for your seesaw experiment,
then draw a labelled diagram of your lever. On
your diagram, use arrows to show the direction
and strength of the forces (3.2.2).
Activity Sheet B
Directions to students:
Draw a labelled diagram of each of the three
types of levers. Give examples of each (3.2.3).
Extensions
• Have the students write up this
investigation as an experiment, using the
extension activity sheet provided (3.2.4).
• Investigate how marionettes use levers to
operate the limbs of a puppet. Have students
create their own marionette puppets.
Activity Centre
Display a wide variety of first, second, and
third class levers for students to examine and
manipulate. Have them identify the different
parts (fulcrum, load, effort force) and classify
them as first, second, or third class levers.

Assessment Suggestion
Observe students as they investigate levers.
After students have made models of third class Focus on their ability to:
levers, ask:
• follow instructions
• In what direction is the effort force made? • manipulate materials
(both up and down, by squeezing the two
• measure accurately
levers together in the middle)
• make predictions
Following this activity, determine a class • record results
definition for a lever. Record this on chart List these criteria on the rubric on page 15
paper, along with the definitions and examples and record observations.
of first, second, and third class levers.

Unit 3 • Forces and Simple Machines 193

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~--------~
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194 - 3.2.1
 Date: Name: -------------

Levers
Effort Force
Load: Distance From (Number of
Distance From Fulcrum to the
Number of Pennies)
Fulcrum to the Effort Force Needed to Lift Load
Pennies
Load (cm) (cm)
Prediction Result

5 15 cm 15 cm

5 Scm

5 10 cm

5 20 cm

5 25 cm

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3.2.4 - 197
3 Wheels and Axles
Science Background
Information for Teachers
A wheel-and-axle machine consists of a sturdy
rod connected to a wheel. The rod is referred
to as the axle. The two components move
together.
Examples of wheel-and-axle machines include
a garden hose caddy, the mechanism that lifts
the bucket in a water well (windlass), a manual
pencil sharpener, a doorknob, hand-held
beaters, and fishing rods.
Materials
• several examples of wheel-and-axle
mechanisms (as noted above, including
manual pencil sharpeners attached to a
counter or wall like those found in most
classrooms)
• small hand-held pencil sharpeners
• unsharpened pencils or pencil crayons (two
for each student)
• chart paper
• markers
Activity
Display the examples of wheel-and-axle
mechanisms for students to examine and
manipulate. Ask:
• What are each of these objects used for?
• How do these objects work?
• What do each of these objects have in
common?
198
• How is the classroom doorknob like
these objects?
Explain to the students that each of these
devices includes a wheel and axle. The wheel
and axle is a simple machine that helps make
work easier.
Have the students closely examine the manual
pencil sharpener. Remove the cover so that
students can look at the wheel-and-axle
mechanism. Turn the handle of the pencil
sharpener so that students can view the
movement of the wheel and axle. Ask:
• How does the wheel-and-axle mechanism
on the pencil sharpener make work easier?
Have students return to their desks. Distribute
the activity sheets, unsharpened pencils, and
the small hand-held pencil sharpeners. Have
the students examine the hand-held pencil
sharpeners. Ask:
• How does this device work?
• Do you think it is easier to sharpen a pencil
using the hand-held pencil sharpener or the
manual classroom pencil sharpener?
Have the students test their predictions by
sharpening one pencil with the hand-held
pencil and the second pencil on the manual
pencil sharpener. Have them draw a diagram of
each sharpener on their activity sheet and
record their findings of this investigation.
Have the students again examine all of the
devices that include wheel-and-axle
mechanisms. Title a sheet of chart paper
Wheel and Axle. As a class, come up with a
definition of this simple machine. Have the
students identify as many wheel-and-axle
mechanisms as they can in the classroom and
in their homes.
Hands-On Science • Level 5
3
Activity Sheet
Directions to students:
Draw a labelled diagram of the small hand-held
pencil sharpener and the manual classroom
pencil sharpener. Answer the questions (3.3.1).
Extension
Have students design a wishing well. Make
sure the well includes a wheel-and-axle
mechanism that can raise the "bucket." The
well can be made from a 2-litre milk carton
with the top cut off. Punch three holes in a
paper cup and tie string through the holes to
make a bucket. Punch holes through the side
of the milk carton and push a pencil or wooden
dowel through the carton (this is the axle). Glue
a thread spool to the end of the pencil or
dowel. Tie the string onto the pencil. By
turning the thread spool (wheel), the paper cup
can be raised and lowered.
Unit 3 • Forces and Simple Machines
Activity Centre
Provide pieces of wood, screws, and
screwdrivers. Have the students experiment
with the screwdrivers to see how these wheel-
and-axle simple machines work. Encourage
them to discuss how much more difficult it is
to insert a screw using their hand rather than a
screwdriver. Students can draw diagrams of
the screwdrivers and label the parts.
Note: The handle of the screwdriver is the wheel
and the metal shaft is the rod.
Assessment Suggestion
Observe the students as they manipulate and
compare the pencil sharpeners. Look
specifically for their descriptions of how the
wheel-and-axle mechanism makes work easier
on the manual pencil sharpener. Also review
their activity sheets to check for accuracy of
diagrams and detail in answers. Use the
anecdotal record sheet on page 12 to record
results.
199
 Date: Name: ------------

The Wheel and Axle

Draw labelled diagrams:

Hand-Held Pencil Sharpener Manual Pencil Sharpener

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Which pencil sharpener has a wheel-and-axle mechanism?

Define a wheel and axle: -------------------

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200 - 3.3.1
4 Gears
Science Background
Information for Teachers
A gear is a wheel-and-axle mechanism used to
turn another wheel and axle. A gear is a wheel
with cogs, or teeth around it. As a gear turns, its
teeth mesh, or lock, with chains or the teeth on
other gears. When the teeth of a turning gear
mesh with the teeth of a second gear, the
second gear is turned in a direction opposite to
that of the first gear. Gears are used to change
speed, or the direction, of the movement. A gear
is a modified wheel that sends turning motion
and power from one part of a machine to
another. Gear size determines the turning speed.
Large gears spin more slowly than small gears,
allowing machine parts to operate at different
speeds.
Materials
• bicycle (more than one speed)
• hand drills, eggbeaters, manual can
openers (all with visible gears)
• chart paper
• markers
• commercially produced gear kits (available
through science education supply
companies)
Activity
Have the students examine the bicycle. In their
own words, have them identify the various
parts of the bike and explain how the parts
work together to make the bike move. Record
their ideas on chart paper. To encourage
discussion, ask questions such as:
• What do you do with the pedals?
• What happens when you push on the
pedals? What other parts of the bike are
put into motion?
• Where are the levers on the bike? What
do the levers do?
Unit 3 • Forces and Simple Machines
• Where are the gears on the bike?
• What do the gears look like?
• How is a gear like a wheel and axle?
• Which part is the wheel?
• Which part is the axle?
• How do the gears fit together to create
movement?
• How many gears do you see?
• What do the gears do? How do they work?
• What does it mean to change gears when
riding a bike?
• What happens when you change gears?
• Why are the gears on a bike sometimes
greased or oiled?
As a group, investigate how the gears work
and change. If space permits, demonstrate
changing gears while riding the bike (this can
be done outdoors, in the gym, or in a hallway).
Now display the eggbeaters, can openers, and
drills. Have students manipulate the devices
and identify the gears. Discuss how the gears
make work easier when using each device.
Following this discussion and demonstration,
divide the class into working groups. Provide
each group with a commercially produced gear
kit and plenty of time for free exploration with
the materials. Give students the activity sheets
to use for recording their discoveries and
observations.
Following these investigations, determine a
class definition for a gear. Record this on chart
paper along with examples of devices that use
gears.
Activity Sheet
Directions to students:
Experiment with your gears, using the activity
sheet as a guide (3.4.1).
201
4
Extensions
• Construct an idle gear system using
everyday materials:
• corrugated cardboard (with one side
of corrugation exposed)
• 3 clean, empty cans, tops removed
(shallow cans of different size
diameters work best, such as those
from tuna, salmon, cat food, and so on)
• screws
• screwdriver
• pieces of wooden board about
30 cm x 15 cm
• glue or tape
• hammer
• nails
• scissors
Cut strips of the corrugated cardboard and
wrap them around the three cans so the
corrugated side of the cardboard is on the
outside of the cans. Secure with tape or
glue. Using a hammer and a nail, make a
hole in the centre of the bottom of each
can. Attach the cans to a wood board with
screws. Make sure each can touches the
next and the corrugated cardboard
meshes.
Allow students to manipulate the gear
system and observe how each gear moves.
Provide the following guidance:
1. Turnthe first can clockwise. What
happens to the second can? What
happens to the third can?
202
2. Using a felt marker, mark one of the
gear teeth on each can. Now count the
gear teeth on each can.
3. Turn the largest can. How many turns
does the smallest can make when the
largest can turns around once?
• Place a sheet of corrugated cardboard on
a table with the corrugated side facing
upward. Have the students place one of
the can gears wrapped in corrugated
cardboard on the sheet of cardboard.
Have two students hold the cardboard still
while another student slowly turns the can.
Ask:
• What happens?
• What would happen if the cardboard
was on an incline?
• Would the can be able to travel up or
down?
After the students have tried to move the
can on an incline, explain to them that this
is the method many trains use to climb
steep mountain slopes. They may want to
try to find out more about these trains and
report back to the class.
• Take a field trip to a museum that has a
windmill. The wind turns the large sails, or
sweeps, of a windmill, which are connected
to drive shafts by large wooden cogs.
• Take a field trip to see a watermill in use.
The water is trapped behind a dam and
released along a stream. The water pours
over the blades of the waterwheel to make
them turn.
Hands-On Science • Level 5
4
Note: In both the windmill and watermill, water or 1. Turn one cap. What happens to the other
wind power is used to turn a shaft with gears cap?
attached. Using different gears to change the speed
2. Add a third bottle cap to the gear chain
and direction allows the shafts to turn wheels and
and experiment with the movement.
turbines to produce electricity or to drive machinery.
Typically,in old windmills the gears will turn the 3. Predict what direction a fourth bottle cap
grindstone to grind seed into flour. will turn, a fifth, and a sixth.
4. Attach the fourth, fifth, and sixth bottle
Activity Centre caps to the gear chain and test your
Provide: bottle caps (with ridges on the edges), predictions.
hammers, nails, and pieces of wood
(approximately 20 cm x 8 cm). Have the
students construct a gear chain: hammer two
bottle caps side by side onto a block of wood.
Make sure the ridges on the caps face up, and
that the ridges fit into each other. Have the
students experiment with the gears. Give the
following instructions:

Unit 3 • ForcesandSimpleMachines 203

 Date: Name: ------------

Investigating Gears
Choose a gear and trace it.

What are the important features of a gear?

Put two gears together so that the teeth mesh. Turn the first
gear clockwise. What happens to the second gear? _

Put a large gear and a small gear together so that the teeth
mesh. Turn the large gear once around completely. How
many turns does the small gear make? _
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5 Gears and Direction of Movement
Science Background
Information for Teachers
There are several different types of gears.
These are some examples:
spur gear: consists of two interlocking toothed
wheels in the same plane, like those found on
a manual can opener. The wheels turn in
opposite directions.
idle gear: If the rotation of the wheels of a
spur gear is needed to go in the same
direction, an idle gear is placed between the
two toothed wheels.
Note: It may be beneficial to students to conduct
research and create a bulletin board display
featuring different types of gears. The display can
include drawings, pictures of useful objects that
contain gears, terms printed on index cards, and
definitions written in student language. This type of
display will help to SOlidifystudents' understanding
of the concepts being focused on in these lessons.
Unit 3 • Forces and Simple Machines
bevel gear: consists of two toothed wheels
that are bevelled and meshed at an angle,
altering the direction of the rotation. Bevel
gears are found on hand-held egg beaters.
worm gear: consists of one circular gear with
teeth and a screw-like tube on the other gear.
This type of gear is found on the tuning pegs
of a guitar or violin.
Note: It may be beneficial to students to conduct
research and create a bulletin board display
featuring different types of gears. The display can
include drawings, pictures of useful objects that
contain gears, terms printed on index cards, and
definitions written in student language. This type of
display will help to SOlidifystudents' understanding
of the concepts being focused on in these lessons.
Materials
• guitar
• straight pins (or finishing nails)
• eggbeaters
• hand drills
• manual can openers
205
5
• commercial gear kits
• large corks
Activity
As a large group, review the gears used in the
previous lesson, focusing on how they work
together to change the direction of movement.
Have students examine the can openers again.
Ask:
• As you turn the handle to move one gear,
what happens to the other gear?
Explain that this is an example of a spur gear.
In a spur gear, two wheels turn in opposite
directions.
Now use the commercial gear kit to
demonstrate an idle gear. Set up three gears
so that they are meshed together. Move the
first gear clockwise. Ask:
• In what direction is the first gear moving?
(clockwise)
• In what direction is the second gear moving
(counterclockwise)
• In what direction is the third gear moving?
(clockwise)
Explain to the students that the second gear is
called an idle gear. It makes the first and third
gears move in the same direction.
Tell the students that they are now going to
learn about other types of gears that change
the direction of movement in different ways.
Divide the class into working groups. Provide
them with corks and straight pins. Give the
groups the following directions, while
demonstrating the steps:
1. Stick 8 or 10 straight pins in a circle around
the top rim of a cork. The pins must be
spaced at equal distance from each other
to work properly.
206
2. Put the same number of pins in the second
cork. Place one cork on a table, with the
pins facing upward. Hold the second cork
at a right angle to the first cork so that the
pins mesh together like the teeth of gears.
3. Slowly turn the cork that is in your hand
and observe what happens to the second
cork. As the groups are investigating this
model, explain to the students that they
have discovered how a bevel gear works.
Have the students examine the bevel gears
on the eggbeaters and hand drill and
compare them to the cork "gear."
Now introduce another type of gear that
changes the direction of movement: the worm
gear. Explain that the most common type of
worm gear is the metal tuning peg found on
the guitar. Show the guitar to the students and
demonstrate, using the peg. Turning in one
direction will tighten the string, producing a
higher pitch; turning in the opposite direction
will loosen the string, producing a lower pitch.
Allow the students opportunities to manipulate
the pegs on the guitar and examine the gears.
Ask:
• How is this gear system different from the
others we have examined?
• How is it the same?
Explain that the worm gear consists of one
circular gear and a screw-like tube that mesh
together.
5
Activity Sheet
Directions to students:
Draw a diagram of your cork gears and explain
how the gears work together. Now draw a
diagram of a peg on a guitar. Answer the
questions about this type of gear. On both
diagrams, use arrows to show the direction of
movement (3.5.1).
Activity Centre
Provide a variety of objects containing gears,
such as manual and electric can openers,
hand-held food grinders, hand mixers, hand
drills, music boxes, old watches and clocks,
Unit 3 • Forcesand SimpleMachines
windup alarm clocks, and windup toys.
Encourage students to look for items at home
that contain gears and bring them to class for
display and investigation. Have the students
observe the number and types of gears that
are used in each object. Challenge them to
sort the items according to the types of gears
used in each.
Note: You may wish to divide this centre into two
sections: one where items such as old clocks and
watches can actually be taken apart by students;
the other where students examine the items
without disassembling them.
207
 Date: Name: ------------

Gears and Direction of Movement

Draw a diagram of your cork gears and explain how they work.
Usearrows to show the direction of movement.

Draw a diagram of the gears on the guitar peg. Usearrows to show

the direction of movement.

~ What are the gears on the guitar peg used for? How do they work?
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208 - 3.5.1
6 Designing and Constructing With Gears
Materials
• chart paper
• markers
• commercially produced gear kits
• other materials as identified by students for
constructing an object with working gears
Activity
As a class, brainstorm a list of items that have
gears as part of their working mechanisms.
Record the students' responses on chart paper.
Now challenge the students to think of objects
or toys with gears that they could design and
construct. Refer to objects that they have
examined, as well as to their own creative ideas.
Note: Many of the commercially produced gear
kits come with plans for several projects. Students
can refer to these for ideas and modify designs as
they see fit.
Divide the class into working groups. Provide the
groups with gears, concrete materials, as well as
with any resource materials that may assist them
in their planning, designing, and constructing.
Also provide activity sheets for the students to
use as a guide for this project.
Once the groups have constructed and tested
their models, have them present the final
projects to the class.
Activity Sheet
Directions to students:
Use the sheets as a guide for designing and
constructing your gears project (3.6.1).
Unit 3 • Forces and Simple Machines
Extension
Challenge the students to use gears to make
clocks with moving hands. They can use
commercially produced gears as well as those
made from everyday materials. The challenge
may include:
• a clock with two hands that move clockwise
• a clock with two hands that move
counterclockwise
• a clock with one hand that goes backward
and one hand that goes forward
• a clock with one hand that goes two times
faster than the other hand
Assessment Suggestions
• As a class, develop criteria for the gear
system construction project. These may
include:
• a detailed, labelled diagram of the plan
• an accurate list of materials
• modifications
• working final product
• clear oral presentation
List these criteria on the rubric on page 15,
and record results for each group.
• Have the students complete a student
self-assessment sheet on page 18 to reflect
on their own learning about gears.
209
 Date: Name: ---------

Designing and
Constructing With Gears
Our group will make a _
that uses gears for movement.
Draw a labelled diagram of your design.
(Use arrows to show direction of movement.)

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Draw a labelled diagram of your final product.

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7 Single Pulleys
Science Background
Information for Teachers
A pulley is a machine in which a rope or cable
passes back and forth over one or more
grooved wheels. In a pulley system, one end of
the rope is attached to the load and the other
end is pulled in order to move or lift the load. A
single pulley has only one wheel. The pulley
makes the task of lifting the load more
convenient since it is easier to pull a rope
down than it is to lift a weight up. A pulley is a
grooved wheel on an axle. Single, fixed pulleys
add no mechanical advantage to lift a load, but
do change the direction of effort force.
Materials
• access to a flagpole with a manual
pulley system
• several plastic pails with handles
• heavy objects such as books or sand
(to fill the pails)
• rope
• access to strong horizontal bar (e.g.,
a soccer goal or playground structure)
• The Bridge From A-Z, a book by Kathy
Creaghan Gray
• markers
• chart paper
• wagon
Activity
Take the students outdoors to view a flagpole
with a manual pulley system. If possible, ask
your school custodian to accompany the class
and show the students how the pulley system
works. After the students have had an
opportunity to observe the system in action,
introduce the term pulley. Explain to the
students that a pulley is a wheel over which a
212
rope or cable attached to a load is pulled to lift
the load. Discuss the difficulties in raising a
flag if a pulley system is not used.
Following this introduction, collect several pails
with handles and fill them with heavy objects
such as books or sand. Take the students
outside, using the wagon to transport the
heavy pails. Locate a horizontal bar such as
the kind found on a soccer goal or playground
structure. Have the students lift the pails, and
discuss the difficulty of raising the load.
Challenge the students to determine a way of
using a pulley to raise the pails. Throw a strong
rope over the horizontal bar and tie one end of
the rope to the handle of a pail. Give students
plenty of opportunities to lift the pails with the
pulley and compare the effort force to that
used to lift the pails by hand.
Back in the classroom, read the book The
Bridge From A-Z. The book deals with building
the longest bridge in the world over ice-
covered water, linking Prince Edward Island
and New Brunswick. Ask the students:
• Were any pulleys used to build the bridge?
• How does a crane work?
• Does a crane use pulleys?
• How many elephants, hippopotamuses,
and rhinoceroses could the floating Svanen
crane hold at the same time? (500, 600,
and 1000, respectively)
Students can now use their experiences with
the flagpole, ropes and buckets, and what they
have learned from the book to complete the
activity sheet.
Following these activities, determine a class
definition for a pulley. Record this on chart
paper, along with examples.
Hands-On Science • Level 5
7
Activity Sheet
Directions to students:
Draw a diagram of the pulley system you
constructed to lift the pail. Label your diagram
and use arrows to show the direction of
movement. Answer the questions to show
what you have learned about pulleys (3.7.1).
Extensions
• Students can make their own single pulleys
from everyday materials (or models can be
made to further demonstrate the action and
work that pulleys do). The following
materials are required: a wax washer (cut a
candle into slices and drill a hole through
the middle of one of the slices), nail,
hammer, 6 metal washers (same size), 2
paper clips, empty thread spool, thin string,
pieces of board (2 x 4 cut into 30 cm
pieces).
1. Place the nail through the centre of the
spool.
2. Take the piece of board and place the
wax washer between it and the spool.
3. Using the hammer, nail the spool in
place on the board. Make sure the
spool will turn freely.
4. Have one student hold the board
vertically while another hangs the string
over the spool.
5. Tie each end of the string to a paper
clip and bend part of each paper clip
so it becomes a hook.
6. Place a washer on each hook.
Unit 3 • Forces and Simple Machines
Provide the students with time to explore
the pulley and determine how it works to
lift loads. Encourage their exploration with
the following instructions and questions:
1. Remove the washer from one end of
the pulley. How can you lift the washer
on the other end without touching it?
2. When you lift the washer upward, in
what direction do you pull the other
end of the string?
3. Hook three washers to one end of the
pulley's string. Now hook one washer
to the other end of the pulley's string.
Are the forces on each side of the
pulley balanced? How could you
balance the pulley?
• Pulleys can be used to lift loads vertically,
but they can also be used to move objects
in a horizontal direction. Challenge
students to design a way to use single
pulleys that will open and close curtains for
a puppet show theatre. Use a large
cardboard box for the stage, commercially
produced pulleys, cloth for curtains, and
other materials determined by the students.
213
7
• Have students make model cranes. Provide
Meccano or Lego sets with pulleys, string,
and erasers. Challenge them to design and
construct a crane with pulleys that can lift
an eraser that has been placed 30 em
away and carry it to the side of the crane.
214
Activity Centre
Give students ample opportunities to explore
pulleys independently. Provide a variety of
commercially produced pulleys, string, weight
sets, and spring scales that measure newtons.
Have students construct single pulley systems
and use a spring scale to measure the loads
lifted. The load is attached to one side of the
pulley, while the spring scale is hooked to the
other side. By pulling down on the spring
scale, students can measure the effort force
required to lift the load.
 Date: Name: ----------

Single Fixed Pulleys

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pail. (Use arrows to show the direction of movement.)

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3.7.1-215
8 Compound Pulleys
Science Background Materials
Information for Teachers
• 2 broom handles or hockey sticks
A compound pulley is a system that uses more • long piece of rope (about 3 metres)
than one pulley to lift or move loads. The more • Legend of Archimedes (two good sources
pulleys in the system, the more mechanical are: Archimedes by D. C. Ipsen and
advantage the system offers. Archimedes by Sydney Gordon)

A block and tackle is an example of a
compound pulley. A block and tackle is a
system of pulleys and ropes that reduces the
effort required to lift or lower objects. It is used
on construction sites to lift heavy objects and
in automobile service centres to lift engines
from cars. It is also commonly used to raise or
lower a piano from a building.
In the block and tackle, more than one pulley is
used. One set of pulleys is fixed (to a ceiling,
for example) and the second set of pulleys
moves up and down freely with the load.
Note: One of the legends of Archimedes focuses
on his use of a compound pulley. King Hieron of
Syracuse challenged Archimedes to drag a large
ship onto the beach by himself. Archimedes
studied the problem and decided to use the simple
machine, a pulley. He used a compound pulley
attached to the ship, and was able to drag the ship
onto the shore.
Keep in mind that this is a legend. Although the
science of pulleys is accurate, it is unlikely that
one would actually be able accomplish this feat.
Activity
Introduce the lesson by reading the legend of
Archimedes, then discuss the pulley system
Archimedes used to drag the ship ashore.

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ship ashore because of the pulley system he
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hold the two broomsticks parallel in a vertical
position about 30 cm apart. Challenge other
- - _I students to try, one at a time, to pull the sticks
together, while the two students try their
hardest to keep the sticks apart. As a group,
discuss the difficulty of moving the
broomsticks together. Now challenge the
students to find a way to use the rope to pull
the broomsticks together. Allow plenty of time
for discussion and experimentation.

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Note: While experimenting, be sure that students
are careful not to get their hands stuck between
the broomsticks as the sticks are being pulled
together.
To accomplish the task, tie one end of the
rope around the end of one of the
broomsticks. Then loop the rope around the
two broomsticks as shown in the diagram
below. As the rope is pulled, the broomsticks
will be forced together.
Following the investigation, discuss the
activity. Explain to the students that they actually
constructed a type of compound pulley system.
A compound pulley system involves more than
one wheel to do the work. In the activity with the
broomsticks, the two sticks acted like wheels.
Each time the rope was looped around the
sticks, it was like adding another pulley to the
system. Introduce the term block and tackle as
the compound pulley system used to pull the
sticks together. Ask:
Unit 3 • Forces and Simple Machines
• Without the block and tackle, was it difficult
to pull the sticks together? Why?
• How did the block and tackle make it
easier to pull the sticks together?
• Do you think changing the number of times
the rope is looped around the sticks makes
a difference?
Test the students predictions by varying the
'humber of times the rope is looped around the
broomsticks. Discuss the differences in effort
force required to pull them together.
Note: In the activity, every time the rope is looped
around the two sticks, the pulling power increases
(in theory the pulling power doubles, although
friction will decrease some of the pulling power).
The disadvantage is that if your pulling power
doubles so does the distance you have to pull
the rope.
Following this activity, determine a class
definition for a compound pulley. Record this
definition on chart paper, along with the
example of the block and tackle.
Activity Sheet
Directions to students:
Use the activity sheet to describe your
investigation with a block-and-tackle pulley.
Answer the questions on the activity sheet
(3.8.1).
Extensions
• Discuss and compare single pulleys and
block and tackle pulleys. Have students
fold a large sheet of paper in half and label
the sections with the names of these two
types of pulleys. Encourage them to draw
labelled diagrams and provide written
descriptions of each type of pulley.
217
8
• Invite a guest speaker from an automobile Have the students attach the paper to the
service centre, a construction company, or paper clip on the clothesline and move it along
a piano moving company to explain and the line. Students can also make paper
demonstrate how a real block and tackle clothing to attach and move on the clothesline.
pulley system works.
As an alternative, students can make a
larger version of this model to use as a
Activity Centre
message/note delivery system for the
Have the students design and construct a classroom.
clothesline to see, firsthand, a practical
application of another type of compound Note: This pulley system is similar to that used on
ski lifts to move the skiers both horizontally and
pulley system. Provide: commercially produced
vertically up and down a mountain.
pulleys or student-made model pulleys (see
extension activity in lesson 7), a hammer, 2
nails, string, a 2-metre board, a piece of paper,
and a paper clip. Nail the two pulleys to
opposite ends of the board. Attach the string
between the two pulleys and tie it so you have
a continuous loop over both pulleys. Hook the
paper clip to the string.

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 Date: Name: ----

Compound Pulley
Draw a diagram and describe how you were able to pull
the two broomsticks together. (Draw arrows to show the
direction of movement.)

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3.8.1 - 219
9 Comparing Pulleys
Note: Prior to this lesson, construct a single pulley
and a compound pulley that you can use for
discussion, comparison, and demonstration.
Instructions and diagrams are provided (3.9.1).
This lesson is best done as a large group activity.
Materials
• long boards to span across desks, tables,
chart stands, or ladders
• screw hooks
• paper cups
• pencils
• string
• single pulleys
• weight sets measuring grams and multiples
of grams
• spring scales measuring newtons
• compound pulley
Note: Explain that the spring scale measures force
in newtons. When you use the spring scale, the
measure is called effort force.
Activity
Prior to the activity, position a board so that it
spans a distance of at least a metre (use
chairs, tables, or taller props such as ladders
or chart stands so that you do not have to
crouch in order to use the pulleys).
Insert two screw hooks into the board (several
cm from each end). Hook the two pulleys onto
the screw hooks.
Discuss pulleys and how they are useful. Ask:
• What is a pulley?
• What types of pulleys have we investigated?
• How are pulleys used?
• How do pulleys make work easier?
Explain to the students that their challenge in
this activity will be to compare two different
types of pulleys. Display the single pulley and
the compound pulley for students to examine
and manipulate. Ask:
220
• How are these pulleys the same?
• How are they different?
• How do you think they compare in their
abilities to lift a load?
Provide the students with the activity sheet.
Have the students identify and record the
names of the two types of pulleys.
Determine the weight to be placed in the paper
cup attached to the single fixed pulley and
have a student place the weight in the cup.
Hook the spring scale onto the other end of
the string. Explain to the students that by
pulling down on the spring scale, they can lift
the load. The scale will show the effort force in
newtons needed to lift the load in the cup. Ask:
• If you lift the load by pulling down on the
spring scale, how much effort force do you
think you will use?
Have the students share and record their
estimates, then test their predictions and
record the results.
Repeat the same procedure with the
compound pulley and record estimates and
results. Ask:
• How did the pulleys compare in lifting the
load?
• Was the same amount of effort force
required for both pulleys?
• Which pulley used less effort force to lift the
load?
Repeat the same procedure using different
weights on both pulley systems. Following
students' investigations with pulleys, discuss
their results. Ask:
• Which pulley made the load easiest to lift?
• What did the spring scale measure?
• How does the use of the spring scale help
you to compare pulleys?
Hands-On Science • Level 5
9
Activity Sheet
Directions to students:

Test each pulley and record the results on the

chart (3.9.2).

Extension
Have students grey in the results of this
investigation, using the graph paper included
(3.9.3). A double bar graph can display the
results of both the single and compound
pulleys. Use different coloured bars for each
pulley system. As an alternative, a broken line
graph can be used to communicate this data,
using a line to represent the results of each
pulley system.

Activity Centre
Provide an opportunity for students to
explore pulley systems independently. Attach
a fixed pulley to the ceiling so that students
have plenty of space to experiment. Provide
additional pulleys, string, weights, and spring
Assessment Suggestion
scales. Have the students construct and Observe the groups as they participate in
compare pulley systems with different numbers comparing the pulleys. Focus on their ability
of pulleys, as in the following diagram. to follow directions, estimate, measure, and
record results accurately. Use the anecdotal
Results can be recorded on the activity centre
record sheet on page 12 to record results.
sheet provided (3.9.4).

Unit 3 • Forces and Simple Machines 221

 Constructing Single and
Compound Pulleys

Single Pulley
1. Punch a toothpick through
the top of a paper cup just
below the rim. Secure the
toothpick with tape.
2. Tie a string to the tooth-
pick.
3. Thread the string over the
pulley.
4. Tie a loop to the loose end
of the string so it can be
hooked onto a spring
scale.

Compound Pulley
1. Punch a toothpick through the top of a paper cup just below the
rim. Secure the toothpick with tape.
2. Tie a string to the toothpick.
3. Thread the string over the first
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 Date: Name: ------------

Comparing Pulleys
What type of pulley is Pulley One? _

What type of pulley is Pulley Two? _

Testthe pulleys to compare their abilities to lift loads. Place

weights in the cup, hook the spring scale to the other end
of the string, and lift the load by pulling on the spring scale.
Record the results in newtons as read on the spring scale.
These results show the effort force needed to lift the loads.

Single Fixed Pulley Effort Force (n) Compound Pulley Effort Force (n)
Weight to Weight to
be Lifted (g) be Lifted (g)
Estimate Result Estimate Result

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3.9.2 - 223
 Date: Name:

224 - 3.9.3
 Date: Name: _

Comparing Pulleys

Pulley System:
Weight to be Effort Force (n)
Number of Lifted (g)
Pulleys Estimate Result

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3.9.4 - 225
 Designing and Constructing
10 a Pulley System
Materials
• version of the story Rapunse/
• Plasticine
• boxes of various sizes (milk cartons,
cardboard tubes, and so on) for building
a castle
• scissors
• string
• assortment of spools
• nails
• pencils
• paint and paintbrushes for decorating the
castles
• diagram of drawbridge design (included for
teacher reference) (3.10.1)
Activity
Read the story Rapunsel to the class. Ask the
students:
• Other than climbing up Rapunsel's hair,
what other ways can you think of to get
into a castle or tower?
• How does a drawbridge work?
Challenge the students to make their own
castles, with drawbridges that work with a
pulley system. Divide the class into working
groups. Display the materials that students can
use to make their castles. Emphasize that they
need to include a drawbridge that can be
raised and lowered using pulleys. The
drawbridge should be cut out of the container
but attached in a way that it can be lowered
and raised. The illustration of the drawbridge
(3.10.1) is an example of one of many possible
solutions to this challenge.
Note: You may wish to discuss this illustration with
the students or make an actual model to show
them. It may help them formulate ideas for their
own drawbridge designs.
Provide each group with an activity sheet for
planning and designing its castle. Provide
plenty of time for students to plan, draw
diagrams, and list materials they will need.
Once they have agreed upon a plan, they can
construct the castle and test their designs.
Following construction, have each group
present its final project to the class.
Activity Sheet
Directions to students:
Use the activity sheets to plan, design, and
test your castle and drawbridge (3.10.2).
Extensions
• As a language arts connection, do a
comparative study of different versions of
the Rapunsel story.
• Students can also write original stories to
go with their castle models.
Activity Centre
Provide a variety of materials and allow the
students to be creative in constructing items
that include pulley systems. These may include
fishing rods, a clothesline-type pulley system
for displaying student work in the classroom,
toy cranes, flagpoles, sailboats with pulley
systems to raise the sails, model ski lifts, as
well as any ideas that students may discover.
Commercially produced pulley kits usually
include activity cards or project booklets for
further ideas on designing and constructing
with pulleys. Allow the students ample
opportunities to use these materials to
construct items.
10
Assessment Suggestions
• As students work together to build their
castles and drawbridges, observe their
ability to work together as a group. Use
the cooperative skills teacher assessment
sheet on page 17 to record results.

• Have students complete a cooperative

skills self-assessment sheet on page 19
to reflect on their own group work.

Unit 3 • Forces and Simple Machines 227

 Sample Drawbridge

228 - 3.10.1
 Date: Name: ---------

Designing and Building

a Castle With a Drawbridge
Design a castle with a drawbridge that raises and
lowers using a pulley system.
Draw a labelled diagram of your castle design.
(Use arrows to show the direction of movement.)

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3.10.2 - 229
 How will your drawbridge be raised and lowered?

Construct your castle and test your drawbridge. List

any modifications you made to your original design.

Draw a labelled diagram of your finished product

(Use arrows to show the direction of movement.)

?'In _ '{ 1() ?

11 The Inclined Plane
Science Background cars and trucks, along with the activity sheets.
Information for Teachers Have the students follow the instructions on
the activity sheet to investigate forces.
An inclined plane is a tilted or sloped flat
surface, such as a ramp. Ramps are used to Following this investigation, title a piece of
move heavy objects in and out of trucks or chart paper Inclined Plane. As a class,
buildings. Ramps are also used to transport determine a definition for this simple machine
people in wheelchairs. and include examples. Draw a diagram of a toy
being pulled up both a gentle and a steep-
Materials sloping inclined plane. Have the students use
• spring scales arrows to identify the load force and effort
• boards (to use as ramps) force being applied:
• books (uniform, such as a set of texts or
dictionaries)
• string
• large toy cars and trucks
• chart paper
• markers
• access to a ramp (Most schools have a
wheelchair ramp or similar ramp for moving
equipment in and out of the building. If your
school does not have a ramp, find a ramp
nearby where you can take the students.)

Activity
Take the students to view the ramp at your
school (or at a location close to the school).
Have them examine the ramp. Ask:

• What is this called?

• What is it used for?
• How does it make work easier?

Explain that a ramp is an inclined plane, which

is a flat surface that has been sloped so things
can be moved more easily. A ramp is another
type of simple machine. Note: The load force does not change, 50 the
arrows are the same length. However, the effort
Back in the classroom, explain to the students force is much greater on a steep inclined plane, so
that they are going to investigate how inclined the arrow is longer to indicate the relative strength
planes or ramps make work easier. Divide the of the effort force.
class into working groups. Give each group
spring scales, string, books, boards, and toy

Unit 3 • Forces and Simple Machines 231

11
Activity Sheet
Directions to students:
Follow the instructions on the activity sheet to
record the results of your investigation with
inclined planes (3.11.1).
Extensions
• Repeat the previous activity, but remove
the wheels from the toy cars and trucks.
This will help students understand how
wheels on the vehicles reduce friction,
therefore reducing the effort force needed
to move the vehicles on an inclined plane.
232
• Examine pictures of roads in hilly or
mountainous regions. Discuss reasons why
roads are built to gently wind up hills and
mountains rather than rise steeply up the
mountain.
Assessment Suggestion
Observe students as they investigate inclined
planes. Look specifically at their ability to use
the spring scale and to measure accurately.
Also review their activity sheet to determine
their accuracy in recording measurements and
answering questions. Record results on the
anecdotal record sheet on page 12.
Hands-On Science • Level 5
 Date: Name: ------------

The Inclined Plane

1. Tie a string to the toy car or truck.
2. Tie a loop on the other end of the string.
3. Hook the loop onto the spring scale.
4. Measure the force needed to lift the toy. This is called the load
force. It is measured in newtons and shows how hard the toy is
pulling down. Record the load force: n
5. Usethe books and board to make a ramp or inclined plane.
6. Measure the effort force needed to pull the toy up the inclined
plane. This is called the effort force.

Number of Books in Effort Force (n)

Inclined Plane Estimate Result

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3.11.1 - 233
 12 The Screw
Science Background
Information for Teachers
A screw is actually a cylinder with an inclined
plane wrapped around it. The inclined plane
spirals around the cylinder and forms threads.
Screws are used to fasten objects together to
lift heavy loads (e.g., a jackscrew).

Materials
• pencils
• paper
• scissors
• screws of varying sizes, with fine and
coarse threads
• magnifying glasses
• chart paper
• markers

Activity
Title a piece of chart paper The Screw. As a
Divide the class into working groups. Provide
class, determine a definition for this simple
each group with various screws, magnifying
machine. Ask:
glasses, chart paper, and markers. Give the
students time to examine the screws, then ask • On what other objects are screw
them to describe the screws and record their mechanisms found? (piano stools, garden
hose connectors, screw clamps, jar lids,
observations on chart paper. Have each group
and so on)
present their findings to the class. Ask:
List students' examples on the chart paper.
• What is a screw?
• What is it used for? Over the period of a week, have students use
• How does a screw make work easier? the activity sheet to record examples of screws
they find in the school, at home, and in the
Have the students construct a model of a
community. Encourage them to bring some of
screw: Cut an inclined plane from paper and
these examples to school and display them at
colour the long edge of the inclined plane with an activity centre.
a marker. Now wrap the paper around a pencil.
Activity Sheet
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• How could you make a model of a screw Identify and record examples of objects that
:J with fine threads? have screw mechanisms. Draw labelled
• How could you make a model of a screw diagrams of these objects. Look around the
with coarse threads? school, your home and garage, and your
o neighbourhood for examples (3.12.1).
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Extensions
• Provide blocks of wood, screwdrivers, and
various screws. Have students insert the
screws into wood. Discuss and compare
how fine screws and coarse screws insert
into the wood. Discuss how difficult it would
be to insert these simple machines into the
wood if they had no threads on them.
Activity Centre
Display examples of objects with screw
mechanisms (as previously noted). Give
students opportunities to examine, manipulate,
describe, and draw diagrams of these objects.
Encourage them to discuss how the screws
make work easier in each device.

• Have students try to pull screws out of the

wood in a direct upward motion. Discuss
the friction or resistance caused by the
threads.

Unit 3 • Forces and Simple Machines 235

 Date: Name: ------------

The Screw

1. Draw labelled diagrams of objects that have screw mechanisms.

E 3. How does a screw make work easier? --------_

13 TheWedge
Science Background
Information for Teachers
A wedge is similar to an inclined plane in
appearance. Both are triangular in shape.
The difference is in their use. An inclined plane
is used to move objects upward. A wedge is
moved through or into a load. Examples of
wedges include knives, axes, saws, putty
knives, nails, spikes, rakes, razor blades,
combs, chisels, doorstops, and even your
teeth.
Materials
• wedges such as a knife, axe, and doorstop
• sledgehammer
• chart paper
• markers
• hardware catalogues
• scissors
• glue
Activity
Note: Use safety precautions when examining
sharp wedge devices such as knives and axes.
Display the wedges for students to examine.
Ask:
• What are these each called?
• What do these devices have in common?
• How are wedges used?
Explain that these devices are all wedges. A
wedge is another simple machine that makes
work easier. It is placed or pushed through a
load.
Have the students examine the axe and
sledgehammer. Ask:
• How are these tools similar?
• How are they different?
• Which one would be better to use for
splitting a piece of wood?
• Why is the axe better for splitting wood?
Unit 3 • Forces and Simple Machines
Title a sheet of chart paper The Wedge. As a
class, determine a definition for this simple
machine. Ask students to provide examples
and write their responses on the chart paper.
Have students use hardware catalogues to
identify examples of wedges. The illustrations
can be cut out and glued onto their activity
sheets.
Activity Sheet
Directions to students:
Collect pictures of wedges from hardware
catalogues. Glue your pictures on the activity
sheet. Answer the questions (3.13.1).
Extensions
• Invite a carpenter to the classroom to
display and discuss various wedges used
in the carpentry trade.
• Investigate how human teeth are wedge
mechanisms. Hand out mirrors and have
students examine their own teeth, then
draw diagrams of the different types
of teeth they have. Encourage them to use
reference materials to identify the different
types of teeth and the purpose/function of
each type.
• Investigate how wedge mechanisms are
sharpened to increase their ability to move
through loads (e.g., knives, saws, axes).
Again, use safety precautions when
examining sharp devices.
Activity Centre
Have students collect examples of wedges and
display them at the centre. Provide wood and
other construction tools and allow the students
opportunities to further investigate wedges as
they design and construct objects.
237
 Date: Name: ------------

Recognizing Wedges

What is a wedge?

How does a wedge make work easier?

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Describe how your own teeth are wedge machines.

238 - 3.1Jl
14 Reviewing Simple Machines
Materials Extensions
• examples of all simple machines studied • Make a concept web about simple
in this unit machines. Include definitons and examples.
• Hula-Hoops For example:

• index cards
• markers

Activity
Have the students form a circle on the floor.
Place all of the simple machines in the centre
of the circle. Ask students:

• What are all of these objects called?

• How could we sort these objects?

Challenge the students to sort the objects and

place them inside the Hula-Hoops according to
their sorting rules. Once they have done this,
review, as a class, each simple machine. Ask:
• How is this simple machine used?
• What is a good definition for this simple
machine?
• How does this simple machine make work
easier?
Have the students use the index cards to make
labels for each group of simple machines.
Activity Sheet
Directions to students:
Draw an example of each simple machine.
Explain how each type of simple machine
makes work easier (3.14.1).
• Have the students create a class big book
about simple machines. Each chapter can
include diagrams of the simple machine,
definitions, examples, and description of
how the machine makes work easier.
• Make a class mural of examples of simple
machines that are used in everyday life.
Divide the mural into sections and have
students collect pictures and draw
diagrams for each section.
Assessment Suggestion
Conference with students individually.
Challenge them to sort examples of simple
machines into groups and to describe each
mechanism. Use the individual student
observation sheet on page 13 to record results.

Unit 3 • Forces and Simple Machines 239

 Date: Name: -----------------------

Simple Machines
Lever Wheel and Axle

Gear Single Pulley

Compound Pulley Inclined Plane

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240 - 3.14.1
 Constructing a Device Containing a
15 System of Simple Machines
Materials
• chart paper
• pictures and books of construction vehicles
• markers
• commercially produced gear kits
• Meccano/Lego sets
• pulleys
• other materials as identified by students for
constructing their objects
Activity
Display the pictures of construction vehicles.
As a class, discuss how vehicles like front-end
loaders, graders, and cranes use more than
one simple machine in their operation. Using
chart paper, list all the simple machines the
students can identify with each machine, and
the purpose for each simple machine.
Now challenge the students to construct a
device that uses at least two simple machines
to solve any of the following problems:
1. Design and construct a crane that can lift a
brick 1 metre high.
2. Design and construct a model of a machine
that will move a piano to the top floor of a
house.
3. Design a catapult that can throw a tennis
ball across the room.
4. Design a model of a machine that will pull a
motorboat out of the water.
5. Design a model of a movable ramp that will
transport a wheelchair into a van.
6. Design a machine that can shovel up gravel
or sand and move it so it can be dumped
at another location.
Divide the class into working groups. Provide
the groups with gears, concrete materials,
pulleys, as well as any resource materials that
may assist them in their planning, designing,
and constructing. Also provide the activity
sheet for students to use as a guide.
Unit 3 • Forces and Simple Machines
Once the groups have constructed and tested
their models, have them present the final
projects to the class.
Activity Sheet
Directions to students:
Use the sheets to plan, design, and construct
your device (3.15.1).
Extensions
• The book Cat on a Chimney by David Drew
(Ginn) provides many examples of problems
that can be solved with the use of simple
machines and mechanical devices.
Challenge students to build models that
solve some of these problems.
• Visit a heavy machinery shop. Many farm
implement dealers, railway shops, and semi
tractor shops will let students come and
see the work they do. Some students may
have family memebers working in these
industries and can make the arrangements
for you.
• Visit a power mechanics shop at a local
high school.
Assessment Strategies
• As a class, develop criteria for the
construction project. These may include:
• a detailed, labelled diagram of the plan
• an accurate list of materials
• modifications
• working final product
• clear oral presentation
List these criteria on the rubric sheet on
page 15 and record results for each group.
• Have the students complete a student
self-assessment sheet on page 18 to reflect
on their own learning about this project.
241
 Date: Name: ----_------

Constructing a Device Containing

a System of Simple Machines
Our group will (state the problem you are trying to solve): _

Draw a labelled diagram of your design. (Use arrows to show the

direction of movement.)

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242 - 3.15.1
 Construct your model and test it. List all modifications you made to
your original design and explain why you made these changes:

Draw a labelled diagram of your final product. (Use arrows to show

the direction of movement.)

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3.15.1 - 243
References for Teachers
Barton, Bryon. Wheels. New York: Crowell, Ollerenshaw, Chris, and Pat Triggs. Wind-Ups.
1979. Milwaukee: Gareth Stevens, 1994.

Bosak, Susan. Science 15.... Richmond Hill, --. Levers. Milwaukee: Gareth Stevens,
ON: Scholastic Canada, 1991. 1994.

Burnie, David. Machines: How They Work. New --. Gears. Milwaukee: Gareth Stevens,
York: Sterling Publishing, 1994. 1994.

Cash, Terry. 701 Physics Tricks. New York: Paxton, Tom. The Marvelous Toy.Morrow
Sterling Publishing, 1992. Junior Books, 1996.

Cooper, Chris, and Tony Osman. How Potter, Tony. Earth Movers. See How It Works
Everyday Things Work. New York: Facts on Series. New York: Aladdin Books, 1989.
File Publishing, 1983.
--. Cars. See How It Works Series. New
Darby, Gene. What Is a Simple Machine? York: Aladdin Books, 1989.
Chicago: Benefic Press, 1961.
--. Planes. See How It Works Series. New
De Pinna, Simon. Forces and Motion. Austin, York: Aladdin Books, 1989.
TX: Raintree Steck-Vaughn, 1998.
--. Trucks. See How It Works Series. New
Johnston, Tom. The Forces With You. York: Aladdin Books, 1989.
Milwaukee: Gareth Stevens, 1988.
Student Discovery Encyclopedia. Chicago:
Kerrod, Robin. Moving Things. Morristown, NJ: World Book, 2000.
Silver Burdett Press, 1987.
Ultimate Visual Dictionary. New York: Dorling
Lafferty, Peter. Science: Force and Motion. Kindersley, 2000.
Eyewitness Series. New York: Dorling
Whyman, Kathryn. Forces in Action. New York:
Kindersley, 1992.
Gloucester Press, 1986.
Macaulay, David. The New Way Things Work.
Williams, John. Toys and Games. Austin, TX:
Boston: Houghton Mifflin, 1998.
Raintree Steck-Vaughn, 1998.
Metropolitan Toronto School Board. 707
Wood, Robert, W. Physics for Kids: 49 Easy
Everyday Activities in Science and
Experiments With Mechanics. Blue Ridge
Technology. Markham, ON: Pembroke
Summit, PA: TAB Books, 1989.
Publishers, 1996.

244
Unit 4
Weather
Books for Children
Arnold, C. EI Nino. New York: Clarion Books,
1998.
Barber, N. Hurricanes and Storms. London:
Evan Brothers, 1993.
Barrett, J. Cloudy With a Chance of Meatballs.
New York: Simon & Schuster, 1979.
Bouchard, Dave. If You're Not From the Prairie.
Vancouver: Raincoast Books, 1993.
Burby, L. Blizzards. New York: PowerKids
Press, 1999.
__ . Heat Waves and Droughts. New York:
PowerKids Press, 1999.
. Tornadoes. New York: PowerKids
Press, 1999.
Caduto, Michael J., and Joseph Bruchao.
Keepers of the Earth. Golden, CO:
Fulcrum, 1988.
Casey, D. Weather Everywhere. New York:
Macmillan Books for Young Readers, 1995.
Clark, J. The Atmosphere. Toronto: Gloucester
Press, 1992.
Cosgrove, B. Eyewitness Books - Weather.
Toronto: Stoddart, 1991.
Drohan, M. Floods. New York: PowerKids
Press, 1999.
. Tsunamis Killer Waves. New York:
PowerKids Press, 1999.
Farndon, J. Weather New York: Dorling
Kindersley, 1992.
Gibbons, G. Weather Forecasting. New York:
Simon & Schuster Books for Young
Readers, 1987.
Harper, S. Clouds. New York: Franklin Watts,
1997.
Llewellyn, C. Wild, Wet & Windy Cambridge:
Candlewick Press, 1997.
246
Lye, K. Dry Climates. Austin, TX: Raintree
Steck-Vaughn, 1997.
Lye, K. Equatorial Climates. Austin, TX:
Raintree Steck-Vaughn, 1997.
___ . Temperate Climates. Austin, TX:
Raintree Steck-Vaughn, 1997.
McMillan, B. The Weather Sky New York:
Farrar Straus Giroux, 1991.
Morris, N. Hurricanes & Tornadoes. Niagara-
on-the-Lake: Crabtree Publishing, 1998.
Oxlade, C. Weather Austin, TX: Raintree
Steck-Vaughn, 1999.
Parker, J. Sunburns, Twisters and
Thunderclaps. Austin, TX: Raintree Steck-
Vaughn, 2000.
Peacock, G. Meteorology East Sussex:
Wayland Publishers, 1994.
Pringle, L. Global Warming. New York: Arcade
Publishing, 1990.
Rogers, D. Science in Action - Weather Bath,
England: Cherry tree Press, 1989.
Simon, S. Storms. New York: Morrow Junior
Books, 1989.
. Tornadoes. New York: Morrow Junior
Books, 1999.
Smith, D. The Water Cycle. New York:
Thomson Learning, 1993.
Steele, P. Rain Causes and Effects. Toronto:
Franklin Watts, 1991.
. Snow Causes and Effects. Toronto:
Franklin Watts, 1991.
Suzuki, D. Looking At Weather Toronto:
Stoddart, 1988.
Taylor-Cork, B. Be an Expert Weather
Forecaster. Toronto: Gloucester Press,
1992.
Hands-On Science • I 1"\11"1 "
Web Sites
• http://athena.wednet.edu/
Athena: Earth & Space Science for K-12.
This award-winning site has a number of
great topics. Click on "Weather" to learn
how to observe, chart, and predict weather.
Contains a resource list and educational
programs.
• http://www.nationalgeographic.com/
lightning/index.html
Lightning - an exciting and dangerous part
of nature - is clearly explained in this
National Geographic site. The information
includes science facts, photos, and survival
stories. After reading the material, take the
"lightning quiz" and see how well you do!
• http://www.weather.com/education/
Developed by The Weather Channel, this
site is for the weather-savvy educator. It
offers lesson plans, teacher's guides, and
on-line teaching resources.
• http://www.ndbc.noaa.gov/educate/
educate.shtml
The National Data Buoy Center of Science
Education offers information for some
typical weather questions such as: "Are
air temperatures the same over land and
water?" and "What is air pressure?"
The answers include maps, graphs, and
extensions questions that promote further
learning about weather.

• http://www.stemnetnf.ca/CITE/ • http://www.ncsa.uiuc.edu/Edu/
weather.htm RSEred/WeatherHome.html
An extensive and well-organized site that Weather Here and There is an
will help you with any questions you have integrated weather unit that incorporates
about weather. Choose from a list of topics interaction with the Internet and hands-on
such as weather lore, glossary, making your collaborative, problem-solving activities.
own weather instruments, and teacher This unit is divided into six lessons that
resources. integrate math, science, geography, and
language arts. Fun and comprehensive.
• hUp:l/kids.infoplease.lycos.com/
science.html
Click on "Weather" and find interesting
facts and information about weather,
including Celsius & Fahrenheit scales, wind
chill factor, extreme temperatures, the Sun,
and ultraviolet rays.

• http://groundhog.sprl.umich.edu/
This site offers information about weather
from around the world. Click on "Weather
Map" and then specific countries to find
temperatures, wind chill, dew point, and
other statistics. The "Previous Project" also
provides students an opportunity to
become Global Scientists with other
participants worldwide.

Unit 4 • Weather 247

 Introduction
The study of weather (meteorology) is an
important aspect of daily life. In this unit,
students will learn that daily weather
conditions are part of larger climatic systems
and patterns that can be predicted on both
short-term and long-term bases. Students will
study different aspects of weather including
temperature, wind speed, cloud formation,
precipitation, and atmospheric pressure, and
they will examine the role of these factors in
determining weather conditions.
By the end of this unit, students will
demonstrate an understanding of the major
climatic factors and patterns associated with
weather. They will design, construct, and test
several instruments that are used for recording
various features of the weather. Students will
also examine how weather forecasts influence
and affect human activities and how humans
have adapted to a variety of weather conditions.
Science Vocabulary
Throughout this unit, teachers should use, and
encourage students to use, vocabulary such
as: weather, climate, vapour, evaporation,
condensetion. precipitation, water cycle,
clouds, cumulus, cirrus, stratus, atmosphere,
expansion, contraction, density air mass, cold
front warm front, high pressure, low pressure,
barometer, barometric pressure, humidity,
hygrometer, rain gauge, wind vane, wind
direction, anemometer, ultraviolet index, wind
chill, accuracy tornado, blIZzard, hurricane,
monsoon, greenhouse effect global warming,
jet stream, Chinook, asteroid impact, EI Nino,
deforestation, technology, weather satellite,
cloud gun, and weather station.
Materials Required for the Unit
Classroom: graduated beaker or volume
measuring cups, water, construction paper (red
248
and blue), pencils with eraser tops, clear tape,
drawing paper, 30-cm rulers, Plasticine,
permanent markers, paper, glue, scissors, chart
paper, markers, cardboard, rulers, index cards,
poster paper, clipboards, pencils, coloured
pencils, masking tape, folders (or binders or
Duo-tangs), masking tape
Books, Pictures, and Illustrations: diagram
of the water cycle (included), magazine or
newspaper pictures depicting different types of
weather conditions, Cloudy With a Chance of
Meatballs (a book by Judith Barrett), resources
on factors that influence weather conditions,
3-page research guide (included), Keepers of
the Earth (a book by Michael J. Caduto and
Joseph Bruchae), resources on different types
of severe weather and natural disasters
(nonfiction books, CD-ROMs, bookmarked
Internet sites), climate and weather statements
(included), reference materials about clouds,
world map, instructions for constructing
weather instruments (included), graph paper
(included), weather report from newspaper,
references on meteorology, resources on
weather lore (books, Farmer's Almanac, and so
on), short-term and long-term weather reports
Household: cereal boxes (empty), recipe cards
(cut in half), plastic wrap
Equipment: balance scales, compasses,
overhead projector, barometer, hair dryer,
kettle or pot, hot plate
Other: water jugs, tin pie plates, ice cubes,
metal ice cube trays, glass jars, flashlight,
balloons, pins, thread, heat source such as
a light bulb, plastic drink straws, empty jars
and boxes, 2-litre plastic bottles, access to
freezer and refrigerator, paper plates, strands
of human hair, food colouring, long-neck
bottles, shoeboxes, beads, oven mitts
Hands-On Science • Level 5
 How Weather Conditions Affect the
1 Lives of Humans and Other Animals
Materials
• chart paper
• markers
• pictures depicting different types of
weather conditions (from magazines,
calendars, and/or newspapers)
• Cloudy With a Chance of Meatballs, a book
by Judith Barrett
• index cards (On each card list an
occupation that is affected by weather
forecasts. Suggested occupations include
pilot, farmer, construction worker, truck
driver, gardener/landscaper, fisher.)
Activity: Part One
Read the humourous book Cloudy With a
Chance of Meatballs as a motivational hook.
Ask the students to describe how the weather
conditions described in this book affect the
lives of the characters in the story.
Explain to the students that they are going to
be starting a unit on weather. Ask:
• Why should you study the weather?
• Why is it important to understand weather?
Explain to students that our lives, just like the
lives of those in the story Cloudy With a
Chance of Meatballs, are affected in different
ways by the weather.
Divide the class into working groups. Give
each group a weather picture, a piece of chart
paper, and a marker. Explain the group task:
Discuss the picture by answering the following
questions:
• Where do you think your picture was
taken?
• What time of year do you think your picture
was taken?
• What is the weather like in your picture?
How can you tell?
Unit 4 • Weather
After the students have had an opportunity to
discuss the picture, have them consider how
the weather conditions in the picture would
affect the lives of animals and humans. Have
them brainstorm as many ideas as possible
and record them on their piece of chart paper
(e.g., in rainy conditions, birds take shelter,
worms come to the surface of the ground,
humans use umbrellas, raincoats, rubber
boots, or stay indoors).
When the students in each group have
recorded all of their suggestions, have the
groups display their pictures and present their
findings to the whole class. After each group
has presented, ask the other students if they
have any other ideas as to how the weather
conditions in the picture could affect the lives
of humans and other animals.
Activity: Part Two
Give each group an index card with one of the
occupations listed on it. Have the groups
brainstorm how the occupation listed on their
card is affected by the weather and weather
forecasts. After students have had an
opportunity to discuss their suggestions with
their group, pass the cards in a clockwise
direction on to the next group. Continue this
pattern until each group has had an
opportunity to discuss each occupation. Now
collect the cards. Hold up each card and ask
the students to share some of their ideas.
Activity Sheet
Directions to students:
Describe four different weather conditions in
your local area. Explain how humans and other
animals are affected by each of these weather
conditions (4.1.1).
249
1
Extensions
• Review the story Cloudy With a Chance of
Meatballs. Discuss and record all the
weather words. Display this chart and refer
to it throughout the unit. Add new words as
they arise in future lessons.
• Encourage students to look in the
newspaper daily to see how weather has
affected humans and animals in their
community and around the world. Have
them clip the articles, highlight the
important information, and bring the
articles to school. Encourage them to
present their article to the class. Post the
newspaper articles on a bulletin board in
the classroom.
• Discuss how climate and weather
conditions affect the way we build homes.
Collect pictures of different homes built in
different climates (try to include pictures
from different regions of the world as well
as local regions). Discuss how the type of
climate you live in affects the design and
type of building materials used to construct
homes.
• Discuss and record items that humans
must have during specific weather
conditions. For example:
Cold Winter
• snow shovel
• block heater for car
• ice scraper for car window
Rainy Weather
• umbrella
• raincoat and rain boots
• gutter on house
• downspouts on roof
Assessment Suggestion
Observe students in their groups as they
discuss how different occupations are affected
by weather and weather forecasts. Look
specifically for each student's ability to
contribute relevant ideas that. indicate an
understanding of both weather conditions and
the occupation. Use the anecdotal record
sheet on page 12 to record results.

• Invite guest speakers from local

construction companies to discuss how
homes are constructed to keep them
waterproof and warm.

• Invite guest speakers from various

occupations to discuss how they are
affected by weather (e.g., a pilot, farmer,
truck driver).

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2 Weather and Climate
Materials
• index cards
• masking tape
• chart paper
• markers
• world map
• climate and weather statements (one copy
per student) (included) (4.2.1)
• glue
• scissors
Activity
Provide students with markers and several
index cards. On each card, have them record a
word that is associated with weather (e.g., rain,
snow, warm, cool, hot, cold, windy).
Title four sheets of chart paper: January, April,
July, and October. Have the students tape
each index card under whichever month the
weather condition on the card most commonly
occurs in your local region (e.g., January:
snow). Continue this activity until all of the
cards have been taped to the chart paper.
Explain to students that humans have come
to expect certain types of weather at certain
times of the year. This is referred to as the
area's climate.
Point to some different areas on the map,
such as Nunavut and Mexico. Ask the students
if they know what the climate is like in each
place during certain times of the year.
Explain that every place has its own climate
controls that determine weather conditions.
Climate controls are factors that influence the
weather. The most significant climate control is
how far north or south you live from the
equator. Ask the students:
• Can you find the equator on the map?
• Where is the equator located in relation to
the Earth as a whole?
252
• Can you think of any other climate controls
that would influence the weather in certain
regions? (e.g., those living near the ocean
or a large lake will experience more
precipitation, while those living right in the
middle of a continent will experience a drier
climate. To emphasize this point, identify a
desert region on the map and observe its
distance from large bodies of water.)
Divide chart paper into two columns: Weather
and Climate. Ask the students:
• What is the difference between weather
and climate? (Simply put, weather is the
day-to-day variations of temperature and
precipitation; climate is the annual or
seasonal trends of temperatures and
precipitation.)
Record student responses on the chart.
Reinforce the difference between weather and
climate to ensure students understand. Include
the following concepts on the chart:
• Each area has its own climate controls that
shape what the weather is like.
• Climate tends to stay the same for many
hundreds of years.
• Climate is the long-term weather trend in a
particular region.
• Weather can change overnight.
• Weather is the atmospheric condition
existing at a particular time and place.
Activity Sheet
Directions to students:
Cut out the climate and weather statements.
Read each statement carefully. Decide if it is
describing the weather or climate of a
particular region. Sort the statements as either
weather or climate, and glue each under the
appropriate heading (4.2.1).
Hands-On Science • Level 5
2
Extensions
• Research and discuss the climate for
countries above and below the equator
(e.g., July is in the middle of winter in
Australia and other countries in the
southern hemisphere).

• Have students select two regions in

Canada and compare their weather and
climate. Use the factors brainstormed on
chart paper to explain the differences in
weather and climate.

• Read the book If You're Not From the

Prairie. Discuss climate in prairie regions.
Use the pattern in the book to write
stories about the climate in other regions.

Unit 4 • Weather 253

 Weather and Climate

Some places, especially those

Temperatures are highest at the
near the equator such as
equator and gradually decrease
Singapore, have an even
toward the Arctic and Antarctica.
temperature all year round.

5 centimetres of snow is
A high-pressure front is moving in,
predicted overnight due to
bringing good weather.
lake storm effects.

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high today is only -9°C. with harsh winters.

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Weather and Climate

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4.2.1 - 255
3 The Water Cycle
Materials
• kettle or pot (on a hot plate)
• jug of water
• graduated beaker or volume measuring cup
• tin pie plate
• ice cubes
• diagram of the water cycle (included) (Make
into an overhead transparency sheet.) (4.3.1)
• oven mitts
• overhead projector
Activity
Note: This activity is similar to one conducted in
Unit 2 that focuses on states of matter. The
lesson here, however, deals with the water cycle!
precipitation in more detail.
For safety reasons, this activity is best done by
demonstration. Let students participate in certain
aspects of the demonstration, as noted in the
activity description.
Have the students gather around the
demonstration table so that all can see. Begin
your discussion on precipitation by asking:
• What happens to make rain fall from the sky?
Discuss the students' ideas of precipitation,
noting their understanding of the concept.
Explain that you are going to demonstrate a
model of what happens when it rains.
Have a student measure 250 ml of water and
pour it into the kettle or pot. Explain that this
water represents water in lakes, rivers, and in
the ground. Ask the students:
• What do you think happens to water in
these places as the Sun shines on Earth?
Explain that warmth from the Sun heats water.
Heat the water in the kettle or pot to simulate
this process. Have the students observe the
water as it is heated. Ask:
• What do you observe?
256
• What is happening to the heated water?
Review evaporation, focusing on how water
changes from a liquid to a gas when it is
heated. The water vapour rises because it is
lighter than liquid water. Explain that this is
exactly what happens to water in rivers and
lakes when it is heated by the Sun. The water
evaporates and rises into the sky. Ask:
• What do you think the temperature is like
far up in the sky?
• Is it very hot or very cold?
Explain that the temperature above land is cold
since the heat from the Sun is absorbed and
reflected off the land, warming the areas
closest to the ground. Simulate the cold area
above land by placing the pie plate of ice
cubes above the evaporating water.
Note: Wear oven mitts whenever your hands are
near the evaporating water.
Have the students observe the bottom of the
pie plate. Ask:
• What do you notice on the bottom of the
pie plate?
• Where are these water droplets coming
from?
• What is happening to the droplets as they
get bigger?
Explain that as the water vapour is cooled by
the ice cubes in the plate, it condenses into
liquid form, or water droplets. When these
droplets run into one another, they join
together and get bigger and heavier, eventually
falling from the pie plate. This is exactly what
happens to water vapour in the sky. The water
vapour cools, condenses, and forms droplets
that fall to the ground as rain. This whole
process is called the water cycle.
On the overhead projector, display the picture
depicting the water cycle (4.3.1). Have the
students describe, in their own words, what ....
Handc;-On Vipn,..,. • I 0\101 ~
3
the picture is about. Encourage them to use
words such as evaporates, water vapour,
condenses, precipitation, and so on.
Activity Sheet
Directions to students:
Label the water cycle, using the words at the
top of your sheet. Use the diagram to explain
the water cycle in the space provided. Be sure
to use all the words at the top of your sheet in
your explanation (4.3.2).
Extensions
• As a class, create a word cycle to represent
the water cycle.
• Discuss how other forms of precipitation,
such as snow, hail, and sleet, are formed.
Snow: Snow is not frozen rain. Snow
begins as tiny ice crystals that form when
water vapour chills and crystallizes. As
more water vapour rises into the air, more
water is deposited on the ice crystals and
the crystals grow. Soon the larger crystals
fall as snow.
Hail: Hailstones form when water freezes in
the top of cumulonimbus clouds (these
clouds, usually seen during a thunderstorm,
are flat on the bottom and tall and puffy at
the top). As the hail falls, it collects more
water and grows, building up layer upon
layer of ice. Often, the hailstones are blown
upward and downward, due to drafts, and
will grow in size. When the hailstones can
no longer be supported by updrafts, they
fall to Earth. If you cut a hailstone in half,
you will see several layers of ice.

Sleet: Sleet occurs when a layer of warm

air lies above a layer of cold air. Snow
falling from higher clouds melts as it
passes through the warm air, and it turns to
rain. This rain then continues to fall through
the cold layer of air, where it freezes and
turns into tiny pellets of ice.

Unit 4 • Weather 257

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4 Formation of Clouds
Science Background
Information for Teachers
There are three basic types of clouds: cirrus,
cumulus, and stratus.
Cirrus clouds: located the highest in the
atmosphere (6000 to 18 000 metres). They are
made of ice crystals. The word cirrus means
"curl." These wispy clouds look curly and
travel very fast. They are often seen ahead of
changes in the weather.
Cumulus clouds: look "puffy," like cotton
balls. They are found 1000 to 14 000 metres
above Earth. Cumulus means "pile." When the
lower sections of these clouds begin to
darken, a storm is often near.
Stratus clouds: sometimes look like a blanket
stretched across the sky. They are usually
located below 2500 metres. Stratus means
"layer." These clouds often bring rainy weather.
Materials
• hot water
• glass jars
• 30-cm rulers
• metal trays of ice cubes
• flashlights
• water cycle diagram from previous lesson
• clipboards
• drawing paper and pencils
• reference materials for identifying types
of clouds
Note: Ensure that the water is not too hot to cause
potential burns.
Activity: Part One
Referring back to the previous activity on the
water cycle, ask the students:
• Where does rain fall from?
• What is a cloud?
260
• What are clouds made of?
• Are all clouds the same?
• How are clouds different?
• What can you tell from looking at clouds?
Explain to the students that they are going to
create their own clouds, using four simple
materials. Divide the class into working groups.
Provide each group with all required materials
and activity sheet A. Have the students follow
these instructions:
1. Pour hot water into a glass jar to a depth
of about 3 cm.
2. Place a metal tray of ice cubes on top of
the jar.
3. Turn the lights off in your classroom and
close any curtains or blinds so that the
room becomes quite dark.
4. Shine a flashlight through the middle of
the jar.
Note: If you cannot get the classroom dark, have
the students conduct the experiment in another
room in the school where you can eliminate
the light.
As the students are conducting the experiment,
have them record their observations on activity
sheet A.
Ask the students:
• What did you notice when you shone the
flashlight into the jar?
• Why do you think this happened?
• How can you compare this experiment to
how real clouds are created?
• What do you think clouds are made of?
Explain to students that when air cools, water
vapour condenses on dust particles in the air,
forming tiny droplets of water. Millions of tiny
droplets form a cloud (the cloud is made of
water droplets or ice particles, depending on
whether condensation occurred above or
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4
below the freezing point of water). The cloud
grows bigger if more condensation than
evaporation occurs. The cloud becomes
smaller if more evaporation than condensation
occurs.
Note: Use the diagram on the water cycle from the
previous lesson to visually clarify this concept.
Activity: Part Two
Have the students use activity sheet B to
record the types of clouds they observe each
day for a week. For each day, have them draw
a diagram of the clouds.
Using reference materials, have the students
research clouds to identify those that they
have observed. Also have them determine the
effects of different clouds on weather.
Activity Sheet A
Directions to students:
Draw a labelled diagram of your observations
of the cloud experiment. Describe what
happened, and answer the questions at the
bottom of the page (4.4.1).
Activity Sheet B
Directions to students:
Draw diagrams of the types of clouds you
observe each day. Use reference materials to
identify the clouds (4.4.2).
Unit 4 • Weather
Extensions
• On a cold day, take students outside and
have them create their own clouds. They
can do this by blowing warm air from their
lungs into the cold outside air. Have the
students describe what happens when they
blow into the cold air. Ask them to explain
how this exercise is like the formation of a
cloud. (Water droplets are created when
the warm vapour from the lungs meets the
cold air outside.)
• Have students use cotton batting to create
the various types of clouds. The cloud
formations can be glued onto construction
paper. Have students name and describe
each cloud type beside their cotton batting
models.
Assessment Suggestion
During the hands-on investigation on cloud
formation, observe students as they conduct
the experiment. Look specifically for accuracy
in measuring, observation skills, and ability to
communicate findings. Use the individual
student observation sheet on page 13 to
record results.
261
 Date: Name: ------------

Formation of Clouds

Observations

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Date: Name: ----------

Observing Clouds
Day Date Diagram of Clouds Type of Cloud

4.4.2 - 263
5 Properties of Air
Science Background Activity: Part Two
Information for Teachers Have all students take a deep breath and
Weather is affected by the unique properties of observe one another while doing so. Ask:
air. These properties include:
• When you take deep breaths, what do you
• air has mass and volume notice about your chest?
• air expands to fill a space • Why does your chest expand, or get bigger,
• air expands and rises when heated when you take a breath?
• air contracts and sinks when cooled
Explain that everyone breathes air, and that
• air exerts pressure
when we take deep breaths, air enters our
• air moves from areas of high pressure to
lungs and expands our chests.
areas of low pressure
Now have each student blow up a balloon and
Materials notice what happens to the balloon. Compare
the inflated balloons with balloons that have
• chart paper
not been inflated. Ask the students:
• markers
• balloons • Why did the balloon get bigger?
• several empty containers (boxes, • What is inside the balloon?
bottles, and so on)
Stress that even though air cannot be seen, it
• balance scale
still takes up space. Record this idea on the
• pins chart paper. Ask:
• paper
• When the air is inside the balloon, what
• scissors
shape does it have?
• thread
• What shape does the air take on when it is
• clear tape
in your chest?
• heat source (such as a light bulb from a
lamp with the shade removed) Display several empty containers. Ask:
• rulers
• Is there anything inside these containers?
• tape measures
• What shape does the air take on in these
• access to cold area (e.g., refrigerator)
containers?

Activity: Part One
Title a piece of chart paper Properties of Air. As
a class, discuss with students what they know
about air. Record their ideas on the chart. Ask:
• Do you think air affects the weather? How?
Explain to students that, as a class, they are
going to conduct several investigations to
further understand the properties of air that
affect weather conditions and climate.
Explain that air takes on the shape of the
container that it is in. Record this idea on the
chart paper. Ask:
• What does the term volume mean? (the
amount of space taken up by an object)
• Does air have volume?
• Is the amount of air in a small container the
same as in a large container?
Explain that air has volume. Record this idea
on the chart paper.

264
5
Have the students let the air out of their
balloons and feel it whooshing by as it
escapes.
Divide the class into pairs of students. Have
one student in each pair blow up the balloon
and hold the opening tightly; have the other
student squeeze the balloon to feel the
pressure of the air inside it. Now have the
students let the air out of the balloons, feel the
air as it escapes, and notice the decrease in
resistance (pressure) as the air escapes.
Through discussion, focus on the concept that
air exerts pressure. Record this idea on the
chart paper.
Activity: Part Three
Conduct the following investigations to look at
some of the other properties of air. As each
investigation is conducted, record these
properties on the chart.
Air Exerts Force
Provide each student with a balloon. Have the
students blow up their balloons and hold them
securely closed. Ask:
• What do you think will happen if you let go
of your balloon?
Have the students test their predictions by
releasing their balloons. Ask:
• Why did the balloon move?
• What is a force?
• Does the air in the balloon exert force?
Experiment by having the students blow up
their balloon once again, pointing it in a
different direction, and releasing it.
Note: The air inside the balloon makes the balloon
move because air exerts force. The balloon will
always move in the direction opposite to the hole
where the air is escaping.
Unit 4 • Weather
Air Has Mass
Blow up two balloons to approximately the
same size, knot them closed, and place one
on each end of a balanced scale.
Note: If you are using a pan balance, you can
place the balloons on the pans. If you are using a
hanging balance, tie the balloons with string and
hang from the balance.
Have the students examine the balloons on the
scales. Ask:
• Are the balloons heavy?
• Do you think that air has mass?
• What do you think will happen if you pop
one of the balloons?
Pop one of the balloons with a pin and have
the students observe what happens. Ask:
• Why do you think the end of the scale with
the inflated balloon attached to it moved
downward?
• Which end of the scale has more mass?
• What does this prove about air?
Note: Students may wish to measure the mass of
the air in the inflated balloon: Add grains of rice to
a plastic bag attached to the other end of the
balance scale until the scale balances. The rice
can then be measured in grams using a pan
balance scale.
Air Expands When Heated and Contracts
When Cooled
Have the students blow up balloons again and
tie them shut. Ask:
• Is the air from your lungs warm or cool?
• What do you think will happen to the air in
your balloon if you put the balloon in a cold
place?
Have the students use tape measures to
measure the circumference of their balloons.
Record these measurements on chart paper.
265
5
Now place the balloons in a cold space such
as inside a plugged-in refrigerator. After an
hour, remove the balloons and observe. Ask:
• What happened to the balloons?
• Why do you think the balloons got smaller?
• What do you think the circumference of
your balloon is now?
Have the students measure and record the
circumference of their balloons. Ask:
Tape a piece of thread to the centre point on
the spiral. Hold the spiral by the thread. Ask:
• What do you think will happen if I place the
spiral over a heat source such as a light
bulb?
Test the students' predictions. Hold the spiral
freely and wait until it is still before placing the
heat source under it. Have the students
observe closely.

• What do you think will happen if you put

your balloons in a warm place?

Test the students' predictions. Place the

balloons in a warm area (e.g., near a sunny
window or in a box by a heat register). After an
hour, observe and measure the balloons again.

Note: For safety reasons, do not place the

balloons in direct contact with a heat source.

Discuss expansion and contraction of air.

Stress that air particles (molecules) move
farther apart when heated, causing the air to
take up more space (expand). Air becomes
less dense as the molecules move farther
apart. When air is cooled, the molecules move
closer together, causing the air to take up less
space (contract). Air becomes more dense as
Ask:
the molecules move closer together.
• Why do you think the spiral is beginning to
Warm Air Rises, Cold Air Sinks spin?
Cut a paper circle 10 cm in diameter. Use • What is happening to the air around the
scissors to make the circle into a spiral. light bulb?
• What happens to air as it is heated?
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As the warm air currents rise, they cause the
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• If warm air rises, what do you think
happens to cold air? (cold air sinks
because it is more dense)
Following these activities, have the students
complete the concept map to record their
ideas on the properties of air.
Activity Sheet
Directions to students:
Complete the concept map with statements
about the properties of air. Draw a diagram to
illustrate each property. You may add more
lines and circles as needed (4.5.1).
Extensions
• Place a deflated balloon inside a bottle and
stretch the opening of the balloon over the
mouth of the bottle.
Have the students predict if they can blow
up the balloon. Have them test their
predictions. It is impossible for them to
blow up the balloon! Have them infer why
they cannot inflate the balloon.
Explanation: The bottle is already full of air.
Inflating the balloon would take up space,
and there is no space left in the bottle.
Unit 4 • Weather
• Have students suggest other ways that
they can show the presence and resistance
of air (e.g., closing a door quickly and
feeling the resistance caused by air).
• Have students make balloon rockets: Cut a
cardboard circle 6 cm in diameter. Glue one
end of long, thin strips of tissue paper
(about the size of a straw) onto the edge of
the circle. Punch a hole in the centre of the
circle and stick the end of a balloon
through the hole. Blow up the balloon and
release it. The "rocket" will fly through the
air. Students will see how air can make
objects move. They will also observe that
the direction the balloon moves in depends
on the direction from which the air
escapes. If air is escaping to the floor, the
balloon will travel to the ceiling. Challenge
the students to design, produce, and
experiment with a number of rockets to find
which one will travel the farthest.
• Hang paper bags from a balance scale so
that the openings of the bags face
downward. Place a heat source such as a
light bulb under one of the paper bags.
Observe that this end of the balance scale
rises as the warm air around the light bulb
rises into the paper bag.
267
5
• Have the students make paper fans. They
can wave the paper fan and feel the
movement of air as it resists the paper.
Try making the fans out of different types of
paper to see which resists air the most.
• To further examine how hot air rises and
cold air sinks, have students conduct
experiments to investigate air indoors.
Take a walk throughout your school on a
hot day. Compare the temperatures in the
basement of the school and the main floor.
Students will notice that it is significantly
cooler in the lower levels of a school. Have
students conduct this experiment in their
homes by measuring and recording air
temperatures in the basement, main floor,
and second floor. Following these
investigations, ask the students:
• What do you know about cold air?
(Cold air sinks.)
• What do you know about warm air?
(Warm air rises.)
• Why do you think cold air sinks? (Cold
air is heavier because the slowly
268
moving molecules are close, or
crowded, together. Cold air pushes
light, warm air upward.)
• Why do you think warm air rises?
(Molecules in warm air are spaced far
apart. Warm air is lighter and less
dense.)
• Do you think the movement of air
outside is different from the movement
of air inside?
• How do you know?
• Where are the coldest rooms in your
house?
• Where are the warmest rooms in your
house?
• What does this tell you about the
movement of air inside?
• Why do you find ceiling fans in some
homes?
• If you were in a fire, why should you
crouch and stay low to the floor? (The
warm, smoke-filled air rises. It is easier
to breathe near the floor.)
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6 Air Masses
Science Background
Information for Teachers
Air Mass: When a large body of air stays in an
area over a long period of time, it takes on the
characteristic temperatures and humidity of
that area and becomes an air mass. Cold air
masses are high pressure: cold air is denser
because the molecules are closer together;
therefore, pressure is higher. Warm air masses
are low pressure: the molecules are farther
apart, causing lower air pressure.
Front: A front is the line where air masses
meet. One air mass tries to make the other
move out of the way. When this happens,
clouds and stormy weather are produced.
Cold Front: A cold air mass forces its way
under a warm air mass, pushing the warm air
upward. A cold front is the leading edge of an
advancing cold air mass. Thunderstorms often
result during a cold front.
Warm Front: A warm, moist air mass pushes a
cold air mass away. Light rains often result.
Warm air replaces cold air at ground level.
The main air masses around the world are:
Continental Polar: cold and dry
Continental Tropical: hot and dry
Maritime Polar: cold and wet
Maritime Tropical: warm and wet
Materials
• construction paper (red and blue)
• barometer
• chart paper
• markers
• rulers
• graph paper (included) (4.6.1)
• coloured pencils
Note: These activities are best done in a large
open area such as the gymnasium or playground.
270
Activity: Part One: Air Masses
Explain that air and air temperature play
important roles in the weather. Tell students
that they are going to represent air masses -
large areas of hot or cold air. Provide each
student with a piece of red construction paper.
Explain that it represents warm air. Ask:
• What happens to air as it is heated?
(expands)
• What would the air molecules be like in a
warm air mass? (spread out)
With the pieces of red construction paper in
their hands, have the students spread out.
Explain that warm air masses are low pressure
because the molecules are farther apart. When
a low-pressure system occurs, the air is warm;
therefore, the temperature is mild. However,
this warm air is usually filled with moisture,
which means that clouds and rain can occur.
Gather the pieces of red construction paper.
Provide each student with a piece of blue
construction paper. Explain that it represents
cold air. Ask:
• What happens to air as it is cooled?
(contracts)
• What would the air molecules be like in a
cold air mass? (close together)
Have the students move close together as they
hold their blue papers. Explain that cold air
masses are high pressure because the molecules
are close together. When a high-pressure system
occurs, the temperature goes down because the
air is cooler. This cold air is usually dry, which
means the skies will be clear.
Following this activity, display the barometer
for students to examine. Explain that a
barometer measures air pressure, or
barometric pressure. High air pressure is
observed when cold air masses exist in a given
area, and low air pressure occurs when warm
air masses exist. Ask:
6
• What do you think the weather would be
like if the barometer was rising?
• What do you think the weather would be
like if the barometer was falling?
Over the next few weeks, have the students
measure the barometric pressure. Record the
data on a class chart. Use this information to
predict the weather.
Have the students construct graphs of these
results on graph paper (4.6.1).
Activity: Part Two: Warm and
Cold Fronts
Divide the class into two groups. Give one
group of students pieces of red construction
paper. Give the other group of students pieces
of blue construction paper. Have the groups
stand at opposite ends of the room. Ask:
• What is an air mass? (a large area of hot or
cold air that affects the weather)
Explain to the students that the "red" group is
a warm air mass and the "blue" group is a cold
air mass.
Have the two groups walk slowly toward each
other. When the two groups are about one
metre apart, have them stop. Now ask the
students:
• What do you think will happen when these
two air masses meet?
Explain to the students that two air masses
meet along a line called a front. Ask:
• What do you think the weather is like when
these two air masses meet along a front?
(unsettled and changeable, with clouds,
rain, and storms)
Explain to them that they are going to
demonstrate a cold front. Have the students
hold their papers vertically with arms
Unit 4 • Weather
outstretched. Have the students in the "cold"
air mass crouch down and move toward the
students in the "warm" air mass. As they come in
contact with the students in the warm air mass,
have the students in the cold air mass stand up,
pushing the warm air mass upward. Ask:
• From this demonstration, can you tell what
happens in a cold front? (A cold air mass
forces its way under a warm air mass,
pushing the warm air upward.)
• What type of weather do you think occurs
in a cold front?
Explain that during a cold front, thunderstorms
often result. This is because the warm, moist
air is forced upward where the air is very cold.
This moist air condenses, causing heavy rain.
Have the students move back to their two
separate groups again. Explain to them that
they are going to demonstrate a warm front.
Have the students in the "warm" air mass
move up toward the students in the cold air
mass, pushing them back. Ask the students:
• From this demonstration, can you tell what
happens in a warm front? (a warm, moist
air mass pushes a cold air mass away)
• What type of weather occurs in a warm
front?
Explain that in a warm front, the air
temperature is milder because warm air is at
ground level. Light rains may still result
because the warm air is moist and the water
vapour will condense to form precipitation.
Activity Sheet A
Directions to students:
Draw a labelled diagram of a riSing and falling
barometer. Illustrate and describe the types of
weather that you would likely experience when
the barometer was rising and falling (4.6.2).
271
6
Activity Sheet B
Directions to students:
Using coloured pencil crayons, draw labelled
diagrams of a cold front and a warm front
under the appropriate heading. Describe the
movement of air for both fronts (4.6.3).
Extensions
• Collect daily weather reports from a local
newspaper. Have students become familiar
with how high and low air pressure and
warm and cold fronts are indicated on a
weather map (e.g., symbols). Encourage
the students to predict the weather based
on the movement of these air masses.
272
• Have a local meteorologist visit the class to
discuss how regional weather is affected by
the movement of large-scale weather
systems (e.g., high pressure Arctic systems
are associated with clear and cool weather,
Atlantic systems are associated with cloudy
skies, Pacific systems are associated with
a variety of different weather conditions).
• Investigate the different air masses around
the world (continental polar, continental
tropical, maritime polar, maritime tropical).
Discuss what type of weather is associated
with each air mass. Locate the air masses
on a world map.
 Date: Name:

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 Date: Name: ------------

The Effects of Air Pressure

A Rising Barometer A Falling Barometer

Weather Conditions Weather Conditions

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4.6.3 275
7 constructing Weather Instruments
Materials Note: If time and materials permit, you may wish
to have all students construct all weather
• outdoor thermometer (Place the thermometer instruments. As an alternative, students can be
in a sheltered area near the school where it grouped and each group can construct a different
can be easily read by students.) instrument that can be shared with the class
through presentations.
For constructing other weather instruments,
student will need the following: Activity
• strand of human hair (20 cm long) Explain to students that they are going to work
• kettle (filled with water) together as a weather team to forecast the
• hair dryer weather in their local community. In working
• shoeboxes groups, they will construct and test a variety of
• Plasticine weather instruments. The instruments include:
• permanent markers • hydrometer (measures humidity)
• glue • rain gauge
• pencils • wind vane
• 2-litre plastic pop bottle • anemometer (measures wind speed)
• pencils with eraser tops • barometer (measures barometric pressure)
• scissors
Divide the students into five groups. Distribute
• rulers
one of the weather instrument instruction
• cardboard
sheets to each group. Have the students read
• compasses over the instructions carefully and ask any
• cereal boxes (empty) questions they may have before they begin
• pins constructing their instruments. Display the
• plastic drinking straws materials needed on a table in the classroom.
• markers Have one or two members from each group
• recipe cards (cut in half) gather the materials needed for the construction
• plastic wrap of their group's weather instrument.
• masking tape Once the students have constructed their
• clear tape instrument, have them present it to the class.
• beads Make sure they include the following in their
• paper plates presentation:
• food colouring • the name of the instrument
• 3D-cm rulers • how they constructed the instrument
• long-neck bottles • what the instrument measures
• instructions for constructing weather
instruments (included) (4.7.1-4.7.5) The students are now ready to take an active
part in measuring and recording the weather in
their local community. Distribute the activity
sheet (weather chart). Display a larger version
of the weather chart on chart paper. Explain to
the students how the information is to be
gathered and recorded:

276
7
1. Each day for two weeks (at approximately
the same time) you will take your weather
instrument outside to measure and record,
on the activity sheet, your specific
component of the weather.
2. When you return to the classroom, record
what you measured on the class weather
chart.
3. Each day, discuss the students' results,
noting changes from previous days.
Encourage the students to predict or
forecast the weather for the next day,
based on the data recorded. These
predictions can be recorded on chart
paper and compared to the following day's
weather results and observations.
Activity Sheet
Note: Students are to record the weather each
school day for a two-week period.
Directions to students:
Use your weather instruments to record the
weather each school day for a two-week
period. Also record the daily temperature as
indicated on the outdoor thermometer (4.7.6).
Unit 4 • Weather
Extensions
• Have the students compare their
predictions and findings with the weather
forecast in the local newspaper. Encourage
them to look for similarities and differences
in their predictions and explore possible
reasons for the differences.
• Take a trip to the local weather station so
that students can observe how professional
meteorologists forecast the weather.
• Organize a weather station for the school.
Have the students predict the weather and
share their forecasts with the school
community on a weather board or over the
PA during morning announcements.
Assessment Suggestions
• As students work in their groups to
construct and use their weather
instruments, make observations regarding
their ability to work cooperatively and
effectively in a group. Use the cooperative
skills teacher assessment sheet on page 17
to record results.
• Have students complete a cooperative
skills self-assessment on page 19 to reflect
on their group work.
277
 Constructing a Hygrometer
Thisinstrument measures the amount of humidity
or moisture in the air.
Materials required:
• strand of human hair (straight,
thick, and clean; about 20 cm long)
• kettle (filled with water)
• hair dryer
• drinking straw
• tape
• glue
• pencil
• scissors
• shoebox
• Plasticine

1. Turn the shoebox on its side.

2. Tape one end of the straw to the bottom of the box. Tie the hair
around the straw, close to the taped end.
3. Punch a small hole in the top of the box and thread the hair
through the hole. Tape the hair so that the straw is suspended at
one end.
4. Put a small piece of Plasticine on the end of the straw so that the
hair is taut.
5. Plug in the kettle.

How to UseYour Hygrometer: Use the hair dryer to thoroughly dry

the strand of hair, then mark this point on the shoebox "0%." This
shows that there is no moisture in the hair. Put the hygrometer in a
very humid place, near the steam rising from the boiling water in
c:i the kettle (for safety reasons, do this with adult supervision). The
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moisture in the air will be absorbed by the hair. This will cause the
hair to stretch and the straw will lower. Mark this level "100%" to
show the humidity level. You can now calibrate the box and
measure humidity.
278 - 4.7.1
 constructing a Rain Gauge
This instrument measures the amount of rain that falls.

Materials required:
• 2·litre plastic pop bottle
• masking tape
• scissors
• ruler
• pencil
• permanent marker
• water

1. Cut off the top of the bottle where the curved top meets the
straight sides (about 10 cm from the top of a 2-litre pop bottle).

2. Turn the top upside down and fit it into the top of the botfle
(like a funnel). This will reduce the evaporation rate of the water
inside the boffle.

3. Place a piece of masking tape along the straight part of the

bottle. Use a permanent marker to make 5 mm divisions on the
tape.

4. Pour water up to the lowest division and mark this point with a
zero. Label each 5 mm line up to the top of the tape.

How to Use Your Rain Gauge: Place your rain gauge outside, away
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4.7.2 - 279
 Constructing a Wind Vane
This instrument measures wind direction.

Materials required:
• cardboard
• drinking straw
• scissors
• pin
• pencil with eraser top
• tape
• bead
• compass
• paper plate
• ruler

1. Make tan arrow head and tail from the cardboard. The tail
should be much larger than the head.
2. Cut slits in each end of the straw and insert the arrow head in
one end and the tail in the other end. Tape them both in place.
3. Push the pin through .the straw about 1/3 the way down from
the arrow head. Place the bead on the pin, then push the pin
into the eraser on the pencil.
4. Using the compass, ruler, and pencil, mark the
eight major compass directions on the paper
plate: N, NE, E, SE, S, SW, W, NW.
5. Pushthe pencil through the centre of the paper
Sw
plate.

How to Use Your Wind Vane: Set up the wind vane in an open
area. To catch the wind, place it well above the ground. The arrow
on the wind vane will point in the direction from which the wind is
blowing.

280 - 4.7.3
 constructing an Anemometer
This instrument measures wind speed.

Materials required:
• cereal box (empty)
• scissors
• sharpened pencil
• 2 pins
• plastic drinking straw
• marker
• ruler
• recipe card (cut in half)
• plastic wrap
• masking tape

1. Cut a large window out of the side of a cereal box. Cut a small
rectangle from the top of the box, close to one end.
2. Draw a scale on the inside of the cereal box. Make a numbered
scale at 1 cm spaces, beginning with the zero marked where the
pointer hangs. Once you have drawn the scale, cover the hole
with plastic wrap to make an observation window. Tape the
plastic in place.
3. Tape the recipe card to the top of the pencil. The sharp end
of the pencil will be used as a pointer.
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4.7.4 - 281
 Constructing a Barometer
This instrument measures barometric pressure.
Materials required:
• long-neck bottle
• jar (the bottle should fit
the mouth of this jar)

• water
• food colouring
• permanent marker
• 30-cm ruler

Note: You must make this barometer when there is a low pressure
system in your area.
1. With a permanent pen, draw a scale around the neck of the
bottle at 5 mm intervals. Turn the bottle upside down and print
numbers on the scale, beginning with 1 for the first line.
2. Pour food colouring into the water.
3. Pour the coloured water into the jar so that when the bottle is
inverted into the jar a little of the water rises up into the neck of
the boHle.

How to Use Your Barometer: Place the barometer in an area

where the air temperature remains constant. When the barometric
pressure increases, the pressure pushes on the water in the jar.
The water level in the bottle will rise. When the barometric pressure
decreases, the water level in the bottle will go down.

Note: Over time, some of the water in the jar will evaporate. Keep
an eye on the water level and add more water whenever necessary
to keep the original water level.

282 - 4.7.5
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8 Meteorology
Science Background
Information for Teachers
Meteorology is the science dealing with the
atmosphere and the changes that take place in
the atmosphere. One important branch of
meteorology is the study of weather.
Meteorologists use several technologies to
help them predict the weather. These include:
Weather Stations
• There are about 10 000 weather stations
around the world.
• Weather observations are made and
measurements are recorded at least every
three hours.
• At sea, ships and weather buoys take
measurements and send information to a
central office via satellite.
• Aircraft and weather balloons are also
equipped with instruments to measure
temperature, wind speed, and air pressure.
This information is then sent to a central office.
Computer Power
• All weather measurements for one area are
fed into a huge computer at a central
weather office.
• The computer uses this data to work out
how the weather may change in a short
period of time (e.g., 30 minutes). The
computer repeats this process until it
arrives at a forecast for the next week to
ten days.
• During calculations, the computer uses
past records to take into account how
weather in that area usually changes.
Weather Satellites
• Weather satellites give details of the
weather that cannot be seen from the
ground.
• They show how fast clouds and fronts are
moving and in what direction they are
moving.
284
• The two main types of satellites are the
Polar orbiting satellites and the
Geostationary satellites.
• Polar orbiting satellites are between 800
and 1 400 km above the Earth. They move
around the Earth, making observations over
the whole planet.
• Geostationary satellites stay above one point
on the Earth, 35 890 km out in space. They
collect information about just one area.
Doppler Radar
• Weather radar determines the circulation of
air from motion of raindrops, snowflakes, or
dust particles. Doppler effect is used to
calculate how the air in a weather system is
moving and can, therefore, predict severe
weather patterns.
Cloud Gun
• Microwave beams from radar towers on the
ground zap through most clouds, but they
cannot pierce clouds that contain rain or
snow. The information about the way the
beams bounce back gives meteorologists
an advance warning of approaching rain
or snow
Materials
• weather report from a local newspaper
(make a copy of this report for each student)
• reference materials on meteorology
Activity
Distribute a copy of the weather report to each
student. Discuss how weather information is
gathered and measured. Ask:
• Who do you think wrote this weather
report?
Explain that the study of the weather is a
branch of science called meteorology. A
meteorologist's job is to study the atmosphere,
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8
record weather conditions, and predict or Provide plenty of class time for groups to
forecast the upcoming weather. Ask: gather their information. Have them present their
findings in an interesting way, such as in a
• How do you think a meteorologist predicts
bulletin board display or video, or by conducting
the weather?
mock interviews with a meteorologist.
• What kinds of instruments and
technologies do you think a meteorologist
Activity Sheet
uses?
Directions to students:
Following discussion, divide the class into
working groups. Provide each group with an Use the sheets as a guide for your research
activity sheet, as well as reference materials on about meteorologists (4.8.1).
meteorology. Have the students use the
activity sheet as a guide to find out more
about how meteorologists report on and
forecast the weather.

Note: Students may wish to contact

meteorologists from local newspapers, radio
stations, and television stations and interview
them as part of their research. A meteorologist
may also be able to provide additional resources,
videos, or make a presentation to the class. The
Internet is another valuable resource for acquiring
information about the role of meteorologists and
the technologies they use.

Unit 4 • Weather 285

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 Short- Term and Long-Term
9 Weather Forecasts
Materials
• folders, binders, or Duo-tangs
(for storing charts)
• chart paper
• markers
• short-term and long-term weather forecasts
from daily newspapers
• graph paper (included) (4.9.3)
Activity: Part One
Discuss how meteorologists forecast the
weather. Ask:
• What is a meteorolog ist?
• What job does a meteorologist perform?
• What does the term forecast mean?
• How does a meteorologist forecast the
weather?
• Do you think it is easy to forecast the
weather?
• Do you think that forecasts are always
accurate?
Explain to students that over the next two
weeks they are going to be responsible for
charting the short-term and long-term weather
forecasts in their area, then comparing these
forecasts to actual weather conditions. Each
day they will gather information about the
weather forecast from newspapers. They are
to record the information on the weather
forecasting charts. Each evening at home, they
are to record the actual weather conditions for
the day, from news reports, weather channels,
and their personal observations.
Distribute two short-term and long-term
weather forecasting charts to each student.
Have them store their charts in a Duo-tang,
folder, or binder.
Review the short-term weather forecasting
chart. On chart paper, record all of the
components of the day's weather forecast that,
if available, should be recorded by the students:
?RR
Temperature: daytime high and low
temperatures
Barometric Pressure: note if the air pressure
is rising, staying the same, or falling
Humidity: humidex reading
Precipitation: chance (%) of precipitation (rain
or snow)
Wind Direction: N, NE, E, SE, S, SW, W, NW
Wind Speed: km/h
Ultraviolet Index: highest index for the day
Wind Chill: the coldest reading for the day
Sky: overcast, clear, partly cloudy
Actual Weather Conditions: record all
components of the actual weather for the day
Note: Students are to record on this chart daily for
a two-week period. They can complete the chart at
home for Saturday and Sunday.
Review the long-term weather chart. Explain to
students that they are to record the long-term
weather forecast each Monday for a two-week
period.
Each day, provide students with the daily
newspaper and have them record their
information on the charts. Remind them to
record the day's actual weather conditions at
home from news reports or weather channels.
Activity: Part TWo
At the end of the two-week period, analyze
the weather forecast charts. Discuss and
compare forecasts and actual weather
conditions. During this activity, ask:
• Look at the information recorded on your
short-term weather forecast chart. How
accurate were the forecasts for each day?
9
• Compare your long-term forecast with your
short-term forecast. Was your long-term
forecast an accurate predictor of the
weather? Why or why not?
• Is it possible to always accurately predict
the long-term forecast? Why or why not?
• Why are long-term forecasts not always
accurate?
Activity Sheet
Directions to students:
Complete the short-term and long-term
weather forecast charts. Complete the
short-term chart daily for two weeks.
Complete the long-term chart on each
Monday for two weeks. (4.9.1, 4.9.2).
Extensions
• Have the students graph the daily high
temperature that was forecast and the
actual high temperature for that day on a
double bar graph, using graph paper
(4.9.3). Use a different colour to represent
each temperature (e.g., red: forecast
temperature; blue: actual temperature).
Refer to the graph during a discussion of
the accuracy of forecasts.
• Encourage students to set up a "Weather
Prediction" bulletin board in the classroom.
Encourage the students to make short-term
and long-term forecasts. Have them
evaluate the accuracy of their predictions,
using weather reports from newspapers,
news reports, or weather channels.
Unit 4 • Weather
• Have students compare weather maps
from different newspapers. Discuss their
similarities and their differences. Look at
the different symbols used to represent
each factor.
• Invite a local weather forecaster to the
classroom to speak to the students about
predicting the weather or, if possible, visit a
local television station to see how weather
broadcasts are conducted.
• If appropriate to your area and time of year,
record daily wind chill factors and discuss
the importance of this information for
safety. Many schools have regulations as to
when students are allowed outdoors when
the wind chill is high. Find out the
regulations for your school and have
students predict when they will have indoor
recess.
• Research and record the ultraviolet index,
and discuss the importance of this
information for safety. Encourage students
to protect themselves from these harmful
rays by using sunscreen and wearing hats
when the index indicates a high level of
ultraviolet rays.
• Use the Internet to share the students'
weather reports with classes from other
regions or countries. Invite these classes
to share similar information with your
students. This is an excellent opportunity
to discuss and compare regional climates.
289
 Date: Name: -----------

Short-Term Weather Forecast

loday's Actual Weather

Date loday's Forecast
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290 - 4.9.1
 Date: Name: ------------

Long-Term Weather Forecast

Date Forecast for the Next Several Days

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4.9.2 - 291
Date: Name:

292 - 4.9.3
10 Weather Lore
Science Background
Information for Teachers
Traditional Knowledge: In Canada, First
Nations People have unique legends and
beliefs about the weather. An excellent
resource for studying traditional knowledge is
the book Keepers of the Earth by Michael J.
Caduto and Joseph Bruchac. Also consider
inviting local elders to share stories, legends,
customs, and beliefs related to weather.
Folk Lore: Weather-related sayings and folk
knowledge include:
• Groundhog Day with Wee Willie: An old
superstition that states if Willie sees his
shadow we can expect six more weeks of
winter. If he does not see his shadow, spring
is on the way. This is based on the old belief
that a sunny day (when the groundhog sees
his shadow) early in winter signals bad
weather later.
• "If March comes in like a lion, it will go out
like a Iamb": If the weather is bad (ferocious)
at the beginning of March, it will be mild at
the end of the month.
• "Red sky at night, sailors' delight; red sky in
the morning, sailors take warning": A pinkish-
red sky in the evening means fine weather
the next day; a pinkish-red sky in the
morning signals a storm warning.
• "The first three days of January rule the
weather for the next three months": The
weather on the first three days of January
foretells the weather for January, February,
and March.
Farmer's Almanac: This resource, which is
published annually, forecasts the weather for
the year.
Unit 4 • Weather
Materials
• resources for researching weather lore,
such as Keepers of the Earth, Farmer's
Almanac, the Internet, World Book CD
encyclopedia, and so on
• index cards (print one of the weather lore
sayings on each card)
• poster paper
• pencil crayons or markers
Activity
Begin by reading a traditional legend about the
weather, such as "Gluscabi and the Wind
Eagle" from Keepers of the Earth. Discuss the
causes and benefits of wind, the effects of
wind on weather, and large-scale wind patterns
as emphasized throughout the story.
Note: There are several suggested follow-up
activities in this book that students may be
interested in conducting. All focus on wind and
weather concepts.
Using the Farmer's Almanac, read the forecast
for your current time period and local area. Ask
the students:
• How accurate are the weather forecasts in
the Farmer's Almanac?
• How is a forecast from the Farmer's
Almanac different from a meteorologist's
forecast?
Note: You may wish to extend this activity and
compare the almanac forecast over a long period
of time.
Now display the index cards. Discuss each
weather-related saying by asking:
• What do you think the saying means?
• Is this an accurate way of forecasting the
weather?
293
10
Divide the students into working groups. Extension
Distribute one index card to each group
Research the accuracy of weather-related
(duplication of cards may be required).
sayings. For example, use the Internet,
Have each group record its weather-related
newspapers, or other materials to research the
saying on poster paper and illustrate it in a
accuracy of Wee Willie's predictions over the
meaningful and creative way.
past ten or twenty years. Compare the
Provide an opportunity for students to present predictions to the results of scientific
their posters to the class. forecasting.

294
11 Severe Weather Conditions
Materials research. (This lesson will be used to reinforce
their research skills in preparation for the
• markers research project outlined in lesson 12.)
• chart paper
• Cloudy With a Chance of Meatballs, a Students must include the following in their
book by Judith Barrett research:
• resources (including nonfiction books, • a description of the weather condition
CD ROMs, and bookmarked Internet sites) • where (geographically) the weather
on different types of severe weather and condition commonly occurs
natural disasters
• a labelled diagram of the weather condition
• the effects of the weather condition on
Activity
Earth, on human lives, and on other living
Refer to the story Cloudy With a Chance of things
Meatballs. Discuss the severe weather • a description of ways to ensure personal
conditions experienced by the characters in safety during the severe weather condition
this book.

As a class, brainstorm a list of severe weather Activity Sheet

conditions; for example, tornadoes, floods, Directions to students:
blizzards, hurricanes, monsoons, extreme wind
Use the research guide to conduct your
chills, and so on. Ask:
research. Write your notes in point form (4.11.1).
• How are humans affected by severe
weather? Extensions
• How are plants and other animals affected
• Discuss severe weather conditions that can
by severe weather?
occur in your community. Specifically:
• Why is it important to forecast severe
weather? • What was the severe weather condition?
• How was the community affected by
Explain to the students that they are going to
the severe weather condition?
conduct research on severe weather conditions.
• What precautions have been taken for
They may work alone or with a partner. They
future severe weather conditions?
may gather their information from a variety of
resources including nonfiction books, pamphlets, • Display a map of the world on a bulletin
brochures, newspapers, CD-ROMs, bookmarked board. As the students share their research
sites on the Internet, and so on. findings, have them locate the areas on the
map where their severe weather condition
Use this lesson to reinforce information-
occurs. Label these locations using different
gathering skills.· You may wish to review how to
symbols for severe weather conditions.
make notes (e.g., include only important
information, do not copy information word for • Have students look in the local and national
word, summarize information). Make it clear to newspapers for articles that discuss severe
the students that this is not a full-scale weather conditions and their effects on
research project; they are responsible only for Earth and on the lives of humans. Display
locating and recording the information in the these articles on the weather bulletin board.
form of notes and/or diagrams. They will not
be required to write up a formal report on their

Unit 4 • Weather 295

11
Assessment Suggestion
Review the research notes submitted by each
student. Evaluate their recording skills. Use the
five headings on the research guide as criteria.
List these criteria on the rubric on page 15 and
record results.

296
 Date: Name: ------------

Severe Weather Conditions

Weather condition: ------------------

Oescription: _

Where does this kind of weather generally occur? _ __

Diagram:

o
8
N

4.11.1-297
 Effects on Earth, humans, and other living things: _

Ways to ensure safety during severe weather:

Resources used:

298 - 4 11 1
12 Earth's Changing Climate
Materials
• chart listing factors that affect climatic
changes (include volcanic eruptions, the
greenhouse effect, global warming, ozone
depletion, ultraviolet rays, EI Nino,
deforestation, asteroid impact, jet stream,
chinook)
• resources including nonfiction books,
CD-ROMs, and bookmarked Internet sites
on volcanic eruptions, ozone depletion,
greenhouse effect, EI Nino, deforestation,
asteroid impact, and other factors
influencing the changing climates around
the world
• three-page research guide (included) (4.12.1)
• Cloudy With a Chance of Meatballs, a book
by Judith Barrett.
Activity
Review the difference between weather and
climate.
Refer to the story Cloudy With a Chance of
Meatballs. Discuss the climate change that
occurred in this book. Explain to students that
Earth's climate or long-term weather trend can
change as a result of several phenomena.
Display the chart and discuss those terms with
which the students are familiar (for example,
students may be familiar with EI Nino since it
was relatively recent).
Divide the class into small working groups.
Explain that each group is going to do a
research project on one factor that affects
climate change. Have each group select a
topic for this research. There will be some
duplication of topics; however, this should not
be a concern, as different research materials
may provide different, interesting information.
Review the expectations outlined on the
research activity sheet. Tell the students they
are responsible for:
Unit 4 • Weather
• identifying the factor that influences the
climate
• describing the factor in detail
• explaining why the climate is changing as a
result of this factor
• discussing how the climate is changing as
a result of the factor
• drawing a labelled diagram
Note: Although students are working in groups,
you may choose to have each student use the
activity sheets provided to record his or her own
research information.
Provide resources for students to gather
information (e.q., nonfiction books, brochures,
CD-ROMs, bookmarked sites on the Internet).
Have the students complete the research
during class time. Make sure you specify how
much time (e.g., how many working periods)
they will have to complete the research. This
time may be negotiated, using student input,
prior to commencing.
After completing the actual research, have
groups decide on the way to present their
findings (e.g., report, poster, oral presentation).
Projects can then be shared with the class.
Activity Sheet
Directions to students:
Use the three-page research guide to plan your
research on your topic (4.12.1).
Extensions
• Invite a guest speaker from a local
environmental organization to talk to the
students about the effects of global
warming and other factors on Earth's
climate.
• Have students design posters that suggest
ways humans can reduce the effects of global
warming and the greenhouse effect
299
12
(e.g., reducing pollution, decreasing the
number of forests burned). Display the
posters around the school for everyone to
view.

Assessment Suggestions
• Assess the oral presentations. As a class,
identify criteria for the presentations
(quality of voice, information presented,
model/illustration, and so on). List these
criteria on the rubric sheet on page 15
and record results.

• Have students complete a student self-

assessment sheet on page 18 to reflect
on their own learning while conducting the
research.

300
 Date: Name: ----------

Research Checklist

My research includes:

1. identifying a factor that influences climate D

2. describing the factor in detail [J

3. explaining why the climate is changing as a D

result of this factor

4. discussing how the climate is changing as a D

result of this factor

5. an illustration D
6. my time-management record D
~
:>
E
o
~ 7. my rough notes (information gathering)
u
D
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D
Q)
U

~
Ci
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Q)
.0

Q)
O"l

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4.12.1-301
 Date: Name: -----------

Keeping My Research on Track

Research Topic: _

Time-Management Record

Date Length of Time What I Accomplished

I',;

302 - 4.12.1
Date: Name: _

Information Gathering
Research Topic: _

Resources Used

4.12.1 - 303
References for Teachers
Atkinson, 8W., and A. Gadd. Weather.
New York: Weidenfield & Nicholson, 1987.
Bosak, Susan. Science Is.... Richmond Hi",
ON: Scholastic, 1991.
Furry, D., R. Gregory, and E. Dawson. Weather
Air/Wind. Ancaster: Wentworth County
Board of Education, 1989.
Haslam, A., and 8. Taylor. Weather. Chicago:
Two-Can Publishing, 1997.
Lawson, J. Hands-On Science Level 3.
Winnipeg: Peguis Publishers, 1991.
___ . Hands-On Science Level 4. Winnipeg:
Peguis Publishers, 1991.
Moore, Nancy. Weather. St. Louis: Milliken
Publishing, 1984.
304
Peacock, G. Meteorology East Sussex:
Wayland, 1994.
Percival, Stan. Weather - Year 5 Teacher's
Guide. Burlington: Halton Board of
Education, 1984.
Tak, L. Liem. Invitation to Science Inquiry
Lexington, MA: Ginn Custom Publishing,
1981.
The Board of Education for the City of
Hamilton. Winter and Man. n.d.
Whitear, Jane. All About the Weather. Oshawa,
ON: S&S Learning Materials, 1991.
Wyatt, Valerie. Weather Watch. Toronto:
Kids Can Press, 1990.
 The Screw
A is a simple machine which is
closely related to the . It
is made up of a ,a _
and a pointed end. A is similar to a
screw but it has a flat end and works together with a
nut. Another inclined plane is (spiraled)
into the shaft creating a . The
distance between each thread is called the -----

When the screw is turned completely around once, it

ill travel a distance equal to the _
The threads of a screw spiral around the _
with a very gentle , so many
turns are required for even a short screw to enter a
piece of wood or metal. A screw is used to
_______ two or more items together.

head .. ~~

shaft .. "bolt

pitch" [

thread ..

drill bit
 The Screw
SIMPLE
MACHINES Name: __

Activity One

Label the following objects.

I I I I

© On tile Mark Press > S&S Learning Materials 23 OTM-299· SS8)-99 Simple Machines
 SIMPLE
MACHINES The Screw
Activity Two

Cut out the triangle below and roll it around your pencil or pen to
I

create your own screw (an inclined plane wrapped around a

shaft or pole).

© On the Mark Press > S&S Learning Materials 24 OTM-299· SSB 1-99 Simple Machines