NLC23 Grade 8 Consolidation Science Student Workbook Final

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Consolidation
Learning Camp
Science
Student Workbook
Contents
Introduction for Students ........................................................ Error! Bookmark not defined.
The Plan ............................................................................. Error! Bookmark not defined.
Time in class ...................................................................... Error! Bookmark not defined.
Mistakes ............................................................................. Error! Bookmark not defined.
Practice .............................................................................. Error! Bookmark not defined.
It is important that you try and try again .............................. Error! Bookmark not defined.
Science Grade 8 Lesson 1 Worksheet .................................................................................. 3
Balanced and Unbalanced Forces ..................................................................................... 3
Science Grade 8 Lesson Plan 2 ............................................................................................ 6
Let’s Get Rolling! ............................................................................................................... 6
Science Grade 8 Lesson Plan 3 ............................................................................................ 9
Newton’s First Law – the Law of Inertia ............................................................................. 9
Science Grade 8 Lesson Plan 4 .......................................................................................... 12
Crash – Force can make the difference. .......................................................................... 12
Newton’s Third Law – Is it Rocket Science? .................................................................... 15
Science Grade 8 Lesson Plan 6 Consolidation.................................................................... 18
Putting it all together in a Golf Swing! .............................................................................. 18
Distinguishing Asteroids and Comets .............................................................................. 21
Making meaning of Meteoroids, Meteors and Meteorites ................................................. 24
Food Chains and Energy ................................................................................................. 27
Science Grade 8 Lesson Plan 10 ........................................................................................ 30
Trophic Levels and Losing Energy – The Food Web! ...................................................... 30
Humans and the Environment ......................................................................................... 33
Science Grade 8 Lesson Plan 12 Consolidation.................................................................. 36
Dynamics of a Food Web ................................................................................................ 36
The Nature of Matter – Properties of Solids, Liquids and Gases ...................................... 39
The Nature of Matter – Maria’s Special Drink .................................................................. 41
The Particle Nature of Matter........................................................................................... 44
Changes of State in Terms of Particles............................................................................ 47
Change of State in the Water Cycle ................................................................................. 50
Science Grade 8 Lesson Plan 18 Consolidation.................................................................. 53
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Heating Water – An Experiment ...................................................................................... 53
Food Chains in Yellowstone ............................................................................................ 56
Food and Energy ............................................................................................................. 59
The Food Web................................................................................................................. 62
Particles .......................................................................................................................... 65
Physical Change ............................................................................................................. 68
The Water Cycle .............................................................................................................. 71
Forces – Balancing and Moving a Wheelbarrow .............................................................. 74
Balancing a wheelbarrow................................................................................................. 75
Forcing Things to Move ................................................................................................... 77
Does bigger force cause more movement? ..................................................................... 78
Predicting the Effects of Forces ....................................................................................... 80
Can we predict the effect of a force? ............................................................................... 81
A Balloon Rocket ............................................................................................................. 83
Making a balloon rocket ................................................................................................... 84
Creating Craters .............................................................................................................. 86
Modelling the impact of masses in forming craters .......................................................... 87
Is it an Asteroid or a Comet? ........................................................................................... 89
An outer space object is heading toward Earth!! .............................................................. 90
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Introduction for Students
Welcome to the National Learning Camp. You are probably aware that this Camp is only open to students
like you who have just completed Grade 7 or Grade 8 in schools across the country.
You have chosen to volunteer to be part of this important national education program. One focus of this
program this year is on three subjects: English, Mathematics, and Science.
The Plan
The plan is for you to attend school on three days each week. These days are Tuesday, Wednesday, and
Thursday.
You will take part in six specially developed lessons each day. These lessons are designed to review content
you have completed. This will help you further strengthen your learning.
There will be opportunities in each lesson for you to practice communication skills with other students and
your teacher, and to experience applying the knowledge you have gained in:
 solving Mathematics problems,
 understanding (comprehending) what you are reading in English, and
 interpreting the natural world through applying Science evidence.
Time in class
How you use your time in the lessons is very important. You will only have 45 minutes for each lesson. It is
critical that you work with the teacher and your classmates as closely as you can.
Every minute is valuable. This means you will be expected to:
▪ start each lesson as quickly as possible,
▪ recognize the lesson pattern and help the teacher as you move from one component to another,
▪ pay attention when the teacher or students in your class are talking about the work, and
▪ try your best with the different activities that make up the lesson.
You will have opportunities to write your answers down, explain to the teacher or classmates your reasons
or justifications for your thinking or responses. There will be time to work on your own but at other times
you will talk to/work with your classmates and find answers and report to the class.
Mistakes
One important fact drawn from brain research on learning concerns making mistakes. It might surprise you!
Making mistakes while learning and trying to improve your skills and understanding is part of the brain’s
process. So, learning from mistakes is an important pathway of our learning journey. When a genuine
mistake is made:
▪ do not be ashamed or embarrassed,
▪ do try to learn from your mistake,
▪ be willing to talk about your mistakes,
▪ try to understand why you committed a mistake, and
▪ find out how to correct the mistake.
Too often learners are embarrassed or feel they have failed because of errors/mistakes. This should not
be the case. Everyone makes mistakes as they learn new material – everyone.
An interesting quote by a very famous scientist, Niels Bohr, who won a Nobel Prize for Physics, said:
An expert is a person who has made all the mistakes
that can be made in a very narrow field.
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Everyone makes mistakes, even experts. It is a vital part of learning. If you make mistakes, it is a sign that
you are moving your learning forward or, maybe, you need to return to earlier learning and fill in some
gaps.
Mistakes and/or errors tell you and the teacher about your thinking and where you need help or practice
(we call it deliberate practice) to do better. The teacher and you should celebrate finding the mistake as it
will help you both know what new learning is needed.
You might be surprised, but if you do not make genuine mistakes and fix them, your learning will not move
forward efficiently.
Practice
If you want to be good at something you must practice it. Practice alerts the brain that this information
needs to be remembered and to store the information in your head.
This is the way the brain works; this is the way the brain learns. Learning, anything from learning sport,
learning about your peers, and to learning academic work in school, requires effort and that means
practice.
Exerting effort is not a punishment and does not need to be painful. As effort can lead to success it can be
enjoyable, at least the results. If you want to learn, effort must be there, and activities need to be
repeated. There are no tricks. This is what the brain needs.
It is important that you try and try again
Learning is a competition with yourself, not others. It is recognizing how your effort results in showing you
where and how you are doing better. To be as good as you can be will only be known if you try.
The Extensive Team of Educators and Teachers involved in the National Learning Camp wish you the very
best in your education future. For the Learning Camp, and your work when you return to school, our hope
is for you to take any new knowledge, skills and understandings you have acquired to learn more, and to
use it also to want to learn more.
Best Wishes
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Science Grade 8 Lesson 1 Worksheet
Balanced and Unbalanced Forces
Component 1: Short Review

Q1a. What does the word balance mean in everyday terms?
Q1b. What does the word force mean in everyday terms?
Q2. What does balance mean in scientific terms when we are referring to forces?
Q3. How could you illustrate or represent balanced forces? (You can use words, symbols, or
drawings.)
Component 2: Lesson Purpose

Time: 3 minutes
The lesson is about balanced and unbalanced forces and how forces can affect the way an object moves.
The lesson may also help you to be better at using symbols to communicate information in science.
Component 3: Lesson Language Practice
Key words/terms
Force; Same direction; Opposite direction; Cancel; Representations; Situations
Practice saying the words.
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Component 4: Lesson Activity
Component 4A
Balance and Forces

Here are two statements about forces and balance:
1. Equal forces acting in opposite directions in the same line cancel each other and are
described as being ‘in balance’.
2. The movement of objects is changed if the forces acting on them are not ‘in balance’.
[Reference: Working with Big Ideas of Science Education; Wynne Harlen, IPA, 2015]
These statements relate to four representations of forces ( or ) acting on some square
objects (, , , and ,) as shown here:
Situation 1 Situation 2
Situation 3 Situation 4
Component 4B
Q1. What does Equal forces mean?
Q2. What are some ways that the motion of objects might be changed?
Q3. What needs to happen for a force to change an object’s motion?
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Component 4C
Q1. The stimulus shows four ways to represent forces using symbols. Which situations are
representing balanced forces?
Q2. Assuming the square objects are the same size and mass (weight), what do you predict would be
the movement of the objects in each situation when the forces represented were applied to the
objects?
Q3. Write a general statement that describes the relationship between forces and the motion of an
object?
Component 5: Lesson Conclusion

Time: 5 minutes
1. What did you learn from this lesson?
2. What are some things you enjoyed about the lesson?
3. What is something you would like to learn more about in this topic?
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Science Grade 8 Lesson Plan 2
Let’s Get Rolling!
Q1. What does force mean in Science?
Q2. What are some forces we can recognize in our daily lives?
Q3. What forces interact when you slide down a playground slide?
Component 2: Lesson Purpose/Intention
The lesson is about how forces act on an object to have an effect the object’s motion, even though the
forces involved cannot be seen directly; Maybe they can be detected by the effect the forces have on
the object’s motion?
Key words/terms
Experiment; Detect; Identical; Launch; Gravity; Friction
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Component 4A
Building a Force Detector

A force is an influence or interaction that causes an object to change its velocity. A force can
be a push or a pull.
Two students decided to try to build a model that would allow them to show that a force acting
on an object must exist, even if you cannot see it. To test their thinking, they conducted an
experiment to see if a force can be detected by the effect of the force on an object’s motion.
Here are some pictures of their experiment:
They used three identical toy cars to be launched from the
same starting point to run on three identical tracks. The only
thing they changed was the angle of the launch ramps because
they knew that the force of gravity acting on each car is the
same – but by using a different angle for each car, they could
accelerate each car differently.
Their teacher said to them “Without the forces of friction and air resistance to slow the cars,
the cars would just keep running right across the floor until they hit something! However, the
experiment will be valid because friction and air resistance would be the same for each car
because they used identical cars.”. The students collected their data:
EXPERIMENTAL
DATA Distance cars travel (cm)
Car Ramp Trial 1 Trial 2 Trial 3 Ave distance
angle travelled
1 100 69 74 82 75
2 150 107 105 115 109
3 200 140 149 146 145
In summary, the students wanted to see if a greater force resulted in a car moving further.
They reasoned that a car moving a greater distance along the flat track indicated that the
initial force applied to the car was greater.
Component 4B
Q1. What is an experiment?
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Q2. What things did the students keep the same in their experiment?
Q3. What do the student’s results (data) show?
Component 4C
Q1. What is a force?
Q2. What did the two students want to show with their experiment?
Q3. Were the students able to detect a force? Explain.
1. Could you find any answers in the Stimulus text for questions in Component 4B or 4C? Which ones?
2. What differences do you notice between questions in 4B and 4C?
3. Did you find it easier to answer the questions in Component 4B or 4C? Why?
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Newton’s First Law – the Law of Inertia
Q1. What is a force?
Q2. What is gravity and how does it affect our lives?
Q3. Write a sentence using the words ‘gravity’ and ‘force’ to say how they affect common everyday
situations.
The lesson is about the scientific law that explains how forces affect the motion of objects, including the
motion of small objects like golf balls and really large objects like the Earth and other planets.
Key words/terms
Balanced; Unbalanced; Rest; Inertia; Remain; Gravity; External; Tendency
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Component 4A
Information about Inertia

Newton’s First Law – the Law of Inertia:
An object at rest will remain at rest until it is acted upon by an
unbalanced force, and an object in motion will remain in motion
unless it is acted on by an external force.
A non-scientific meaning of Inertia:

A tendency for an organization to do nothing or to remain unchanged.
The following are all examples of everyday situations that can be used to describe the Law
of Inertia:
1. A shinny glass marble rolling over a smooth flat floor.
2. A bicycle moving forward even after peddling is stopped.
3. A drinking glass sitting on a table.
4. Rolling a heavy tenpin ball straight down the center of a bowling alley lane.
5. The motion of a heavy tenpin ball as it knocks the pins over.
6. A golf ball sitting on a golf tee before the golfer hits it down the fairway.
7. A house built in an earthquake zone just before it is destroyed by an earthquake.
8. The motion of a hockey ball that is hit along the ground between two players.
9. A spacecraft when it is cruising between the planets Earth and Mars.
Component 4B
Q1. The word ‘remain’ is used three times in the information provided about Inertia. What is another
word that means the same as ‘remain’?
Q2. Which of the 9 examples describe objects that are at rest?
Q3. What are the important differences between the Scientific and Non-scientific meanings of
‘inertia’?
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Component 4C
Q1. What is gravity and how does it affect objects?
Q2. What forces are acting in Example 1. ‘A shinny glass marble rolling over a smooth flat floor.’?
Q3. Choose one other example and describe the balanced and/or unbalanced forces that are acting
in the example. You can use a labelled diagram to display your thinking as well?

Time: 5 minutes
1. The focus of the lesson was on learning about how forces affect the motion of objects. How has the
lesson helped you to describe forces?
2. Has the activity helped you to think about forces in everyday life? Which ones?
3. What did you enjoy about the lesson?
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Crash – Force can make the difference.
Q1. What is a crash?
Q2. What can happen in a crash?
Q3. If people are involved in a crash, what can happen and why?

Time: 3 minutes
The lesson is about how larger forces can cause a larger effect on other objects. The lesson is designed
to help you have a deeper understanding of Sir Isaac Newton’s Second Law involving a quantitative
relationship between Force, Mass and Acceleration
Key words/terms
Investigating; Collision; Conducted; Wondered; Identical; Mass; Acceleration
Which are words that have a special meaning in science?
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Component 4A
Lesson Information box:
Investigating Force and Mass

One of the students who did the experiment with toy cars in Lesson 2 decided to see what
forces can do to objects. She conducted an experiment to see what happens when the toy
cars collide with wooden blocks – She wondered, Will the block all get moved the same
distance?
She again used three identical toy cars. She placed three identical wooden blocks on the
tracks 30 cm from where the cars would be running on flat ground. She made sure the cars
were all the same distance from the wooden blocks. She again used ramps set at different
angles to give each car a different acceleration. Here are some pictures of her experiment.
Before experimental collision:
After experimental collision:
The student’s teacher thought the experiment will be valid because she used identical cars
and so any friction or air resistance would be the same for each car.
Here are her experimental results.
EXPERIMENTAL
DATA Distance the blocks moved after collision (cm)
Car Ramp Acceleration Trial 1 Trial 2 Trial 3 Ave distance
angle travelled
1 100 low 5 4 6 5
2 150 medium 9 14 10 11
3 200 high 16 17 15 16
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Component 4B
Q1. What does the scientific term ‘mass’ mean?
Q2. If toy cars are the same, what scientific properties do they all have that are the same?
Q3. What did the student do to ensure that each car could apply a different force to act on the
blocks?
Component 4C
Q1. What was the average distance travelled for Car Number 2?
Q2. What things did the student need to measure accurately?
Q3. What do the experimental results show?

Time: 5 minutes
1. Which questions were easy to answer – the ones in 4B or the ones in 4C? Why?
2. What strategies do you use to answer the harder questions?
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Newton’s Third Law – Is it Rocket Science?
Q1. What is an Action?
Q2. What are some examples of Reactions?
Q3. Write a statement that shows the difference between an Action and a Reaction.
The lesson is about what is possibly the best known of Newtons three Laws of Motion – it is commonly
described recited by people as “To every action there is an equal and opposite reaction.”
Key words/terms
Exert; Action; Reaction; Interaction, Thrust; Recoil; Rocket
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Component 4A
Information about the Law of Interaction

Newton’s Third Law – the Law of Action and Reaction
One object exerts a force on a second object, the second object exerts
an equal opposite force on the first object.
Non-scientific meanings of Action:

An act; profit making; to organize, exerts authority; exciting happening.
A non-scientific meaning of Reaction:
An answer; a return gesture when someone is upset; a response;
.
The following are all examples of everyday situations that can be used to describe the Law
of Action and Reaction:
1. The movement of a balloon when air is released from the neck of the balloon.
2. The upward movement when a rocket ship takes off.
3. The way a slingshot works to project an object.
4. The recoil on a person’s shoulder when they fire a rifle.
5. The trail in the water from the propeller of a moving speedboat
6. The recoil of a heavy cannon when it fires an iron cannon ball.
7. Pushing off the ground to walk or run.
8. Rowing a boat.
9. When a billiard ball hits another one, the second one moves with the same force as the
first, but the first stops or moves back.
Component 4B
Q1. The word ‘exert’ is used three times in the information box provided. What is another word that
means the same as ‘exert’?
Q2. Which of the 9 examples provided in the information box involve gases exerting a force?
Q3. What are the important differences between the Scientific and Non-scientific meanings of
‘Action’ and ‘Reaction’?
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Component 4C
Q1. What does gravity act on?
Q2. What are some ways that humans use to overcome or go against gravity?
Q3. Why do spaceships need huge rockets to get them into space?

Time: 5 minutes
1. What did you learn from this lesson?
2. What are some things you enjoyed about the lesson?
3. What are some things you found difficult in this lesson?
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Science Grade 8 Lesson Plan 6 Consolidation
Putting it all together in a Golf Swing!
Q1. What is a Scientist?
Q2. What things do scientists study?
Q3. How do scientists contribute to our society?
The lesson is a consolidation lesson and is designed to help you to recognize that Newton’s three Laws of
Motion can be applied to a single situation.
In many situations many laws and principles of science do not occur in simple and unrelated situations.
To make sense of the physical world, scientists often isolate small components to study each in depth
and with precision.
Key words/terms
Situations; Maximum; Acceleration; Velocity; Newton; Vertical; Horizontal
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Component 4A
Can we apply Newton’s three Laws of Motion to a single situation?

When a golfer uses a golf club to hit a golf ball, there are basic forces involved. There are forces
acting on the golf ball when it is sitting on the tee. There are forces acting on the golf club
supplied by the arms of the golfer as he swings. There are forces acting on the golf ball as the
golf club hits the ball. There are forces acting on the golf ball once it has left the golf club.
How do we make sense of it all?

Try using each of Newton’s three laws to help you explain it to someone else.
First Law: An object at rest will remain at rest until acted upon by an unbalanced force, and an object
in motion will stay in motion in a straight line unless acted on by an external force.
Second Law: The acceleration of an object’s motion is directly related to the mass of the object and the
force acting on it.
Third Law: When one object exerts a force on a second object, the second object exerts an equal
opposite force back on the first object.
Component 4B
Q1. The text in the Information Box states: ‘There are forces acting on the golf ball when it is sitting
on the tee.’ Would these forces be balanced forces or unbalanced forces?
Q2. What does the acceleration of an object depend on?
Q3. Why does the diagram in the Information Box indicate that the path of the golf ball after the club
hits the golf ball is a straight line?
Component 4C
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Q1. The word ‘exert is used three times in the information provided. What is another word that
means the same as ‘exert?
Q2. The table below describes 7 different situations that exist when a golfer is hitting a golf ball. In
the table, add a tick () to indicate which of Newton’s Laws apply to each situation – you can
select more than one Law for each situation, and you can ignore friction, air resistance and wind
resistance. [The first situation is done for you to show how to add ticks.]
Newtons laws
Situations occurring as the golfer swings and hits the ball 1st 2nd 3rd
1. When the golf ball is sitting on the tee, it does not fall off.

2. When the golf club is swung by the golfer to hit the ball, the club experiences an
unbalanced force, from the golfer’s arms, which produces a change in the club’s
velocity – it is now accelerating towards the ball.
3. As the golf club hits the ball, it is at its maximum acceleration (Mass of club head
x Acceleration of club head = F on the club head).
4. As the golf club hits the ball, it applies its force to the ball, accelerating the ball
until the golf ball leaves the club. The golf ball is experiencing a change in
velocity – it is accelerating. The greater the force applied to the golf ball the
greater the acceleration.
5. As the golf club hits ball, it applies force causing the ball to go in motion. In
return, the ball also applies an equal and opposite force back to the club. This
force slows the golf club down.
6. The golf ball moves away from the golf club at a greater velocity than the club
head because the club head has a much greater mass than the golf ball.
7. Once the golf ball is in motion in the air, its horizontal velocity remains the same
(constant); its vertical velocity is acted on by gravity.
Q3. Look at the pattern of ticks you have placed in the table in Q2. What does this tell you about how
Newton’s Laws can be applied to hitting a golf ball?
The focus of the lesson was on learning about how Newton’s three Laws of Motion can be applied to
complex everyday actions.
1. Has the lesson helped you apply Newton’s three Laws? What other situations could you apply the
laws to?
2. Which questions were easier to answer – the ones in 4B or the ones in 4C? Why?
3. What strategies do you use to answer the harder questions?
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Distinguishing Asteroids and Comets

Q1. What is the Solar System?
Q2. What are some members of the Solar System?
Q3. Try to visualize what the Solar System and the Universe look like. How do members of the Solar
System move in Space?
The lesson is about understanding more deeply how asteroids and comets form and travel in space and
how they are visible or can impact on Earth.
Key words/terms
Asteroid, astronomy, astronomical, orbit, a million years, a billion years, vaporize
What might be the meaning or origin of the words, asteroid, astronomy, and astronomical?
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Component 4A
Asteroids and Comets

Asteroids and comets are minor astronomical objects of the Solar System. The major
members of the Solar System are the Sun, the planets and their moons. Asteroids and comets
are thought by scientists to be leftovers from when the planets and moons formed about 4.6
billion years ago.
Asteroids and comets orbit the Sun as do the planets and moons, but their sizes and
movements vary a lot, and this can cause some of them to impact on other members of the
Solar System in interesting ways.
An asteroid is a rocky astronomical object, varying in size from about 500 kilometers
diameter to 10 meters diameter. Over 1 million have been identified but their total mass is
much less than the mass of the Moon. Most asteroids orbit in a region between the orbits of
Mars and Jupiter called the Asteroid Belt, which is between 329-478 million kilometers from
the Sun. Some asteroids are round, some are elongated, and some even have satellites.
Asteroids all orbit in the same direction as the planets. Asteroids usually have circular orbits,
but these are more tilted than those of the planets. The time it takes for an asteroid to orbit
the Sun can vary from 1-100 years.
A comet is composed of frozen gases, rocks and dust. A comet is usually about 10-15
kilometers in diameter. Comets tend to have elliptical orbits. When a comet gets close to the
Sun, its gases start to vaporize which makes the comet appear fuzzy. As the comet gets closer
to the Sun, the gases and dust sweep out from the comet, producing a glowing ‘tail’ that can
be many thousands of kilometers long. Comets come from orbit belts beyond Neptune,
about 5.8 billion kilometers from the Sun. About four thousand comets have been identified,
but there must be thousands or millions more. Some comets orbit in the same direction as
planets and some in the opposite direction. The time it takes for a comet to orbit the Sun can
vary from 4 years to more than 100,000 years!
Component 4B
Q1. What is generally typically bigger – an Asteroid or a Comet?
Q2. What features do Comets have that Asteroids do not have?
Q3. What is more likely to hit Earth, an Asteroid or a Comet? Why?
Component 4C
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Q1. What type of energy and/or forces are likely to affect comets as they travel closer to the Sun?
Q2. Make some labelled drawings to show the different shapes that Asteroids and Comets can have.
Q3. If asteroids usually orbit in the Asteroid Belt between Mars and Jupiter, what could cause an
asteroid to head towards and hit Earth?
1. Has the activity helped you to think more about the astronomical objects of the Solar System?
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Making meaning of Meteoroids, Meteors and Meteorites

Q1. What is a meteor?
Q2. What impacts can meteors have?
Q3. How are Meteors, Meteorites and Meteoroids related?
This lesson is about learning how to describe scientific phenomena accurately.
Key words/terms
friction, meteor, meteorite, meteoroid, composition, random
Practice saying the words in a sentence.
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Component 4A
Meteoroids, Meteors and Meteorites

The major members of the Solar System are the Sun, the planets and the moons.
Meteoroids are minor astronomical objects, like asteroids and comets, but they are usually
much, much smaller. They are typically pebble-sized but could be a little smaller or a little
larger. Some can be quite big, up to 5 meters wide. Meteoroids, like asteroids and comets, are
thought to be leftovers from when the planets and moons formed about 4.6 billion years ago.
As well, they might be small pieces of an asteroid or a comet created from a collision.
Meteoroids orbit the Sun as do the planets, moons, asteroids, and comets, but their
movements are more random, and sometimes they stray into the orbit of the Earth with
interesting effects.
A meteor is formed when a meteoroid enters the Earth's atmosphere. As the meteoroid enters
the atmosphere it will be travelling at a very high speed and the friction between the
meteoroid and the atmosphere causes it to get hot. When a meteoroid is in the atmosphere,
we call it meteor. It can begin to glow, and it can begin to burn up. Because it is travelling fast,
it produces a streak of light and people call it a shooting star. It might burn up completely in
the atmosphere, or it might not all burn!
A meteorite is the name for an object from space that survives from burning up as it travels
through the atmosphere, and lands on the ground. In other words, a meteorite is a meteor
that did not all burn up when travelling through Earth’s atmosphere. Meteorites are usually
either rocky or metallic. The biggest found on Earth are a few meters across; the heaviest
weighs about 60,000 kilograms. When large meteorites land on the ground, they can form a
crater, called an Impact crater. The largest impact crater discovered has a diameter of about
100 kilometers. Scientists study meteor paths to find out where meteorites come from. They
study their composition to work out what the Solar system was made of 4.6 billion years ago.
Component 4B
Q1. How big is a typical meteoroid?
Q2. What are some Major astronomical objects? What are some Minor astronomical objects?
Q3. What would you have to know to predict if a big meteoroid (0.5 meter wide and 500 kg heavy)
would become a meteorite by surviving burning up in Earth’s atmosphere?
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Component 4C
Q1. What is usually bigger – a meteoroid or an asteroid?
Q2. Complete the flow chart to show the process to have a meteorite land on Earth.
Q3. Comets and meteors can glow brightly in the night sky and so they can be seen by people on
Earth. How would you distinguish a comet from a meteor if you saw them in the night sky?
1. Could you find any answers to questions in the text provided for Component 4? Which ones?
2. What connections or differences do you notice between questions in 4B and 4C.
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Food Chains and Energy

Q1. Name a common plant in a rainforest.
Q2. Describe some common herbivores that might live in a rainforest.
Q3. Why are some animals called carnivores? Give an example.
Component 2: Lesson purpose/Intention
The lesson is about the food chains in an ecosystem. We want to be sure we know and understand about
the transfer of energy.
Component 3: Lesson Language Practice.
Key words/terms
Read/view the diagram carefully to think about what it means.
Food Chain
Plant Herbivore Carnivore
Write down:
Q1. What do the arrows represent?
Q2. What does the diagram above ‘say’ in words?
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Component 4A
Food Chains
A food chain model
plants herbivore carnivores omnivores
A Philippines food chain in a mangrove swamp
Component 4B
Q1. What is the name given to the group of animals that eat plants?
Q2. Complete the sentence: Omnivores eat …………………….… and ………………………….…
Q3. Are all humans omnivores? Explain.
Component 4C
Q1. Write in the box an example of an herbivore in the mangrove swamps in the Philippines.
Q2. Write in the name of carnivores found in mangrove swamps of the Philippines.
28
Q3. Explain the important role in a food chain that producers have and give examples.
Q1 Did you find using the terms herbivore, carnivore and omnivore difficult? If so, Why?
Q2. Did you find the answers to the questions in component 4B and 4C interesting? If so, Why?
29
Trophic Levels and Losing Energy – The Food Web!
.
Q1. If producers are in trophic level 1, into which trophic levels do herbivores belong?
Q2. If producers are in trophic level 1, into which trophic levels do humans belong?
Q3. Why are plants called the producers?
This lesson is about reading flowcharts and how important reading is for learning and when answering
questions.
The lesson is also about the trophic levels of an ecosystem. We want to be sure we know and understand
about the loss in energy.

Key words/terms
The diagram below shows how scientists represent data a food chain.
Think about what it means.
Trophic Levels and Energy
10% 1st Order 10% 2nd Order 10% 3rd Order

Producer Consume Consume Consume
30
Component 4A
sun
eagle
jaguar
human
Boa constrictor
deer sloth
frog
insect
snail
caterpillar
microorganism
mushrooms and plants worm
Component 4B
Q1. Which carnivore would catch and eat sloths?
Q2. If the plants you see in the diagram above start off with an energy level of 10000 calories how
many calories will the sloth get and how many calories will the jaguar get?
Q3. Explain why it is important for there to be types of insects, microorganisms and fungi as part
of a food web?
31
Component 4C
Q1. Name a common household pet that people in your neighborhood have that would be a
primary (first order) consumer.
Q2. If you had a pet that was a secondary (second order) consumer which native animal might
they attack and eat?
Q3. Does the Philippines have a native sloth? Why are they considered endangered?
The focus of this lesson was to use multi-step flowcharts such as a food web to describe trophic levels
and the loss of energy between steps.
Q1 Did you find Q2. in component 3 the diagram of trophic levels and energy difficult? If so, Why?
Q2. Do you think you could describe the diagram of the Food Web in words? If so, How?
32
Humans and the Environment
Q1. Suggest a human activity that is conducted on a large scale that has a negative impact on the
environment.
Q2. Select one of these human activities and suggest some of the countries of the world where this
occurs.
Q3. Explain how this activity has damaged a relevant ecosystem.
The lesson is about the negative human impact an ecosystem. We want to be sure we can suggest ways
to minimize the impact.
Key words/terms
deforestation, erosion, pollution
Complete the table about the meanings of our words.

.
Word Meaning
deforestation
erosion
pollution
33
Component 4A
Deforestation
One of the ways that humans have had a negative impact on the environment is through the
process of deforestation.
The reason that this has occurred is that humans have wanted to clear the land for such things
as: commercial agriculture, commercial logging, building of homes and infrastructure and for
purposes of mining.
This deforestation has occurred all over the world and in recent years in Australia.
Deforestation causes soil erosion, flooding, the destruction of biodiversity, the release of
greenhouse gases like carbon dioxide and as a result an increase in global warming,
In order to minimize this impact on the environment we could plant more trees particularly the
farmers and use less paper and recycle it.
Component 4B
Q1. In which country has there been recent deforestation?
Q2. What are some of the reasons why humans want to clear the land?
Q3. Why would it be particularly important for farmers to grow more trees?
Component 4C
Q1. What is one of the negative impacts of deforestation in the Philippines?
Q2. What are some of the damaging effects on the people in the Philippines as a result of
deforestation.
34
Q3. Explain why deforestation can increase global warming.
The focus of this lesson was to suggest ways to minimize negative human impact on an ecosystem.
Q1 Did you find the text about deforestation interesting? If so, Why?
Q2. In this lesson did you learn something about minimizing human impact on an ecosystem that you did
not know before? If so, What?
35
Dynamics of a Food Web

Q1. What do scientists call the group of organisms that eat mostly meat or the flesh of other
animals?
Q2. How would you describe a food web?
Q3. Describe the transfer of energy in a simple food chain with an example.
This lesson is about using multi-step flowcharts and how important this is for learning and when
answering questions. The lesson is also about how possible changes in one population of a trophic level
can influence the rest of the food web/ecosystem. We want to be sure we can understand the impact.
Key words/terms
Population; ecosystem
Complete the table about the meanings of our words.

Word Meaning
population
ecosystem

36
Component 4A
Rain forest food web
Component 4B
Q1. Identify a label in the picture which is the name of a producer.
Q2. Name the first level consumers in the picture.
Q3. Explain which trophic level has the most energy and why.
Component 4C
37
Q1. Which trophic level in an ecosystem has the smallest population?
Q2 If the population of grasshoppers suddenly died in large numbers due to a disease what would
happen to:
a) the population of frogs?
b) the population of mice and deer and why?
c) the population of snakes and eagles and why?
The focus of this lesson was to suggest what the impact would be on a food web /ecosystem if there is a
change in the size of the population of one of the members.
Q1 Did you find the diagram of the food web interesting If so, why?
Q2. In this lesson did you learn something about food webs and ecosystems that you did not know
before? If so, What?
38
The Nature of Matter – Properties of Solids, Liquids and Gases

Q1. What is one property of liquids?
Q2. What are the three main states of matter?
Q3. What is the difference between solids and gases in terms of shape and volume?

The lesson is about solids, liquids and gases. We want to be sure we know and understand about shape
and volume for the states of matter.

Key words/terms
shape, definite, liquid, volume, gas,
Complete the table about everyday word meanings in the appropriate column and provide answers and
discuss where needed.
Word Everyday meaning Meaning in science
shape
definite
liquid
volume
gas
39
Component 4A
The States of Matter
Objects like a table or a brick are called solids. Solids have definite shape and volume. Things
like water and honey are called liquids. Liquids have definite volume but not definite shape.
Things like air and helium that make balloons rise are called gases. Gases do not have definite
volume or definite shape.
Component 4B
Q1. Bricks and tables are classified as solids. What is another example of a solid?
Q2. Why are water and honey classified as liquids?
Q3. How are the properties of water and honey different to the properties of air and helium?
Component 4C
Q1. What would you need to measure the volume of a liquid?
Q2. What would you have to do to measure the volume/size of a brick.
Q3. Explain using examples how water can be a solid or a liquid.

Time: 5 minutes
Q1. Did this lesson help you to better understand and recall the properties of shape and volume for
solids, liquids and gases? If so, How?
Q2. Did you find the questions in component 4C harder than the questions in component 4B? If so, Why?
40
The Nature of Matter – Maria’s Special Drink

Q1. Which one of the states of matter has no definite volume?
Q2. How many states can the common substance water exist in.
Q3. Why do scientists use the properties of shape and volume to classify the states of matter?
Component 2: Lesson purpose/Intention.
This lesson is about reading a science text and how important using technical language is for learning
and when answering questions. The lesson is also about using scientific knowledge to solve real life
problems.

Key words/terms
solid, states of matter
Complete the table about everyday word meanings in the appropriate Column and provide answers and
discuss where needed.
Word Everyday meaning Meaning in science
Solid
states of
matter
41
Component 4A
Maria’s Special Mango Drink

Maria is making a special drink in her kitchen. She has 2 mangos and
needs exactly 500 mL of cold water so she goes to the refrigerator but
there is no liquid water in the fridge. So, she gets some ice cubes out
of the freezer. She puts a handful of ice cubes in a large measuring
cylinder, but she can’t see whether it is exactly 500 mL or not.
Component 4B
Q1. What is Maria trying to do?
Q2. What are the things that Maria has in her kitchen to make the special drink?
Q3. Why do scientists use measuring cylinders?
Component 4C
Q1. How much cold water does Maria need?
Q2. What is the problem that Maria is having?
Q3. What steps could Maria take to solve the problem?
42
The focus of this lesson was to show that scientific knowledge about solids liquids and gases could help
to solve a real-life problem.
Q1. Did you find Maria’s special mango drink interesting? If so, Why?
Q2. Did you find the answers in component 4C helpful in your understanding of how science can solve
everyday problems? If so, Why?
43
The Particle Nature of Matter
Q1. Complete the following sentence “Scientists say that all matter is made up of …………………..”.
Q2. Describe what you think scientists mean by particles.
Q3. How are the particles in a solid different to the particles in a gas?

We want to be sure we know and understand how the particle nature of matter helps us explain the
properties of solids, liquids and gases.

Key words/terms
 Describe that the diagram below explains how particles in a solid are arranged at a microscopic (very
small) level.
 The importance of the activity is for students to read what the diagram represents.
If we could look at the smallest components of a solid,

what would we see?
Q1 What do the little grey circles represent?

Q2. Describe the shape they make.
44
Component 4A
States of matter
A B C
Component 4B
Q1. Which of the labels, A, B and C, represent a liquid?
Q2. Describe the particles in the diagram of a solid.
Q3. Why are the particles in a gas further apart than the particles in a liquid?
Component 4C
Q1. Look at the ice that your teacher has given you and suggest what will happen to it if you leave it
for a while?
Q2. What would happen if you put the ice in the sunlight or held it in your hand?
Q3 What would you feel if you held it in your hand? Why?
45
The focus of this lesson was the use of diagrams to show how the particle model can explain the
properties of solids liquids and gases.
Q1 Did you know what the little circles represented in component 3? If so, How?
Q2. Did you find the diagram in component 4A helpful to explain the particle nature of solids, liquids and
gases? If so, Why?
46
Changes of State in Terms of Particles
Q1. What do you need to do to make solid ice turn to liquid water?
Q2. What do scientists call what happens when a solid changes to a liquid and a liquid change to a
gas?
Q3. Explain what happens to the particles in a solid when the solid changes to a liquid?
The lesson is about physical changes of solids, liquids and gases. We want to be sure we know and
understand about changes of state in terms of the particle nature of matter.

Key words/terms
The diagram below shows how scientists represent change of state.
Representing Changes of State

SOLID LIQUID GAS
47
Component 4A
Component 4B
Q1. Which one of the arrows (1,2, 3 and 4) indicates the process of freezing?
Q2. Which of the arrows indicate processes that need heat energy?
Q3. Explain what happens to the motion and the arrangement of particles when a substance
undergoes the process of melting.
Component 4C
Q1. What is the name of the process that is shown /indicated by Arrow 4?
Q2. Where in nature would you see solid ice and liquid water at the same time?
Q3. Some processes like “melting” require energy so what we need to do is heat them. Explain what
you would need to do for the processes that don’t need energy like “freezing” in terms of particle
energy and arrangement.
48
Time: 5 minutes
The focus of this lesson was to use diagrams to describe the physical changes in states of matter using
the particle model.
Q1 Did you find the diagram showing the changes of state difficult to read? If so, Why?
Q2. Did you find the questions in component 4C more difficult than those in 4B or was there one question
more difficult than all the rest? If so, Why?
49
Change of State in the Water Cycle

Q1. Where does the water come from when it rains?
Q2. What are the two important physical change of states that drive the water cycle?
Q3. Explain the important role of the sun in the water cycle.?

Time: 3 minutes
The lesson is about physical changes. We want to be sure we know and understand the water cycle in
terms of physical changes.

Key words/terms
The diagram below shows how scientists explain changes of state in the water cycle.
A B C
Water in Water Water droplets
oceans vapour in clouds
Q1. In which box is the water a gas?
50
Component 4: Lesson Activity.
Component 4A
The Water Cycle

The water cycle is the path that all water follows as it moves around the Earth. It is a
continuous process.
1. Water evaporates into the atmosphere because of heat from the sun.
2. Water evaporates into the atmosphere from the transpiration of plants.
3. When it cools, water condenses in the clouds.
4. Water falls as rain on the oceans and the land.
5. The rain might be frozen as ice or snow.
6. The snow and ice can melt from the sun’s heat.
Component 4B
Use the information in the text to complete the illustration (i.e., write the appropriate word for the
process shown with numbers)
Component 4C
Q1. Which part of the cycle needs heat from the sun?
Q2. Complete the following sentence “Water exists in the liquid form in the …………... and in the
…………….….”.
Q3. How would the water cycle be affected if there is a very long period of hot sun?
.
51
The focus of this lesson was to use diagrams to describe the physical changes of state in the water
cycle.
Q1 Did you find using the text to complete the diagram of the water cycle difficult? Why?
Q2. Did you find learning about the water cycle using scientific language interesting? Why?
52
Heating Water – An Experiment

Q1. Which process of physical change gives out heat?
Q2. Name three processes of physical change that require heat.
Q3. Describe what happens to particles in a beaker of water when the water is heated.

This lesson is about reading diagrams and graphs and how important this is for learning and when
answering questions in science.
The lesson is about physical changes. We want to be sure we know and understand that physical
changes require energy in the form of heat and that this can be explained by the particle model.
The information presented here shows how scientists

produce a graph from data in a table.
Time in 3 4 5 6 7 8 9 10
years:
Height in 95 103 111 115 123 129 134 138

centimeters
(cm):
Q1. Describe what the graph means in words.
53
Component 4A
Heating water
A small group of students followed the teacher’s instruction to gently heat some ice in a beaker
and take the temperature every minute. The students recorded their data and produced the
graph below.
Component 4B
Q1. What do you think has happened in the last 4 minutes?
Q2. What might you see happening in the first 4 minutes?
Q3. What do you think would happen if the students went on heating the water?
54
Component 4C
Q1. Describe the temperature in the first 4 minutes while the ice is melting.
Q2. Describe what is happening according to the graph in words.
Q3. Use your understanding of the particle model to explain why the temperature does not rise in the
first 4 minutes.
Component 5. Lesson Conclusion

The focus of this lesson was to use an experiment and graphs of the data to explain the physical
changes of state using the particle model.
Q1 Did you find the questions in B easier than the questions in C. Why?
Q2. Did you find this lesson helped you to understand the particle model better? Why?
55
Food Chains in Yellowstone
Q1. What do we mean if we say an animal is an herbivore?
Q2. What do we mean if we say an animal is a carnivore?
Q3. How do plants get their food?
Component 2: Lesson purpose /Intention

This lesson is about reading scientific texts and flowcharts and how important reading is for learning and
when answering questions.

Key word/term
Omnivores
Write one sentence using that word.
56
Component 4A
Yellowstone National Park

Yellowstone National Park is an American National Park located in the western
United States, mostly in Wyoming but also in Montana and Idaho. The park was
established in 1872. It is well known for its abundant wildlife. It is very large, being
more than 8000 km2 in area. It includes hundreds of species of mammals, fish,
reptiles, and amphibians as well as some endangered ones.
Common plants are wheat grass, juniper, sage bush, pine, and fir trees.
Plant eaters include deer, bison, and elk.
Carnivores include grey wolf that feeds on elk, deer, and bison.
Bears eat grasses and juniper berries, but also, they eat rats and mice, elk calves
and large mammals.
Component 4B
Q1. Name an herbivore that lives in Yellowstone National Park and what it eats.
Q2. Name a carnivore that lives in Yellowstone National Park and what it eats.
Q3. Name an omnivore that lives in Yellowstone National Park and what it eats.
Component 4C
Q1. Draw up a food chain that might exist in the Yellowstone National Park
57
The focus of this lesson was to use technical language in complex scientific texts about the significance
of the ecological relationships within an ecosystem.
Q1. Has this lesson helped you to use more technical language when talking about food chains. If
so, give an example.
Q2. Has this lesson helped you to remember and or understand the differences between herbivores,
carnivores and omnivores? If so, how?
58
Food and Energy
Q1. What do scientists mean by the term ‘a first order consumer’?
Q2. What is another name used to identify ‘a second order consumer’?
Q3. Why are plants called ‘producers’?
This lesson is about interpreting scientific texts and how important comprehending them is for learning
and when answering questions.

Key word/phrase
Trophic level
Write one sentence using the phrase.

Component 4A
59
Yellowstone National Park – some producers and consumers
PRODUCERS AND PLANTS AND ANIMALS

CONSUMERS
3rd order consumers Gray wolf
2nd order consumers Red fox Raven Bald eagle Grizzly bears
1st order consumers Red squirrel Moose Deer
Primary producers Pine tree Maple tree Sage bush Juniper
Component 4B
Q1. What trophic level does the juniper berry bush belong to?
Q2. What trophic level does a red fox belong to?
Q3. Which animal is in the highest trophic level in Yellowstone?
Component 4C
Q1. Which trophic level holds the most energy?
Q2. How much energy is usually passed on from one trophic level to the nest?
Q3. If the amount of juniper berries eaten by the red squirrel contained 100,000 calories how many
calories would the gray wolf get?
60
The focus of this lesson was to use technical language in complex scientific texts about food chains and
trophic levels.
Q1. Has this lesson helped you to use more technical language when talking about food chains. If
so, give an example.
Q2. Has this lesson helped you to remember and or understand the idea of energy levels in food
chains?
61
The Food Web
Q1. Which trophic level has the fewest number of organisms?
Q2. Does a food web also have trophic levels of energy like a food chain?
Q3. What is the difference between a food web and a food chain?

This lesson is about reading scientific texts and food webs flowcharts and how important reading is for
learning and when answering questions.
Key word/term
Decomposers
Write one sentence using the word.

Component 4A
62
Component 4B
Q1. Name some of the decomposers in the national park.
Q2. Explain the role of the decomposers in an ecosystem.
Component 4C
Q1. The Gray wolf was almost wiped out from the national park because they were killing domestic
livestock. What effect would this have had on the Yellowstone food web?
Q2. The Gray wolf has been reintroduced into the park, but what would happen to the population of
Red squirrels if the Red fox was eliminated?

Time: 5 mins
The focus of this lesson was to use technical language in complex scientific texts and diagrams about
relationships in an ecosystem.
63
Q1. Has this lesson helped you to use more technical language when talking about food webs? If so,
give an example.
Q2. Has this lesson helped you to remember and or understand the interrelationships within an
ecosystem?
64
Particles
Q1. Complete the following sentence. “Scientists say that solids, liquids and gases are made up
of………………………
Q2. Are particles the same size as cells?
Q3. A Particle Theory has been around for thousands of years, but particles were not identified for a
long time. What do you think the reason is?

This lesson is about what we know and understand of the particle theory of matter and how the particle
model helps us explain the properties of solids, liquids and gases.

Key word/term
Particle
Write one sentence using that word in everyday language.
Write one sentence using the scientific meaning of that word.
65
Component 4A
States of matter
A B C
Component 4B
Q1. What do the small, shaded circles represent?
Q2. Which diagram A, B, or C represents the arrangement of particles in a gas?
Q3. Are the particles in liquid water the same particles as in water when it’s a gas?
Component 4C
Q1. Describe the motion of the particles in a solid.
Q2. What is there between particles in a gas?
Q3. What is the difference between the motion of particles in a liquid to the motion of particles in a
solid?
66
The focus of this lesson was to use technical language in complex scientific texts including diagrams
about the particle theory of matter.
Q1. Did you know what the shaded circles represented in component 3? If so, how?
Q2. Did you find the diagram in component 4A helpful to explain the particle nature of solids, liquids,
and gases? If so, why?
67
Physical Change
Q1. What is the name of the process when a liquid turns into a solid?
Q2. What do you need to do to turn liquid water into ice?
Q3. What happens to particles when they get very cold?
This lesson is about using scientific terms and diagrams and how important this is for learning and when
We want to be sure we know and understand about changes of state in terms of the particle nature of
matter.

Key words/terms
Evaporation, condensation
Select one of the words and write one sentence using that word.
68
Component 4A
Component 4B
Q1. The process of evaporation is shown by which arrow 1, 2, 3, or 4?
Q2. What is the name of the process as shown by arrow 4?
Q3. What is the name of the process as shown by arrow 1?
Component 4C
Q1. Which of the processes shown by arrows 1,2,3, and 4 require heat?
Q2. Why do some processes need heat?
Q3. Why do particles need energy to change from the liquid to the gas state?
69
The focus of this lesson was to use technical language in complex scientific texts and diagrams about the
changes of state and the particle theory.
Q1. Did you know what the technical words in component 3 meant?
Q2. Did you find the diagram in component 4A helpful to explain the change of state of solids,
liquids, and gases using the particle nature of matter? If so, why?
70
The Water Cycle
Q1. What are the basic needs of plants and animals?
Q2. Where do many living things get their water from?
Q3. What are the three states that water can exist on Earth?
This lesson is about using scientific terms and diagrams and how important this is for learning and when
We want to be sure we know and understand about the significance of the changes of state of water to
all living things.
Key words/terms
Precipitation, transpiration
Select one of the words and write one sentence using that word.

Component 4A
71
Component 4B
Q1. The process of evaporation is shown by which Arrow 1,2, 3, or 4?
Q2. What is the name of the process as shown by Label 3? (Inside the cloud)
Q3. What is the process called as shown by Arrow 4?
Q4. What is the process called as shown by Arrow 2?
Component 4C
Q1. Which of the processes shown by arrows 1,2,3, and 4 is liquid water changing to a gas?
Q2. Which process is a gas changing to a liquid?
72
Q3. Why do particles need energy to change from the liquid to the gas state?

Time: 5 mins
The focus of this lesson was to use technical language in complex scientific texts and diagrams about the
changes of state and the water cycle.
Q1. Did you know what the technical words in Component 3 meant?
Q2. Did you find the diagram in component 4A helpful to explain the water cycle? If so, why?
73
Forces – Balancing and Moving a Wheelbarrow

Q1. What does the word balance mean in everyday terms?
Q2. What does the word force mean in everyday terms?
Q3. What does balance mean in scientific terms when we are referring to forces?
This lesson is about balanced and unbalanced forces and how forces can affect the way an object
moves. The lesson may also help to be better at using arrows or symbols to communicate information in
science.
Key words/terms
Wheelbarrow; Balanced forces; Unbalanced forces; Represent/Representations
74
Component 4A
Balancing a wheelbarrow
This diagram represents a wheelbarrow that contains a load of soil. The wheelbarrow
is not moving – it is said by scientists to be ‘at rest’.
The weight of the load is pushing down and is being held off the ground by the
wheelbarrow tray, the wheel and two legs of the wheelbarrow.
Component 4B
Q1. The wheelbarrow is at rest. What does that mean?
Q2. Are there any forces acting on the wheelbarrow while it is at rest? If so, please list any?
Q3. What does a person need to do to move the wheelbarrow forward by 2 meters?
Component 4C
Q1. While the wheelbarrow is at rest, are the forces acting on it balanced or unbalanced?
75
Q2. On the diagram in your worksheet, use force arrows to represent the forces acting on the
wheelbarrow while it is at rest?
Q3. On the same diagram in your worksheet, add more force arrows to represent the forces that
would need to be applied to make the wheelbarrow move forward?
Q4. Which of the arrows you added will represent the wheelbarrow having an unbalanced force?
Please explain your answer.

Some questions:
What did you learn from this lesson?
What are some things you enjoyed about the lesson?
What is something you would like to learn more about in this topic?
76
Forcing Things to Move
Q1. What does force mean in science?
Q2. What are some forces we can recognize in our daily lives?
Q3. How can a coiled spring exert a force on another object?
This lesson is about reinforcing good science processes to use when investigating the relationships
between forces and how they affect the motion of objects.
Key words/terms
Scientific investigation; Coiled springs; Trials
77
Component 4A
Does bigger force cause more movement?

Sami set up a scientific investigation to find out if bigger forces cause more movement. He
used coiled springs to produce forces that would push toy cars along the ground. He
conducted four trials for each car and his data table is shown below.
Experimental set-up:
Data table:
Car Number of springs Trial 1 (cm) Trial 2 (cm) Trial 3 (cm) Trial 4 (cm) Ave (cm)
1 2 17 20 22 21 20
2 4 33 32 40 35 35
3 6 50 49 49 52 50
Component 4B
Q1. What shown in the Information box has Sami used to represent the coiled springs?
Q2. What are some of the factors that Sami needs to measure?
Q3. What would Sami need to do to make sure this a valid and reliable investigation?
78
Component 4C
Q1. How far did Car 1 travel on average, and what was the trial which varied most from the average?
Q2. What other objects could Sami use if there were no toy cars available?
Q3. What relationship between the amount of force applied and the change in a car’s motion can
Sami conclude?

Time: 5 mins
The focus of this lesson was to better understand how good science processes are used when
investigating the relationships between forces and how they affect the motion of objects.
1. Could you find any answers directly in the Stimulus for

questions in Component 4B or 4C? Which ones?
2. What differences do you notice between questions in 4B and 4C?
3. Did you find it easier to answer the questions in Component 4B or 4C? Why?
79
Predicting the Effects of Forces

Q1. What is a prediction?
Q2. What do Scientists do to make sure their predictions are reasonable, valid and reliable?
Q3. What are the ways to make sure experiences are valid?
This lesson is about reinforcing that at times strong pattern, trends or relationships can be identified from
experimental evidence that enable us to make valid and reliable predictions.
Key words/terms
Data table; Graphed data; Propel; Predict/Predictions
80
Component 4A
Can we predict the effect of a force?

Sami successfully completed a scientific investigation to find out if bigger forces cause more
movement using coiled springs to produce forces that would push toy cars along the ground.
Sami has been working to expand his investigation. He has now graphed his data for the
average distances that toy cars travel when 2, 4 or 6 springs are used to propel the cars.
Experimental set-up:
Data table: Graphed data:

Car Number of
Ave (cm)
springs
1 2 20
2 4 35
3 6 50
Component 4B
Q1. What data is plotted on the X-axis of Sami’s graph?
Q2. What are the factors (variables) that Sami is seeking to find a relationship between?
81
Q3. Sami found out from his teacher that a relationship applies to his experiment – “The amount of
Force applied to an object is equal to the Mass of the object multiplied by (x) the Acceleration of
the object” – it is written as F = ma. How is Sami making use of acceleration in his experiment?
Component 4C
Q1. What shape is the tine plotted on Sami’s graph?
Q2. Use the line on the graph to predict how far a car might travel if 3 springs are used to propel a
car?
Q3. From Sami’s data and graphs, predict what might be the number of springs needed for a car to
be propelled to about 90 cm to 100 cm along the ground?
The focus of this lesson was about reinforcing that at times strong patterns, trends or relationships
can be identified from experimental evidence that enable us to make valid and reliable predictions.
Q1. Has this lesson helped you to better understand making predictions in science? In what ways?
Q2. Were you able to visualize cars moving further than Sami had measured his cars moving?
82
A Balloon Rocket

Q1. What is a rocket?
Q2. What are rockets used for?
Q3. How can we safely investigate how rockets work if they are usually dangerous vehicles?

This lesson is about reinforcing that models can be used to show that when an object exerts a force on an
object (an action), there is an equal and opposite force acting (call a reaction).
Key words/terms
Exert; Action; Reaction; Propel

Component 4A
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Making a balloon rocket
Angela made and tested a model balloon rocket. She wanted to find out how fast the model
rocket would travel.
The model rocket was a long balloon. To guide the model rocket she put a string line through
a drinking straw and then tied the string line between two chairs, positioned about 5 meters
apart. She then attached the model rocket to the drinking straw with sticking tape.
Once Angela blew up the balloon with air, she tied the end with a twist and then with a peg to
hold in the gas. When Angela released the peg, the balloon rocketed along the string line
between the chairs in about 2 seconds.
Component 4B
Q1. Why did Angela need to use a string line for her model rocket?
Q2. What are the factors (variables) that Angela will need to measure?
Q3. About how fast did the rocket travel?
84
Component 4C
Q1. Angela’s teacher told her that for every ACTION there is an equal and opposite REACTION.
What was the ACTION in her experiment?
Q2. On the picture of Angela’s model, on your worksheet, draw labelled arrows to show the size and
direction of the ACTION and REACTION?
Q3. Try to visualize the working model when Angela released the peg from the balloon. What are
some aspects of the motion of the model balloon rocket that you would be able to observe and
explain?

Time: 5 mins
The focus of this lesson was about reinforcing that models can be used to show that when an object
exerts a force on an object (an action), there is an equal and opposite force acting (call a reaction).
Q1. Has this lesson helped you to better understand using models in science? In what ways?
Q2. Were you able to visualize the rocket moving? Maybe you could make one to try.
85
Creating Craters

Q1. What is a crater?
Q2. What can form craters and where can they be seen?
Q3. How can models help with understanding and explaining the natural world?
This lesson is about reinforcing that models can be used to predict the effects of natural phenomena to
better understand the natural world, and to make predictions based on experimental evidence.
Key words/terms
Models / Modelling; Impacts; Experiments / Experimentation; Variables
86
Component 4A
Modelling the impact of masses in forming craters

A student was keen to understand what makes craters form. She heard that
some craters are formed from the impacts of outer space objects hitting the
surface of moons or planets. She designed a scientific investigation to explore
what might make some craters bigger than others. She wondered what would
happen if a big space object hit the Moon, or maybe hit the Earth!
The diagrams here show the side view of her experimentation.

She used three spherical stainless-steel balls of different sizes and weights as shown in the
diagrams and the data tables below.
The balls were held over a tray of fine dry clay powder.
The balls were all dropped from a height of 15 cm.
The student then measured and recorded the features of the model craters formed.
Before: After:
The student measured the size of the craters formed:

Ball Ball diameter Ball weight Crater height Depth ball embedded in clay Crater diameter
(cm) (g) (cm) (cm) (cm)
Ball 1 1.5 25.0 0.25 0.5 3.2
Ball 2 2.0 34.0 1.3 1.0 6.6
Ball 3 3.0 110.0 2.8 1.5 9.3
Component 4B
Q1. What was the size and weight of the largest stainless-steel balls used in the experiment?
Q2. What are the factors (variables) that the student should consider and be able to measure
accurately if this experiment is to be valid?
87
Q3. How could the investigation be improved?
Component 4C
Q1. What impact did Ball 2 have on the fine dry clay powder?
Q2. What were the similarities and differences in the three craters formed in the fine dry clay powder?
Q3. What can the student conclude from the experiment?
The focus of this lesson was about reinforcing that that models can be used to predict the effects of
natural phenomena to better understand the natural world, and to make predictions based on
experimental evidence.
Q1. Has this lesson helped you to better understand about using models in science? In what ways?
Q2. Were you able to visualize craters being formed by space objects colliding with planets and
moons?
88
Is it an Asteroid or a Comet?

Q1. Where is Earth located in the Universe?
Q2. What are some astronomical objects that we can see from Earth or that we know are in our part
of the Universe?
Q3. Visualize and then describe what our Solar System looks like and how the members of the Solar
System move in Space?
This lesson is a challenge – to see if you can work out from a description what a near Earth object is. This
will give you a chance to recall and apply your learning for Week 3 and from the whole learning camp
because it involves reading and interpreting scientific language and information to answer some
questions.
Key words/terms
Comet; Asteroid; Elongated shape; Crater; Astronomical; Orbit,
89
Component 4A
Near-Earth Objects from Space

The following boxes give information about the two main types of Near-Earth Objects (NEOs):
A comet is composed of frozen gases, rocks and An asteroid is a rocky astronomical object,
dust. A comet is usually about 10-15 kilometers in varying in size from about 500 kilometers
diameter. Comets tend to have elliptical orbits. diameter to 10 meters diameter. Over 1 million
When a comet gets close to the Sun, its gases have been identified but their total mass is much
start to vaporize, making it appear fuzzy. As the less than the mass of the Moon. Most asteroids
comet gets closer to the Sun, the gases and dust orbit in a region between the orbits of Mars and
sweep out from the comet, producing a glowing Jupiter called the Asteroid Belt, which is between
‘tail’ that can be thousands of kilometers long. 329-478 million kilometers from the Sun. Some
Comets come from orbit belts beyond Neptune, asteroids are round, some are elongated, and
about 5.8 billion kilometers from the Sun. About some even have satellites. Asteroids all orbit in
4000 comets have been identified, but there the same direction as the planets. Asteroids
must be thousands or millions more. Some usually have circular orbits but these are more
comets orbit in the same direction as planets and tilted than those of the planets. The time it takes
some in the opposite direction. The time it takes for an asteroid to orbit the Sun can vary from 1-
for a comet to orbit the Sun can vary from 4 years 100 years.
to more than 100,000 years!
Extracted from Lesson 7 Week 2 Grade 8.
NEWS FLASH:
An outer space object is heading toward Earth!!

Science News, 1 April 2023: A Near-Earth Object (NEO) has been identified and scientists say it might
be travelling towards our part of space!
Named Object April 1X, it is an irregular elongated shaped object. It has a stony composition. Its
surface is heavily cratered. Its temperature is -73 oC. Object April 1X is currently travelling at 25 km/sec
(or 90,000 km/hr). The space object has the dimensions of about 1.2 km x 0.5 km x 0.4 km. It has an
average diameter of 600 meters (0.6 kilometers); That is about the size of a horse racing track!
Scientists have measured the object’s density to be about 2.6 grams/cubic centimeters – that is similar
to the density of concrete. They say its mass is about 40,000 tonnes (4 x 107 kg). That is equivalent to
the mass of a 40-storey office block in Manilla. That’s heavy.
Component 4B
Q1. What is a Near-Earth Object (NEO)?
90
Q2. What are some features of the NEO that scientists have named Object April 1X?
Q3. From the description of Object April 1X, make a labelled drawing or sketch of what you think it
looks like in the space provided in your worksheet. Include a scale to show its size?
Component 4C
Q1. What temperature is Object April 1X and is that hot or cold?
Q2. What might happen if Object April 1X were to head directly toward Earth and enter the Earth’s
Atmosphere?
Q3. From what you have read and interpreted do you think Object April 1X is a Comet of an
Asteroid? Provide reasons for your answer.

Some questions: What did you learn from this lesson?
What are some things you enjoyed about the lesson?
What is something you would like to learn more about in this topic?
91

NLC23 Grade 8 Consolidation Science Student Workbook Final

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8

Component 1: Short Review

Q1b. What does the word force mean in everyday terms?

Component 2: Lesson Purpose

Component 3: Lesson Language Practice

Balance and Forces

Q1. What does Equal forces mean?

Q3. What needs to happen for a force to change an object’s motion?

Component 5: Lesson Conclusion

2. What are some things you enjoyed about the lesson?

Component 1: Short Review

Q1. What does force mean in Science?

Component 2: Lesson Purpose/Intention

Component 3: Lesson Language Practice

Practice saying the words.

Building a Force Detector

Q1. What is an experiment?

Q3. What do the student’s results (data) show?

Q1. What is a force?

Q3. Were the students able to detect a force? Explain.

Component 5: Lesson Conclusion

2. What differences do you notice between questions in 4B and 4C?

Component 1: Short Review

Q1. What is a force?

Q2. What is gravity and how does it affect our lives?

Component 2: Lesson Purpose/Intention

Component 3: Lesson Language Practice

Balanced; Unbalanced; Rest; Inertia; Remain; Gravity; External; Tendency

Practice saying the words.

Information about Inertia

A non-scientific meaning of Inertia:

Q2. Which of the 9 examples describe objects that are at rest?

Q1. What is gravity and how does it affect objects?

Component 5: Lesson Conclusion

3. What did you enjoy about the lesson?

Component 1: Short Review

Q1. What is a crash?

Q2. What can happen in a crash?

Component 2: Lesson Purpose/Intention

Component 3: Lesson Language Practice

Practice saying the words.

Which are words that have a special meaning in science?

Lesson Information box:

Investigating Force and Mass

After experimental collision:

Q1. What does the scientific term ‘mass’ mean?

Q2. What things did the student need to measure accurately?

Q3. What do the experimental results show?

Component 5: Lesson Conclusion

2. What strategies do you use to answer the harder questions?

Component 1: Short Review

Q1. What is an Action?

Q2. What are some examples of Reactions?

Component 2: Lesson Purpose/Intention

Component 3: Lesson Language Practice

Practice saying the words.

Information about the Law of Interaction

Non-scientific meanings of Action:

Q1. What does gravity act on?

Component 5: Lesson Conclusion

2. What are some things you enjoyed about the lesson?

3. What are some things you found difficult in this lesson?

Component 1: Short Review